Model Guidance and

Counseling
Grade-Level Plans

Georgia Department of Education

Linda C. Schrenko, State Superintendent of Schools
2002
 Preface

Guidance and counseling plans should enable counselors to improve their time
management by allocating the majority of time to implement the identified key result
areas and competencies of the Guidance and Counseling Curriculum. The guidance and
counseling curriculums focus areas and student competencies should cover four basic
program components:
Guidance and Counseling
Individual Planning
Responsive Services
System Support

The A+ Education Reform Act, adopted by the Georgia legislature, calls for school
counselors to spend five of six segments counseling and advising all students and parents.
Rule 160-4-8-.05, GUIDANCE COUNSELORS, adopted by the State Board of
Education, describes some of the functions and duties of a school counselor. Program
planning is identified as part of a counselors described job responsibility. Thus, program
planning must be an integral component of a guidance and counseling curriculum.

The grade level guidance plans are samples only. The four basic program components
mentioned above are inherent in the stated objectives, activities, and expected results.
Some general Quality Core Curriculum (QCC) objectives have been identified as an
enhancement to the plans.

In developing these plans, general goals and objectives have been defined. It is not all
inclusive. The individual goals and objectives should entail some of the student
competencies identified in the Guidance and Counseling Curriculum.

An individual guidance and counseling plan would also include the goals and objectives
of the Local Board Of Education (LBOE). For example, if Character Education is a goal
of the LBOE, the individual guidance and counseling plan should center on that
objective. The student competencies learned from a goal of providing guidance and
counseling services to assist students in developing appropriate social skills may include
Character Education activities in addition to those identified in the samples provided.

Developing guidance and counseling plans with specific goals and objectives that can be
assessed and evaluated opens a window of opportunity for school counselors. The model
plans will assist counselors in giving program validity and purpose to the implementation
of a comprehensive and developmental guidance and counseling curriculum.

Georgia Department of Education

Linda C. Schrenko, State Superintendent of Schools
Page 2 of 18 All Rights Reserved
 References

Ellis, Thomas I, 1991, Eric Digest Abstract, 1991.

Georgia Department of Education, A Framework for Asset Building Standard in a

Guidance and Counseling Curriculum.

Gravit, Joy, Elementary School Counselor, Fulton County, Georgia.

Gysbers, Norman C., 1990, Comprehensive Guidance Programs That Work.

Reddick, Kimberly, Middle School Counselor, Buford City Schools, Georgia.

Shepard, Johnson, Laurie, October 2000, American School Counselor Association,

Promoting Professional Identity in an Era of Educational Reform.

Georgia Department of Education

Linda C. Schrenko, State Superintendent of Schools
Page 3 of 18 All Rights Reserved
 Student Support Services
Model Guidance and Counseling Elementary Plan
Goal: To provide guidance and counseling services to assist students in developing appropriate social skills and to learn how to get along.

COMPETENCY OBJECTIVES ACTIVITIES PERSONNEL TIME FRAME EXPECTED RESULTS QCC OBJECTIVES
Competency I Demonstrate knowledge of the Conduct classroom Counselor August - June Improve student behavior Defines and /or describes the
Self-Knowledge importance of self-concept. guidance activities on and learning relationship between choices and
social skills. responsibility. consequences. H.2.11

Competency II Identify how people are unique. Conduct classroom Counselor September Exhibit better classroom Identifies conflict and causes of
Skills to interact Demonstrate effective skills for Guidance activities on June behavior and ways to conflict (personal and interpersonal
with others. interacting with others. anger and conflict handle conflict. conflict).
Demonstrate healthy ways of management. H.1.9. Practices
dealing with conflicts. Appropriate negotiation skills to
Demonstrate group resolve conflict.
membership skills. H.4.10.

