guidance and counseling curriculum guide grades k-12

GUIDANCE AND COUNSELING 

CURRICULUM GUIDE 

GRADES K-12 

Pittsylvania County Schools 

Chatham, Virginia 

Dr. Jerry E. Webb 

Division Superintendent 

Dr. John W. Amos 

Administrative Assistant/Support Services 

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Guidance Curriculum Committees 

Co-chairpersons 

Linda Giles 

Betty Pickral 

Steering Committee 

**Kimberly Cobler 

Linda Giles 

Dorothy Grimes 

Betty Pickral 

Geneva Pinckney 

Loutricia Wilson 

Elementary School Sub-committee 

Pam Pruitt, Chairperson 

Timothy Amon 

**Christine Calhoun 

Doris DeMato 

James Dooley 

Linda Giles 

Susan Hoskins 

Betty Pickral 

Sharon Robertson 

Elizabeth Wilson 

Middle School Sub-committee 

Sue Funderburk, Chairperson 

**Billye Farthing 

**Ronald Peterson 

Geneva Pinckney 

Earl Tuck 

Loutricia Wilson 

Lillian Wooding 

Secondary School Sub-committee 

Dorothy Grimes 

**Michelle Amos 

Tammy Beckelheimer 

Linda Clark-Williamson 

Neil Clarridge 

**Kimberly Cobler 

**Katherine Lewis 

Joyce Logan 

Shelby Royal 

**Jean Winske 

Donald Yard 

Southside Elementary School 

Gretna Elementary School 

Dan River High School 


Gretna High School 


Blairs Middle School 

Central Middle School 

Chatham Elementary School 



John L. Hurt Jr. Elementary School 

Mt. Airy Elementary/*Union Hall Elementary School 


Stony Mill Elementary School 


Kentuck Elementary School 

Twin Springs Elementary School 

Dan River Middle School 


Gretna Middle School 


*Brosville Middle School 

Central Middle School 

Gretna Middle School 



Tunstall High School 

Tunstall High School 

Chatham High School 







Coordinator 

Jeremiah Hemingway, Director of Guidance and Media Services 

* Former Assignment 

** Former Employee Adopted 2/13/01 

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TABLE OF CONTENTS 

FOREWORD 5 

INTRODUCTION 

Educational Philosophy 6 

Mission Statement 9 

Guidance & Counseling Philosophy 9 

Guidance & Counseling Program 10 

National Standards for School 11 

Counseling Programs 

Ethical Standards for 

SchoolCounselors 13 

Role Statement of the American 

School Counselor Association 24 

Page 

ELEMENTARY SCHOOL 

Goals 28 

Kindergarten Objectives 29 

First Grade Objectives 31 

Second Grade Objectives 33 

Third Grade Objectives 35 

Fourth Grade Objectives 37 

Fifth Grade Objectives 39 

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MIDDLE SCHOOL 

Goals 43 

Sixth Grade Objectives 44 

Seventh Grade Objectives 46 

Eighth Grade Objectives 49 

SECONDARY SCHOOL 

APPENDIX 

Program Planning Information 51 

Goals 53 

Secondary School Objectives 54 

Responsibilities of the 

Secondary School Counselor 57 

Schedule of Guidance Activities 59 

Testing Programs 63 

Standardized Testing 64 

Management of Student Records 65 

Developmental Guidance and Counseling 

Program – Coordinated Services 66 

Role of Principal 67 

Role of Teacher 68 

Suggested Small Group topics 69 

Annual Letter to Parents from the 

Director of Guidance and Media 

Services 70 

Annual Letter to Parents from Principal 

and Guidance Department 71 

Opt-Out Statement 72 

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FOREWORD 

School counselors provide a planned, sequential program of guidance and counseling services based upon 

students’ developmental and special needs. The program consists of the following components: 

1. COUNSELING is conducted with students individually and in small groups to help them resolve or cope 

constructively with their problems and developmental concerns. Counseling also is conducted with parents 

individually and in small groups regarding parenting concerns, child development, and methods parents may 

use to help children experience healthy development and success in school. 

2. CLASSROOM GUIDANCE is a planned, developmental program of guidance activities to foster students’ 

academic, personal-social, and career development that is provided for all students through a collaborative 

effort by counselors and teachers. Counselors help teachers plan and conduct classroom guidance sessions 

and also conduct some of the sessions. The classroom guidance curriculum focuses on topics such as selfunderstanding, 

interpersonal skills, career awareness, problem-solving and decision-making techniques, as 

well as behavior and attitudes necessary for success in education, careers, and citizenship. 

3. CONSULTATION is conducted with parents, teachers, administrators, school psychologists, social workers/ 

visiting teachers, medical professionals and community agency personnel. This provides for the mutual 

sharing and analysis of information as well as ideas to plan and carry out strategies that help students who are 

experiencing problems. Although counselors consult with these persons individually, a pupil personnel (child 

study) team approach also is used in our division. 

