Comprehensive Counseling & Guidance
Comprehensive Counseling and Guidance (CCGP):
K-12 Programs strive to have every student in the state of Utah graduate from high school with the skills, knowledge and dispositions essential for success.
- All students can succeed at high levels if given sufficient support.
- We value diversity.
- All students should receive a quality education for the development of the whole child.
- All students should have access to the skills, knowledge, and dispositions provided by school counseling professionals.
- All students should graduate with lifelong career decision making and management skills that are necessary to succeed in postsecondary education, training, and the workplace.
A school counseling program is . . .
- Comprehensive in scope.
- Preventative in design.
- Developmental in nature.
- Student centered.
- Conducted in collaboration.
- Driven by data.
- An integral part of the total education program.
Career and Technical Education Pathways
The Comprehensive Counseling and Guidance program supports the Career and Technical Education Pathways initiative.
- CCGP is crucial to the implementation of High School to College and Career Pathways.
- CTE Pathways provide templates for school counselors to utilize when working with students on developing a Plan for College and Career Ready/SEOP.
- Through the Plan for College and Career Ready/SEOP process, counselors identify appropriate Pathways that meet each student’s interests, abilities, and goals.
Program Delivery Components
- School Guidance Curriculum
Provides instructional support for the development of skills that are based on specific recognized content. Students are taught skills related to the development of healthy personal characteristics, values, and attitudes deemed important for healthy productive living.
- Individual Student Planning
A process that includes activities to assist students and their parents or guardians in planning, monitoring, and managing the student’s learning as well as his or her personal, educational, and career goals. Every school district has adopted policies to support the Plan for College and Career Ready/SEOP process as an essential element of the student’s education.
- Responsive Services
Meet the immediate concerns and needs of students, usually with a prevention focus, e.g., programs for dropout prevention, student assistance teams, peer leadership, and drug and alcohol prevention.
- System Support
Focuses on program development, implementation, and management, and connects the guidance program to existing family and community support and to school improvement and student achievement.
Career and Technical Education provides incentive grants, based on school enrollments, to schools that meet the rigorous standards of the Guidance Performance Evaluation. These evaluations are performed by out-of-district, peer-to-peer evaluation teams that encourage programs to connect to the mission of the local school and provide evidence of contributions to student achievement.
The Plan for College and Career Ready/SEOP process is a primary strategy for recognizing student accomplishments and strengths and for planning, monitoring, and managing education and career development in grades 7-12.
Research shows that students find greater success in school if:
- They have the best schedule for their abilities and needs.
- They can identify their interests and abilities.
- They have a plan for high school and beyond.
- They can set goals.
- Their parents are involved in the process.(Brown, Duane. (1999) “Improving Academic Achievement: What School Counselors Can Do.”
- Students who are enrolled in schools with highly implemented Comprehensive Guidance Programs take more high-level math and science classes and perform better in every area of the ACT exam (IBRIC, 2006).
- CTE students who receive effective guidance and advisement services are much more likely to complete a rigorous curriculum of English, science, and math and have higher test scores than those students who have not received such guidance (SREB, 2002).
- All secondary schools in Utah offer the Comprehensive Counseling and Guidance program to their students.
Our vision is to provide every student with the assistance and guidance to effectively identify, select, plan, and prepare for a career of choice, while giving each student the encouragement to achieve the goals which will enable him or her to have increased confidence when embarking on a career and/or entering the workplace.
Website Utah State Office of Education Comprehensive Counseling and Guidance
College Career Awareness
College and Career Awareness offers exploration and preparation in college and career pathways focusing on jobs that are high skill and high demand, as well as satisfying and financially rewarding. The College and Career Awareness course is designed to help students identify their interests, abilities, and skills. With appropriate developmental information related to careers, educational pathways, and self-knowledge, students are able to begin to make college and career goals for the future. College and Career Awareness is designed to acquaint students with the Utah labor market and the employment opportunities for which they can prepare by defining a College and Career Ready Plan.
Through application-based lessons, College and Career Awareness allows students to utilize technology, develop foundational skills, and explore careers. The course provides information regarding additional courses and training related to each student’s career field of interest, as they begin to prepare for college and career.
Students will increase their understanding of their individual roles and identity, including their goals and aspirations, their interests, and their work values. Students will learn about careers and know how to access current information about market demand, average earnings, and training and education requirements. Students’ increased understanding of their personal work-related characteristics and knowledge of careers and related education requirements, will support the development of well-defined College and Career Ready Plans.
Career Development Applications (CDAs) are organized as follows:
Role and Identity
- Reality Check
- Planning, Timing, Setting Goals
- Exploring Nontraditional Careers
Career Awareness: Options, Requirements, Readiness
- Learning the Language of College and Careers
- Lifelong Learning Pyramid
- Knowledge, Skills, and Abilities to Support College and Career Success
- The Relationship of Work Values to College and Career
College and Career Connections
- Identifying Career Interests
- Connecting Interests to Career Pathways
- College, Career and Financial Responsibility
- Positive Employments Traits
- Working Proactively With Others
College and Career Planning
- Effective Career Planning Resources
- 1, 2, 4 or More: A Smart Investment
- Jobs of the Future: STEM and More
- College and Career Awareness(Overview/Review)
Program Delivery Components
College and Career Awareness provides students with the direction, decision making, and planning needed to select their personal career paths. College and Career Awareness is an important part of a student's preparation in becoming college and career ready.