Implement a Character Counselor and September Demonstrate character Lists ways to live cooperatively in
Education Program. Character May education traits. neighborhoods and communities.
Education SS.2.2
Committee Distinguishes between rights and
privileges.
SS.3.3

Competency III Provide relevant responsive Coordinate Red Ribbon Counselor September Demonstrates school Names and practices skills that
Awareness of services to students with Week. October responsibility and good communicate care, consideration,
the importance personal concerns, which may citizenship. and respect of self and others,
of growth and interfere with academic including those with disabilities.
change. success. H.4.11

Provide crisis counseling Conduct individual Counselor As needed Demonstrate improved Applies the decision-making steps to
and/or emergency intervention counseling sessions on school environment for avoid threatening situations.
when needed. social skills. learning. H.3.3

Demonstrate appropriate ways Participate in SST Counselor and As needed Identify support Identifies local support system
to express feelings and deal Make referrals to other staff. resources. concerning personal safety (e.g.
with emotional situations. School Social Worker Counselor and As needed Coordinate services for family, teacher, religious advisor,
or other community School Social intervention and friend, and counselor). H.3.22
agencies to coordinate Worker prevention strategies
services.

Georgia Department of Education

Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 4 of 18
 Student Support Services
Model Guidance and Counseling Elementary Plan
Goal: To provide guidance and counseling services to students to begin to explore career occupations and educational skills.

COMPETENCY OBJECTIVES ACTIVITIES PERSONNEL TIME FRAME EXPECTED RESULTS QCC OBJECTIVES
Competency IV Describe how the amount of Conduct Middle School Counselor and August June Knowledge of the Uses a study technique. 4R-
Develop education needed for different orientation sessions for guest speakers academic skills needed (research, read, review, report)
awareness of occupational levels varies. students and parents. for certain occupations. LA.4.60
benefits of
educational Develop awareness of the Conduct classroom Counselor September - June Describe the importance Distinguishes between rights and
achievement. relationship between work and guidance activities on of personal qualities. privileges. SS.3.3
learning. the differences of
ability, effort, and
achievement.

Competency V Provide students an awareness Conduct classroom Counselor and October June Describe school tasks that Explains why accepting
Awareness of the of the benefits of educational guidance activities on guest speakers are similar for job skill responsibility and making positive
relationship achievement and develop the cooperation, success. choices (e.g., do legal things, do not
between work relationship between work and dependability, and the steal, do not cheat) help develop a
and learning. learning. relationship of school healthy self-concept.H.3.10.
activities and work.

Assist students in developing a Conduct guidance Counselor February April Demonstrates ability to Demonstrates the ability to respect
foundation for career activities using GCIS. search for careers and and cooperate with peers. H.1.12
awareness. education needed.

Develop skills to understand Conduct classroom Counselor and August June Demonstrate an Demonstrates the ability to work
and use career information. guidance activities representatives understanding of the successfully alone, with a partner,
using Smart Choices from various decision making process. and with a small group. PE.3.9
Toolbox. occupations

Competency VI Help students identify types of Conduct Thematic Counselor March Demonstrate knowledge Defines and/or describes the
Skills to work, both paid and unpaid. career days and of interest and ability relationship between choices and
understand and projects. consequences. H.2.11
use career
information. Help students identify work Provide age appropriate
activities of interest. interest inventories.

Georgia Department of Education

Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 5 of 18

Goal: To provide guidance and counseling services to students to help improve academic achievement.
COMPETENCY OBJECTIVES
Competency IV Implement a plan of action for
Awareness of the improving academic skills.
benefits of Identify personal strengths and
educational weakness in subject areas.
achievement.
Describe relationships among
ability, effort, and achievement.
Provide appropriate test
preparation for elementary
students.
Coordinate the administration
of the school-testing program.
Coordinate, review, and
provide interpretation to
students, teachers, and parents
Student Support Services
Model Guidance and Counseling Elementary Plan
ACTIVITIES PERSONNEL TIME FRAME EXPECTED RESULTS QCC OBJECTIVES
Conduct classroom Counselor October March Improve test results with Uses a study technique. PQ4R
guidance lessons and knowledge of test taking (preview, question, research, read,
activities on test taking strategies. review, report) LA.4.60
skills.
Provided small group Counselor and Ongoing Demonstrate effective Uses oral language for different
counseling on study Social Worker study habits. purposes: to inform, to persuade, and
skills. to entertain. LA.3.5
Conduct initial Counselor, Ongoing Identify students who Recognizes causes of stress and
screenings for students School Social need additional testing. applies effective problem-solving
who may have potential Worker, and skills (e.g., deep breathing,
learning differences. SST Committee exercising, talking to someone, and
organization). H.3.11
Meet with the school Counselor and Before testing Demonstrate improved Names and practices skills that
testing committee to testing coordination of testing communicate care, consideration,
discuss strengths and committee schedule and teacher and respect of self and others,
weaknesses of recent support. including those with disabilities.
scores. H.4.11
Conduct teacher Counselor and January March Demonstrate improved Uses a study technique. 4R-
workshops on testing representatives test results for current (research, read, review, report)
procedures and skills to from various year. LA.4.60
focus on for test occupations
preparation.
Conduct information Counselor When tests are Provide important Demonstrates and/or proposes ways
workshops on test received feedback to parents and to manage stress and adapt to
results and meaning school staff. change.
H.5.18
Georgia Department of Education
Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 6 of 18
 Student Support Services
Model Guidance and Counseling Elementary Plan
Goal: To provide multicultural counseling and cross cultural communication skills.

