Conneaut Area City School District
Bylaws & Policies
 

2411 - GUIDANCE AND COUNSELLING

Guidance Program Philosophy:

The philosophy of the District guidance program is a reflection of the philosophy of the District and a restatement of the goals of the District. Emphasis is placed upon program development and service which serve both the individual student and the student body as a whole. Through the activities of the school guidance program, that development and service are facilitated.

It is our belief that through the services of the guidance program each learner will have a comprehensive, varied, and sequential program available to him/her.

It is our belief that through the services of the guidance program the learner will develop morally, socially, emotionally, culturally, and physically, as well as academically. This development will assist the learner in the acceptance of differences in individual talents and skills, as well as differences due to cultural backgrounds, race, religious beliefs, and ethnic heritages.

It is our belief that through the services of the guidance program the learner will come to respect self as a unique individual and at the same time come to respect others as unique individuals.

It is our belief that the services of the guidance program are important to the task of designing, implementing, and applying the total educational program of the District.

Guidance Program Goals:

Within the framework of the District philosophy and the statements of belief in the guidance program philosophy, the following goals are established for the program:

 A.to help students develop to the maximum their potentials in education, lifetime careers, civic and social relationships; to make students aware of influences and pressures which can inhibit that development
 B.to help develop a cooperative program which the school staff, parents, and community members work to facilitate development of student programs
 C.to develop in each student a feeling of worth
 D.to assist school personnel to develop high expectations for each student's achievements

Guidance Program Objectives:

To achieve the broad goals of the District guidance program, certain objectives are detailed below. In turn these objectives are attained through a variety of activities using staff and resources of the school and the community. Some of many specific objectives of the guidance program are:

 A.to provide for early identification of individual differences so as to provide educational programs which meet student needs;
 B.to assist students to develop a positive attitude toward self, family, school, and society;
 C.to help promote a learning climate which facilitates individual growth and development;
 D.to assist staff members and parents in developing a clearer understanding of student growth and development;
 E.to foster cooperation between school staff, parent, and community resources in meeting needs of each student;
 F.to assist students in understanding their growth and development and the impact on their relationships with others;
 G.to assist students in making choices in course selection, school activities, personal relationships, and career;
 H.to assist students in selecting educational and training opportunities beyond their school experiences;
 I.to assist staff and parents in understanding and utilizing the services of the guidance program;
 J.to assist administrators in the evaluation and modification of the school educational program;
 K.to assist parents in understanding their children's educational, social, and emotional progress;
 L.to assist the students in understanding and utilizing the services of the guidance program.

Guidance Program Services:

The preceding objectives of the District guidance plan are achieved through various services offered to students, to teachers, to parents, and to administrators at each building level. While these services are described in the nine (9) dimensions noted below, it is evident that no clear and definite separation can be made between the services. To be effective, the services must be blended, adapted, and modified to best serve the situation and needs as they may be unique. The plan must present a common core of services for all, yet must be flexible in serving unique and peculiar needs.

 A.Dimension I - Information Services
  This dimension involves the collection and dissemination of information on educational, career, civic, personal, and social growth opportunities; and information dealing with intervention and prevention of abuse of all kinds.
  The procedures for acquiring this information should be known by students, staff, and parents. The dissemination of various parts of this information should be planned through its incorporation into parts of the curriculum.
  This service will be dependent upon a continuous collection and review of information and materials available.
 B.Dimension II - Student Appraisal and Record Service
  The services offered in this dimension are designed to help students and parents examine abilities, achievements, and interests. Of necessity the information gathered and available will be focused on the different stages in the child's development through his/her life and educational experiences. Early information might focus on the social, emotional, and physical factors that influence progress. As students move through the educational program, greater emphasis will be placed upon the identification and exploration of inherent abilities and attitudes. The basic purpose of this gathering and appraisal of information is to enable the students to make knowledgeable career and personal choices.
  Students and parents must have access to this information and must be provided with any necessary assistance in understanding it.

The information, as it is applicable to developing a population profile, is valuable in developing and revising the total educational program.

 C.Dimension III - Group Guidance Services
  This dimension affords opportunities to both the students and the District guidance program. Students will have the opportunities to develop attitudes and gain information about themselves and the world in which they live. The program has the opportunity to orient students to new situations and to provide information applicable to all.
 D.Dimension IV - Counselling Services
  This dimension provides services to individuals or to small groups of individuals sharing a common concern. The service is strengthened through trust, confidentiality, and effective communication. The services may become available to students upon their requests or through a referral process established within the guidance program.
  The counselling service must include an exchange of ideas, a discussion of options, and might include the offering of advice. However, the decision must be left in the hands of the students and parents.
 E.Dimension V - Consultative Services
  If the guidance and counseling needs of a student or a group of students are to be effectively met, the resources of school personnel, parents, and community agency representatives must be used cooperatively. Procedures must be in place to facilitate the best possible use of all resources. The optimum benefit of the students will be the result of the utilization of all available resources.
 F.Dimension VI - Parent Conference Services
  Through parent conferences, school personnel and parents have the opportunity to understand and appreciate each other's concerns for and responsibilities to the student. However, the occasions for conferences should also be the result of leadership of those who work in the program as they fully implement the guidance plan.
 G.Dimension VII - Resource Coordination Service
  The School and the community have many resources which are of value to students in their education, development, and career selection. This dimension has the responsibility to receive this information and to make it accessible to the students.
 H.Dimension VIII - Placement Services
  As students move through the various stages in education, training, and employment, this dimension serves to assist them in making appropriate selections. Placement services assure the student of proper placements within the educational program as well as outside of and following the educational program.
 I.Dimension IX - Evaluation and Planning Services
  This dimension serves to provide information for any necessary modification of the guidance program and other parts of the educational program.

R.C. 2151.421, 2317.02 (G)
A.C. 3301-35-03