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SAMPLE  GUIDANCE PROGRAM

Comprehensive Elementary Guidance Program

Belief

We believe…

• All students have individual abilities and are capable of learning with support from family, community and educators.
• All students have the right to be treated with dignity and respect and learn in a safe, supportive environment.

Assumptions

A school counseling program:

• Reaches every student
• Is comprehensive in scope
• Is proactive in design
• Is developmental in nature
• Is an integral part of a total educational program for student success
• Selects measurable student competencies based on local need in the area of academic, career and personal/social domains.
• Has a delivery system that includes school guidance curriculum, individual planning, responsive services and system support
• Is implemented by a credentialed school counselor
• Is conducted in collaboration with all stakeholders.
• Uses data to drive program decisions
• Monitors student progress
• Measures both process and outcome-results and analyzes critical data elements
• Seeks improvement each year based on results data
• Shares successes with stakeholders.

All school counselors will:

• Plan and manage the comprehensive school counseling program in collaboration with all elementary counselors.
• Abide by the professional school counseling ethics as advocated by the American School Counselors Association.
• Participate in professional development activities essential to maintaining a quality school counseling program.

Mission

The mission of the Davenport Community School’s comprehensive school guidance program is to enhance each student’s ability to acquire knowledge, attitudes and skills in the academic, career and personal/social domains to become contributing members of our diverse society.

Sample Activities

Planned learning experiences in
curriculum content areas

Children benefit from a variety of regular group experiences in HighScope Preschool programs. These scheduled parts of the day include small-group time, large-group time, and transition times. At right are links to some sample activities for these times. These are intended as representative plans that adults can use as models as they develop their own group activities. As you are using the ideas in these samples, be sure to adapt them to the interests, developmental levels, and learning needs of the children in your group. The materials listed under "Related Products" are publications that contain additional small- and large-group activity plans.

Using group times to introduce new materials, activities, and concepts
Small- and large-group times for preschoolers each generally last about 15 minutes. During these times, adults introduce children to new materials, ideas, and activities, which the children can then continue to explore at work time. Group times also offer social opportunities to all children. These times are unpressured, so even children who tend to be shy or solitary are comfortable interacting with others.

Planning group times that expand children's growth and learning.
HighScope teachers put thought and effort into planning group times. They use their daily observations to see what children are interested in and how they can further their explorations in these areas. Group times are also the parts of the day when learning that needs to be systematic and sequenced — such as specific skills and concepts in literacy or mathematics — can be guaranteed for all children. Transitions are the times in between the other activities. In HighScope programs, transitions are not seen as incidental. Instead, these activities too are carefully planned to provide opportunities for children to make choices, move in different ways, and learn important concepts.

Active learning during teacher-planned group activities
During all these group activities, the principles of active participatory learning continue to apply. So, even though adults plan large- and small-group times around specific content, they base them on children’s wide-ranging interests, encourage children to make choices about how they use the materials, and talk with children about what they are doing and learning.
  

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 I love Reading Books

It was a dawn day when the man trying to remember his childhood years.When his father read his favorite books with him before he died. Right now, he continuously like reading books because it is the way when he still remember his father. "Dad, I love you like what i feel from this books", as he remember right now. He was living now in America with his business library and having 50,000 books. He was not after for the money but he was read books as he wants. Way back before when he was a child he does not valuing any kind of it but just right on the pages and sometimes throw from the garbage. Now when he walk on the road and suddenly saw one picking the pages,he feel angry and hatred for himself. He see now the benefits of it in his life because of it,he won more competition in reading and now getting more information as he wrote a comprehensive writing. Taking an honored that he was have a father that does not only love him but the books that make him have a better future. From his country he then now encouraging somebody to value the books and love it, more than their lives.

Negative Points:
Many people was just read books because of some incentives or assurance he can get like reading those pages for people he still remember or because they are having favorite tittles they love to read and not the whole content. Sad to say,many people was just throw the pages or sometimes burn it.

Positive Points:
Books provide an information when someone read it. We can bring it when we are in the vehicles during the field trip and give relaxation for use or for enjoyment.

How can you relate yourself on the story that you wrote?
Reading books is one of my hobbies,I can make it as my pastime and because of it I learned more information that help me to make an essay and poems.

Identify your learning from the picture and the story. What is the message?
I therefore conclude,that reading books are not just giving information for enjoyment but then to sustain our hungry times for something we want to know. I learned from this picture and the story that as a teacher we have the responsibility to inculcate knowledge to our pupils.