COMPETENCY OBJECTIVES ACTIVITIES PERSONNEL TIME FRAME EXPECTED RESULTS QCC OBJECTIVES
Competency II Demonstrate awareness of Conduct classroom Counselor and Ongoing Demonstrate a respect and Demonstrates the ability to respect
Skills to interact different cultures, lifestyles, guidance activities on guest speakers appreciation for different and cooperate with peers. H.1.12.
with others. attitudes, and abilities. appreciating groups. Lists ways to live cooperatively in
Identify how people are unique. differences. neighborhoods and communities.
Provide age appropriate SS.2.2
diversity awareness activities.

Develop cultural and Counselor, January, Demonstrate Recognizes cultural diversity

ethnic recognition School Social February, and understanding of views of represented in literature.
programs for students. Worker, May other people and cultures. LA.K.40,LA.2.51,LA.3.50,LA.4.51,
community and LA.5.56
Administration

Invite parents or Counselor and Ongoing Demonstrate an expanded Explains the roles of parents in the
grandparents to talk family vision of the world. extended family in supporting a
about their cultural members strong family and promoting the
traditions or special health of children (e.g. the limits
holidays. parents set for children, the values or
religious belief parents teach,
behaviors and values parents model).
H.2.5

Competency III Provide relevant and current Conduct group Counselors Ongoing Demonstrate the ability to Identifies the need for family and
Awareness of the information to teachers, counseling activities on work cooperatively with community rules. Recognizes that
importance of administration, and school staff reducing cultural other groups. these rules may vary from culture to
growth and in diversity education. conflict and learning culture. SS.1.3
change. about discrimination.

Conduct staff Counselors and October and Demonstrate a better Demonstrates ways to show respect
development on School Social January understanding of a diverse for others (Note: does not include
Multicultural Worker student and parent discussion of sexual orientation).
Awareness and the population H.2.10
customs of the
represented cultures in
the school.

Georgia Department of Education

Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 7 of 18

Goal: To provide counseling and advisement services to parents as a resource in helping them work with their children.
COMPETENCY OBJECTIVES
Competency I Identify how behaviors affect
Knowledge of the school and family situations.
importance of
self-concept.
Help parents improve their
skills needed in dealing with
their children.
Provide knowledge to parents
about the guidance and
counseling program.
Competency X Describe work-related activities
Awareness of the in the home, community, and
interrelationship school.
of life roles. Describe how family members
depend on one another, work
together, and share
responsibilities.
Describe how work roles
complement family roles.
Provide current and appropriate
academic goals of the school.
Student Support Services
Model Guidance and Counseling Elementary Plan
ACTIVITIES PERSONNEL TIME FRAME EXPECTED RESULTS QCC OBJECTIVES
Conduct parenting skill Counselor and Ongoing Demonstrate improve Examines ways family members can
education classes. School Social parental involvement. work together to accomplish a task
Topics could include: Worker and resolve a conflict.
positive discipline, H.3.5
anger control, and other
types of appropriate
information.
Participate in parent Counselor Ongoing Identify results of parent Recognizes the importance of the
teacher conferences as surveys. role that both mothers and fathers
needed. play in the nurturing, guidance, care,
and support of a child.
H.5.13
Develop an Advisory Counselor, Ongoing Demonstrate improved
Committee with parent Teachers, parent information
membership. School Social leading to increased
Worker, and parent participation.
Administrator
Send school Counselor Monthly Demonstrate
information, timely understanding of
updates, and general childrens learning.
correspondence to
parents.
Develop computer Counselor and Ongoing Demonstrate increased
classes for interested Technology parent knowledge about
parents. guidance and counseling
curriculum and the
importance of technology.
Coordinate with the Counselor and Ongoing Demonstrate active parent Same as above.
Media Specialist to Media involvement in learning
distribute a book or Specialist with their children.
reading list for parents
and develop a
newsletter.
Georgia Department of Education
Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 8 of 18
 Student Support Services
Model Guidance and Counseling Middle School Plan
Goal: To provide guidance and counseling services to sassiest students in developing appropriate social skills and to learn how to get along.