4. The COORDINATION component requires school counselors to perform the following functions: a) 

collaborate with other pupil personnel services professionals, using school and community resources to help 

students resolve problems which interfere with learning; b) assist parents in obtaining needed services for 

their children through a referral and follow-up process; c) serve as a liaison between the school and 

community agencies so that they may collaborate in efforts to help students; d) plan and coordinate the 

counseling program, including periodic evaluations to determine program effectiveness; e) provide in-service 

for teachers and school staff regarding their roles and responsibilities in the counseling program; and f) 

coordinate the school’s testing program, which includes interpreting test results to students, parents, and 

school personnel. 

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EDUCATIONAL PHILOSOPHY 

The Pittsylvania County School system seeks to provide an education that will prepare the young people 

of the communities that it serves to become productive, collaborative members within our society. Learning is 

the primary purpose of the Pittsylvania County Schools, and this takes place through the mastery of basic skills in 

reading, writing, mathematics, science, social studies, and other disciplines. The educational program is also 

designed to develop in the individual student both practical knowledge and attitudes, to instill values that enrich 

life now and in the future, to develop positive control over one’s thoughts and actions, to foster attitudes of 

justice and democracy, to emphasize interest in community and world problems, to develop a healthy body, and 

to develop cultural and aesthetic appreciation. The philosophy is in agreement with the Standards of Quality, 

Standards of School Accreditation, Standards of Learning and other state guidelines. The system accepts the 

responsibility of accountability and continuous evaluation of programs and personnel. The principles of this 

philosophy are a guide for improving the total educational program. 

Statement of Philosophy 

We believe the schools belong to the people. We encourage the community and home to become involved 

and share in the development and operation of a functional educational program for all citizens. 

It is our responsibility to assist in discovering, developing, and channeling the students’ talents and 

abilities for the welfare and benefit of the individual and society. We believe that each student is an individual 

with worth, rights, dignity, and needs and should have the opportunity to develop his/her potential under the 

supervision of academically competent, professional, and dedicated personnel. 

The purpose of the school is to provide a curriculum that is based on research which reflects the students’ 

needs and economic and social trends. We believe in instruction that is continuous, coordinated from one level to 

another, and enables students to read and to use all areas of language arts correctly and fluently. The curriculum 

should assist students to develop problem-solving abilities and to use mathematical operations and concepts with 

meaning and accuracy; to gain satisfaction from drawing conclusions based on analytical thinking; to understand 

social studies and science in relation to the environment and society; to develop personal integrity, self-discipline, 

a positive and realistic self-concept; and to acquire habits for sound health and safe living. The curriculum should 

incorporate the teaching of democracy and human relations and provide a model for citizenship, responsibilities, 

and purposeful living. 

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The responsibility of all educational personnel is to provide a sound education that develops individual 

personal/social, academic, and career development needs which lead to respect for learning, a desire for knowledge, 

and the development of collaborative contributors in a culturally diverse world. The educational program 

should be designed for each student to prepare for advanced study or the world of work. The success and value 

of the school’s program is determined by its worth to the students and the society it serves. 

Objectives 

· To provide a comprehensive educational program based on the interests, abilities, 

needs, and goals of the students; 

· To involve the home and community in the total educational program; 

· To emphasize and provide for student mastery of the basic skills of language arts 

and mathematics; 

· To develop students’ skills of rational and critical thinking; 

· To develop students’ abilities to apply and transfer knowledge; 

· To enhance student acquisition of knowledge and process skills of science and technology, social studies, 

literature, and language; 

· To develop in students the attitudes and skills for enhancing the quality of the environment; 

· To teach skills and instill knowledge in students needed for education and/or employment beyond high 

school; 

· To provide an educational program where students progress on the basis of 

achievement; 

· To provide a program of continuing education based on professional, vocational, 

and vocational needs of adults; 

· To provide for students’ development of habits and good sportsmanship, personal 

standards of ethical behavior and moral choice, sound mental and physical health, 

and safe living; 

· To instill within students an appreciation and sensitivity for people with disabling 

conditions, and of different ethnic, racial and religious backgrounds; 

· To develop students’ basic understanding and appreciation of country, and of the 

democratic process; and to instill in students respect for authority, for the law, and 

for others; 

· To provide a program which encourages students to participate in society as 

responsible family members and citizens; 

· 

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To stimulate students’ creativity and the development of skills, knowledge, and 

attitudes for the fine arts; 

· To help each student develop a positive and realistic concept of self and others, a 

recognition and acceptance of their potential and limitations, and self-discipline; 

· To encourage research and innovations for continuous improvement in curriculum 

and instructional methods that provide a thorough educational program; 

· To continue to re-evaluate and revise the philosophy and objectives; 

· To involve business, industry, and government in the total educational program; 

· To develop effective leadership and group skills which foster and sustain 

relationships with others in culturally diverse work, community, and family 

settings; 

· To develop in young people and adults an awareness of the need for a quality 

education. 

Commitment 

The Pittsylvania County School System is committed to an educational program appropriate to the needs 

of the individual student according to his/her capabilities and interests. In order to accomplish this goal, the 

schools provide balanced educational opportunities to help the student grow intellectually, physically, socially and 

morally. 