- The program is a year-long course taught by a team of Career and Technical Education teachers and school counselors.
- School counselors are involved in teaching important concepts to students and aligning the College and Career Readiness Plan.
- Students are provided with instruction in career development.
- The student learning activities provide hands-on, real-world application.
- Concepts come from project-based learning, agriculture, business and marketing, family and consumer sciences, health science, information technology, and technology and engineering education curricula.
- Students are involved in Work-Based Learning activities such as career fairs, guest speakers, field studies, and job shadows.
CTE Pathways identify courses within Career and Technical Education Areas of Study that offer students depth of knowledge and skill, linked with specific postsecondary programs culminating in degrees or certificates.
Students use Pathways to investigate a wide range of career choices. Pathways make it easier for students to understand the relevance of required courses and select elective courses more wisely.
CTE Areas of Study
Through Awareness Activities, students are exposed to CTE Career Pathways in:
- Agricultural Education
- Business and Marketing Education
- Family and Consumer Sciences Education
- Health Science Education
- Information Technology Education
- Skilled and Technical Sciences Education
- Technology and Engineering Education
Students also have an opportunity to explore individual interests through the following career fields:
- Arts & Recreation
- Social Humanitarian
- Marketing & Administration
- Business Operations
Our vision is to offer every student the opportunity to experience technology used in the workplace, develop beginning life skills, and explore careers that will assist him or her in eventually choosing a career, while giving each student the encouragement to achieve his or her goals.
Website Utah State Office of Education College & Career Awareness
As school counselors we assist students in developing basic life skills, such as how to interact appropriately with peers. Our school district has adopted Dr. Kenneth Ginsburg's Building Resilience Model which focuses on the 7 C's.
Resilience is the capacity to rise above difficult circumstances, the trait that allows us to exist in this less-than-perfect world while moving forward with optimism and confidence even in the midst of adversity. The 7 C's are essential traits to obtain and have when building resiliency.
The Resiliency curriculum is in harmony with the Utah Comprehensive Counseling and Guidance Program Student Outcomes.
We also assist with Utah's exploratory College and Career Awareness (CCA) curriculum teaching the following to students:
Objectives for ALL Students
Information will be taught to students by counselors through CCA classes, Utah Futures activities, Choices 360, assemblies and small groups.
STANDARD 1: Every Student. All program elements are designed to recognize and address the diverse
needs of every student. Achievement and dropout data are used to guide the CCG Program, which can
include closing-the- gap program improvement projects.
STANDARD 2: Data and Program Effectiveness. The program uses current school data, including a formal
student/parent/teacher CCGP needs assessment that is completed and analyzed at least every three (3)
years. Guidance curriculum program improvement projects are implemented to assist every student.
STANDARD 3: Plan for CCR (College and Career Ready) Process. Programs shall establish Plans for CCR
(College and Career Ready) for every student, both as a process and a product, consistent with local
board policy and the goals of the Comprehensive Counseling and Guidance Program, Secondary School
Accreditation (R277-413) and Career Technology Education (R277-911). Every student will be involved in
planning for college and career readiness by participating in, but not limited to, individual, small group,
and large group presentations several times a year.
STANDARD 4: Career Exploration and Development. The CCG Program provides career development
assistance for all students which includes: career awareness and exploration, job search, job application,
interview skills, and post-high school opportunities.
STANDARD 5: School Guidance Curriculum. The program delivers a developmental and sequential
guidance curriculum in harmony with content standards identified in the Utah Model for CCGP. The
guidance curriculum is prioritized according to the results of the school needs assessment process.
STANDARD 6: Responsive Services and Dropout Prevention. These services are available to address the
immediate concerns and identified needs of all students through an education-oriented and
programmatic approach, and in collaboration with existing school programs and coordination with
family, school and community resources.
STANDARD 7: Program Leadership and Management. Structures and processes are in place to ensure
effective program management, including an advisory committee. Evidence is present that counselors
are working as program leaders and the CCGP is an integral part of the school improvement team.
STANDARD 8: Interschool Communication. This includes communication, collaboration, and
coordination with the feeder system regarding the CCGP. The Comprehensive Counseling and Guidance
Program is discussed and coordinated as a K-12 concept.
STANDARD 9: Time Allocation. Evidence is provided that EIGHTY PERCENT of aggregate counselors’ time
is devoted to DIRECT services to students through a balanced program of individual planning, guidance
curriculum, and responsive services consistent with the results of school needs data
STANDARD 10: Comprehensive Counseling and Guidance Training. Regular participation of guidance
team members in USOE sponsored Comprehensive Counseling and Guidance Training.
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