COMPETENCY OBJECTIVES ACTIVITIES PERSONNEL TIME FRAME EXPECTED RESULTS QCC OBJECTIVES
Competency I Describe personal likes and Conduct thematic Counselor September-May Demonstrate Recognize consequences that result
Knowledge of dislikes. classroom guidance responsibility and make from making choices.
the influence of Identify individual skills activities. positive choices. EFCS.6-8.6
a positive self- required to fulfill different life
concept. roles.

Provide relevant responsive Consult and advise Counselor September-May Identify current and Identifies parental roles and
services to students with parents as needed and relevant information. responsibilities.
personal concerns, which may provide crisis H.7.18
interfere with academic counseling and/or
success. emergency intervention
when needed.

Competency III Identify internal and external Conduct conflict Counselor and On going Demonstrate alternative Describes necessary elements of
Knowledge of sources of stress. management guidance students trained methods to deal with and conflict resolution (e.g. nature of
the importance Identify feelings associated sessions and implement in Peer manage conflict. conflict, feelings, active listening,
of growth and with significant experiences. Peer Mediation. Mediation "I" messages, restating, and shows
change. Demonstrate ways of effective communication skills in
responding to others under general.
stress. H.7.24

Conduct individual Counselor Ongoing Demonstrate student self-

counseling sessions. knowledge and coping
skills.

Participate in the SST Counselor and Ongoing Identify equitable access

process. SST Team and assistance for
students who may need
extra help.

Provide immediate Counselor As needed Consult and coordinate

counseling to affected services for intervention
persons or groups. and prevention strategies.

Make referrals to Counselor, As needed Help keep affected

School Social Worker School Social students in school.
or other community Worker, and
agencies and coordinate Family
services. Connection

Georgia Department of Education

Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 9 of 18
 Student Support Services
Model Guidance and Counseling Middle School Plan
Goal: To provide guidance and counseling services to help students improve academic achievement.

COMPETENCY OBJECTIVES ACTIVITIES PERSONNEL TIME FRAME EXPECTED RESULTS QCC OBJECTIVES
Competency IV Describe individual strengths Collaborate with Counselor and Prior to testing Improved testing Identify strategies for taking tests in
Knowledge of the and weaknesses in school teachers and conduct Teachers information for staff. different formats (multiple choice,
benefits of subjects and how continued teacher workshops on sentence completion, and essay).
educational learning enhances the ability to procedures for testing, LA.8.54
achievement to achieve goals. including training of
career test examiners and
opportunities. proctors.

Prepare and coordinate with Reviews score reports Counselor, Prior to testing Improve coordination of Same as above.
teachers and administration and interpret test results Teachers, and testing schedule.
fulfillment of the standardized to students, teachers, Administration
testing program. and parents.

Conduct classroom
guidance sessions on
test taking skills.

Prepare students and parents
for the standardized testing
program.
Conduct parent sessions Counselor January and prior Demonstrate Organizes retrieved information
on purpose of tests, to testing improvement of study using strategies such as note-taking,
ways to reduce test skills and test scores. graphic organizers, SQ3R (Survey,
anxiety, and how to Question, Read, Review, Report),
help students prepare and outlining.
for tests. LA.8.46

Conduct workshops for Counselor, When tests Identify feedback from Communicates effectively through
teachers and school Teachers, and results are students, teachers, and oral expression.
social workers on test School Social received parents. LA.6.62
interpretation and Workers
collaborative uses for
test results with
students and parents.

Georgia Department of Education

Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 10 of 18
 Student Support Services
Model Guidance and Counseling Middle School Plan
Goal: To provide guidance and counseling services to help students begin to explore career occupations and educational choices.

COMPETENCY OBJECTIVES ACTIVITIES PERSONNEL TIME FRAME EXPECTED RESULTS QCC OBJECTIVES

Competency IV Describe a plan of action for Conduct orientation Counselor March-April Demonstrate an integrated Demonstrates through classroom
Knowledge of increasing basic educational sessions for entering and collaborative activities the necessity for rules in an
the benefits of skills. middle school students approach to student ordered society.
educational and Describe how skills relate to and their parents. course planning. SS.8.56
career the selection of high school
opportunities. course of study.

Assist students in the transition
from elementary to middle
school and from middle to high
school.
Assist with course Counselor April Demonstrate decision- Recognize consequences that result
selection for students making skills. from making choices.
entering high school EFCS.6-8.6
and conduct Parent Demonstrates decision-making
Orientation. process.
EFCS.6-8.5

Conduct group and Counselor and March-April Demonstrate goal setting Uses a research process that includes
individual guidance and Teachers and academic choices. selecting topic, formulating
counseling sessions to questions, identifying key words,
help students plan their choosing sources, skimming,
high school course of paraphrasing, note-taking,
study. organizing, summarizing, and
presenting.
LA.8.46, 2

Competency VI Identify various ways that Conduct group GCIS Counselor and AugustMay Identify career awareness, Researches and uses information
Skills to locate, occupations can be classified. guidance activities. GCIS course requirements, and about specific occupations.
understand, and Identify a number of facilitators postsecondary options. EB.6-8.2
use career occupational groups for
information. exploration.

Conduct classroom Counselor and January - April Identify Defines and uses skills to manage
Assist students in identifying guidance sessions on Guest Speakers strengths/weakness, and life transitions related to changes in
preliminary life and career educational and career career interests. career environment.
goals. exploration using the ET.6-8.2
Smart Choices Tool
Box.

Georgia Department of Education

Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 11 of 18

Goal: To provide multicultural counseling and cross cultural communication skills to students.
COMPETENCY OBJECTIVES
Competency II Demonstrate respect for the
Skills to interact feelings and beliefs of others.
with others. Demonstrate an appreciation
for the similarities and
differences among people.
Help students understand
different cultures, lifestyles,
attitudes, and abilities.
Competency III Provide relevant and current
Knowledge of the information to teachers,
importance of administration, and school staff
growth and in diversity education.
change. Identify feelings associated
with significant experiences.
Student Support Services
Model Guidance and Counseling Middle School Plan
ACTIVITIES PERSONNEL TIME FRAME EXPECTED RESULTS QCC OBJECTIVES
Conduct classroom Counselor and September- May Demonstrate how to work Identify contributions made by
guidance activities on guest speakers cooperatively with various ethnic groups to the
cultural understanding, various groups. development of Georgia past and
diversity, cultural present.
conflict, and accepting SS.8.41
differences. Describe cultures and values
represented in literature.
LA.7.27
Conduct staff Counselor and January - April Demonstrate a better Recognize the rights of others to
development with guest speakers understanding of the hold differing opinions.
Boyers Multi-Cultural cultural environment of SS.8.60
Awareness Scale or students and parents of Describe prejudice, its roots and its
other instruments as a the school community. effects.
foundation to examine H.7.23
beliefs and attitudes. Listen and respect views of others.
SS.8.54
Georgia Department of Education
Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 12 of 18
 Student Support Services
Model Guidance and Counseling Middle School Plan
Goal: To provide counseling and advisement services to parents as a resource in helping them work with children.

COMPETENCY OBJECTIVES ACTIVITIES PERSONNEL TIME FRAME EXPECTED RESULTS QCC OBJECTIVES
Competency IX Provide a realistic description Use Smart Choices Counselor Ongoing Demonstrate knowledge Demonstrates use of decision-
Skills to make of personal beliefs and Career Information of appropriate decision- making process.
decisions. attitudes. Resource Notebook. making skills. EFCS.6-8.5

Competency X Identify how different work
Knowledge of the and family patterns require
interrelationship varying kinds and amounts of
of life roles. energy, participation,
motivation, and talent.
Describe the interrelationships
between family, occupational,
and leisure decisions.
Help parents improve skills
needed in dealing with their
children.
Provide knowledge to parents
about the guidance and
counseling program.
Conduct parenting skill Counselor and Ongoing Demonstrate improved Examines ways family members can
education classes. Parents parental involvement. work together to accomplish a task
and resolve a conflict.
H3.5
Participate in parent Counselor Ongoing Identify results of parent Recognize the importance of the
teacher conferences as surveys of academic and role that both mothers and fathers
needed. school expectations. play in the nurturing, guidance, care,
and support of a child.
H.5.13
Send information, Counselor, October Demonstrate improved
timely updates, and Teachers, and parent knowledge about
general correspondence School Social the guidance and
to parents. Workers counseling curriculum.

Develop an Advisory Counselor, October Demonstrate active

Committee with parent Teachers, School parent involvement.
membership. Social Worker,
and
Administration

Develop a Parent Counselor, Ongoing Identify current

Center. Teachers, School educational information
Social Worker, for parents.
and
Administration

Georgia Department of Education

Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 13 of 18
 Student Support Services
Model Guidance and Counseling High School Plan
Goal: To provide guidance and counseling services to assist students in developing appropriate social skills and to learn how to get along.

COMPETENCY OBJECTIVES ACTIVITIES PERSONNEL TIME FRAME EXPECTED RESULTS QCC OBJECTIVES
Competency I Identify and appreciate Develop with each Counselor and Ongoing Demonstrate an ability to Specifies goals, generates choices,
Understanding personal interests, abilities, and student a six-year plan Teachers accept responsibility and considers risks, evaluates and
the influence of a skills. of study and make positive decisions. chooses workable alternatives.
positive self- postsecondary TC.9-12.7
concept. decisions.

Demonstrate an understanding
of how individual
characteristics relate to
achieving personal, social,
educational, and career goals.
Conduct individual and Counselor and As needed Identify potential at-risk Explores the increased responsibility
group counseling for School Social students of not in the transition from adolescence to
students experiencing Worker completing high school adulthood and proposes ways to
social, educational, or courses. make these changes easier.
personal problems. H.9-12.36

Promote student knowledge Conduct group and Counselor On going Demonstrate an ability to Demonstrates characteristics of a
and learning. individual counseling make good choices and healthy decision-maker.
on appropriate decision understand consequences. H.9-12.35
making skills.

Provide relevant responsive
services to students with
personal concerns, which may
interfere with academic
success
Participate in SST. Counselor and Ongoing and as Demonstrate a Identifies factors that promote a
SST Team needed coordinated student positive self-image (e.g. accepting
support process that responsibility, respect for self,
identifies resources and authority, and others, self-discipline,
alternatives for academic self-control, and the right to be
achievement. assertive).
H.9-12.19

Competency III Describe how developmental Make referrals to Counselor and As needed Identify and gain Analyzes stress and its effects on all
Understanding changes affect physical and School Social Worker School Social knowledge of appropriate aspects of health and wellness.
the impact of mental health. or other community Worker support services. H.9-12.32
growth and Describe healthy ways of agencies and
development. dealing with stress. coordinate services.

Provide crisis counseling and/ Respond to emergency Counselor, As needed Coordinate services for Identifies local support system
or emergency intervention and situations and conduct School intervention and concerning personal safety (e.g.
management when needed. crisis counseling when Psychologist, prevention strategies. family, teacher, religious advisor,
needed. School Social friend, and counselor).
Worker, or other H.9-12.45
Crisis
Management
Team Member

Georgia Department of Education

Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 14 of 18
 Student Support Services
Model Guidance and Counseling High School Plan
Goal: To provide guidance and counseling services to help students begin to explore career occupations and educational choices.

COMPETENCY OBJECTIVES ACTIVITIES PERSONNEL TIME FRAME EXPECTED RESULTS QCC OBJECTIVES
Competency IV Demonstrate how to apply Conduct classroom Counselor Ongoing Demonstrate knowledge Compares job qualifications,
Understanding academic and vocational skills guidance using Smart about colleges, careers, personal qualities, educational
the relationship to personal interests. Choices Tool Box and jobs, armed services, training, and income benefits
between Describe how education relates GCIS. financial, aid, and associated with various careers.
educational to the selection of college postsecondary schools SS.9-12.19
achievement and majors, further training, and/or and training.
career planning. entry into the job market.

Provide information and Conduct group Counselor and September-April Demonstrate knowledge Creates, combines, and connects
resources to enable students to counseling for juniors Teachers about the college ideas and information.
develop career and and seniors on the admission process and TC.9-12.6
postsecondary goals. college admission potential college majors.
process.

Demonstrate use of a range of Plan and conduct Counselor and October Provide financial aid and Makes potential career decisions
resources (e.g., handbooks, financial aid and parents scholarship information based upon interests, abilities, and
career materials, labor market postsecondary seminars for better postsecondary values, and formulates appropriate
information, and computerized for students and planning. plans to reach career goals.
career information delivery parents. TC.9-12.26
systems).

Competency VI Provide information re: jobs Schedule, meet, and Counselor and September-April Demonstrate an Specifies goals, generates choices,
Skills to locate, that require specific types of coordinate visits from postsecondary awareness of various considers risks, evaluates and
evaluate, and skills. postsecondary schools. representatives careers and chooses workable alternatives.
interpret career Opportunities in technical TC.9-12.7
information. areas.

Collaborate with Tech Counselor, Tech Ongoing Demonstrate a better Demonstrates the ability to perform
Prep coordinator and Prep Coordinator, knowledge in technical work in a work environment with
provide guidance to and postsecondary education. people of different age, gender,
students interested in Administrator culture, attitude, and ability.
Tech Prep. TC.9-12.21

Assist Youth Counselor and Ongoing Demonstrate ability in Demonstrates an understanding of

Apprenticeship YAP Coordinator apprenticeship skills and proper business/work ethics.
Coordinator. knowledge of potential TC.9-12.13
jobs requiring on the job
training.

Georgia Department of Education

Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 15 of 18

Goal: To provide guidance and counseling services to help improve academic achievement.
COMPETENCY OBJECTIVES
Competency V Demonstrate learning habits
Understanding and skills that can be used in
the need for various educational situations.
positive attitudes
toward work and
learning.
Provide information and
resources to promote
Student achievement.
Describe personal strengths
and weaknesses in relationship
to postsecondary
education/training
requirements.
Competency IX Identify and complete required
Skills to make steps toward transition from
decisions. high school to post-secondary
education/training programs or
work.
Provide assistance in
improving academic strategies
necessary for graduation.
Student Support Services
Model Guidance and Counseling High School Plan
ACTIVITIES PERSONNEL TIME FRAME EXPECTED RESULTS QCC OBJECTIVES
Provide preparation Counselor September- May Improve test taking skills Uses research process: selecting
assistance, information, and test results. topic, formulating questions,
and practice PSAT and identifying key words, choosing
SAT. sources, skimming, paraphrasing,
note-taking, organizing,
summarizing, and presenting.
LA.9-.12.4
Provide workshops to Counselor and After test results Improve student, parent, Recognizes that how to think is
students, parents, Teachers and teacher different from what to think;
teachers, and understanding of test recognizes multiple valid
administrators on results and interpretation. interpretations; develops and
PSAT and SAT results. defends individual interpretations.
LA.9-.12.28
Conduct individual and Counselor March-April Improve knowledge of Demonstrates characteristics of a
small group sessions on high school requirements healthy decision-maker.
academic and career by middle school H.9-.12.35
planning. students.
Implement a mentoring Counselor and Ongoing Demonstrate improved Creates solutions to problems using
and/ or advisement teacher social and academic thinking techniques (metaphors,
program for students. skills. analogies, models, drawings,
brainstorming, and role-playing).
LA.9-.12.26
Conduct academic Counselor Ongoing Provide positive role Develops and practices effective
workshops for models and improved coping skills for managing stress to
identified at- risk individualized help. prevent self-destructive skills (e.g.
students. suicide).H9.12.33
Develop a four-year Counselor and Ongoing Improve coordination of Describes the techniques of social
academic plan for parents services for intervention action (how to win support for
students. and prevention strategies. desirable change and how to
cooperate with others in achieving
goals). SS.9-12.5
Georgia Department of Education
Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 16 of 18
 Student Support Services
Model Guidance and Counseling High School Plan
Goal: To increase students opportunities for cultural awareness and knowledge about a diverse society.

COMPETENCY OBJECTIVES ACTIVITIES PERSONNEL TIME FRAME EXPECTED RESULTS QCC OBJECTIVES
Competency Demonstrate interpersonal Conduct guidance Counselor September- Demonstrate an Analyzes how America, despite its
II skills required for working seminars on the December understanding of a diversity, became a unified society
Skills to interact with and for others. comparison of various multicultural society. by its citizens adherence to such
with others. Demonstrate how to express cultures. basic values as:
feelings, reactions, and ideas in -Judeo-Christian traditions
an appropriate manner. -belief in inherent, inalienable
rights, and
the intrinsic value of the individual.
SS.9-12.18

Provide multicultural Provide group Counselor and February Demonstrate an ability to Works as a team member to solve
awareness education. counseling on reducing School Social manage cultural conflicts. problems.
cultural conflict. Worker LA.9-12.24

Demonstrate attitudes, Conduct guidance Counselor September- Improve student Recognizes and explains how
behaviors, and skills that seminars on December awareness of cultural different points of view have been
contribute to eliminating demographics to bias. influenced by race, religion, and
gender bias and stereotyping. understand cultural ethnicity.
changes. SS.9-12.3

Competency III Develop a program of cultural Create a student Counselor February April Demonstrate knowledge Examines the influence
Understanding competencies. cultural sensitivity of societal and economic that ethnic groups have on the
the impact of model by examining influences on cultural historical development of the United
growth and personal bias. change. States.
development. SS.11.-12.27

Georgia Department of Education

Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 17 of 18
 Student Support Services
Model Guidance and Counseling High School Plan
Goal: To increase school and public knowledge regarding guidance and counseling services.

COMPETENCY OBJECTIVES ACTIVITIES PERSONNEL TIME FRAME EXPECTED RESULTS QCC OBJECTIVES
Competency X Describe factors that determine Develop an Advisory Counselor, Ongoing Improve parent and
Understanding the lifestyles (e.g. socioeconomic Committee for school community feedback for
interrelationship status, culture, values, assistance. community identifying student needs.
of life roles. occupational choices, and
work habits).

Competency XI Describe different career Provide regular updates Counselor Bi-monthly Demonstrate knowledge Recognizes the importance of the
Understanding patterns and their potential to the school about services. role that both mothers and fathers
the continuous effect on family patterns and community. play in the nurturing, guidance,
changes in lifestyles. care, and support of a child.
male/female H.5.13
roles.

Competency Demonstrate knowledge of
VIII postsecondary vocational and
Understanding academic programs.
how societal Demonstrate school and
needs and community resources to
functions explore educational and
influence the occupational choices.
nature and
structure of work.
Enhance parent and
community information about
the purpose of guidance and
counseling curriculum.
Conduct grade level Counselor Monthly Demonstrate improved Examines ways family members can
meetings for parents knowledge about work together to accomplish a task
and students about graduation requirements and resolve a conflict.
guidance resources and and post secondary H3.5
services. choices.
Develop creative Counselor, As needed Demonstrate improved
outreach approaches to School Social knowledge of guidance
involve parents of other Worker, and services and other school
ethnic or cultural Administrator and community
groups. resources.

Participate in faculty Counselor Monthly Demonstrate

meetings on a regular collaboration among all
basis to provide stakeholders.
guidance information.

Georgia Department of Education

Linda C. Schrenko, State Superintendent of Schools
September 2002 All Rights Reserved Page 18 of 18