Legal Ref.: Constitution of Virginia, Article VIII, Section 7. 

Code of Virginia, 1950, as amended, Sections 22.1-78, 22.1-79, 22.1-85, 22.1-293, 22.1-295. 

Regulations of the Virginia Board of Education, Revised 1993, VR-270-01-0012, Part III (3.1). 

Policies and Regulations, Pittsylvania County School Board, File: AD-PC, 

Pp. 1-3. 

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MISSION STATEMENT 

The mission of the Guidance and Counseling program is to provide a developmental and sequential 

program that is proactive in nature. The guidance and counseling program will include services that foster the 

academic, personal, social and career development of all students. This supports Pittsylvania County Schools’ 

mission to educate and nurture students to be successful and productive citizens, as stated in the Pittsylvania 

County Strategic Plan for Education, adopted by the Pittsylvania County School Board on October 14, 1997. 

GUIDANCE AND COUNSELING PHILOSOPHY 

Consistent with the educational philosophy of Pittsylvania County Schools, the guidance and counseling 

program is a critical component within our school system. The underlying tenets of the guidance and counseling 

program are the beliefs in the inherent worth of the individual student, and the necessity of the students making 

realistic life choices in keeping with ability and interest. 

Our guidance and counseling program affords all students an opportunity to address their individual 

personal/social, academic, and career development needs. Special emphasis is placed on the prevention of 

problems by providing students with developmentally age-appropriate skills and information, developing career 

awareness and striving to become future productive members of society. 

We support the Pittsylvania County Strategic Plan for Education goal that each student at the grade level/ 

subject area tested will attain state-identified level of proficiency for the Standards of Learning. 

The guidance and counseling program adheres to the National Standards for School Counseling Programs 

and the Ethical Standards for School Counselors of the American School Counselor Association. 

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GUIDANCE AND COUNSELING PROGRAM 

The guidance process is the part of the school program designed to help students develop a realistic selfconcept, 

acquire knowledge of available educational and vocational opportunities, and make appropriate personal 

adjustments and decisions. 

The Pittsylvania County School Board affirms that parents are the students’ first teachers and that the 

public schools should serve to strengthen family and parental support. No students will be required to participate 

in any counseling program to which his/her parents object. 

For the purposes of this policy, the following definitions apply: 

1. Academic Guidance – Guidance which assists students and their parents to acquire knowledge of the 

curricula choices available to students, to plan a program of studies, to arrange and interpret academic 

testing, and to seek post-secondary academic opportunities. 

2. Career Guidance – Guidance which helps students acquire information and make plans about work, 

jobs, apprenticeships, and postsecondary educational and career opportunities. 

3. Personal/Social Counseling – Counseling which assists students to develop an understanding of 

themselves and the rights and needs of others, to resolve conflicts, and to define individual goals 

which reflect interests, abilities, and aptitudes. Pittsylvania County Schools will provide a Character 

Education program within its existing curriculum as mandated by the Code of VA. 

§ 22.1-208.01 VA Board of Education. Such counseling may be provided in groups in which generic 

issues of social development are addressed and through structured individual or school group multisession 

counseling which focuses on the specific concerns of the participant(s). 

At least annually, parents shall be notified in writing about the academic, career guidance, and the personal/social 

counseling available to students within the school division. Parents will be informed about the 

program’s purpose, description, availability of materials for review, and procedures for limiting students’ participation. 

Information and records of personal/social counseling shall be kept confidential and separate, and not be 

disclosed to third parties without prior parental consent or as otherwise provided by law. 

It shall be the policy of the Pittsylvania County School Board 

that parents will notify the school division in writing if the 

student is not to participate in the personal/social 

counseling program. 

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NATIONAL STANDARDS FOR 

SCHOOL COUNSELING PROGRAMS 

of the American School Counselor Association 

The National Standards for School Counseling Programs are what the ASCA believes to be the essential 

elements of a quality and effective school counseling program. The standards address program content and the 

knowledge, attitudes, and skill competencies that all students will develop as a result of participating in a school 

counseling program. 

I. Academic Development 

· Standard A. Students will acquire the attitudes, knowledge, and skills that contribute to effective learning 

in school and across the life span. 

· Standard B. Students will complete school with the academic preparation essential to choose from a wide 

variety of substantial postsecondary options, including college. 

· Standard C. Students will understand the relationship of academics to the world of work, and to life at 

home and in the community. 

II. Career Development 

· Standard A. Students will acquire the skills to investigate the world of work in relation to knowledge of 

self and to make informed career decisions. 

· Standard B. Students will employ strategies to achieve future career success and 

satisfaction. 

· Standard C. Students will understand the relationship between personal qualities, 

education and training, and the world of work. 

III. Personal/Social Development 

· Standard A. Students will acquire the attitudes, knowledge, and interpersonal skills to help them understand 

and respect self and others. 

· Standard B. Students will make decisions, set goals, and take appropriate action to achieve goals. 

· Standard C. Students will understand safety and survival skills. 

The National Standards for School Counseling Programs assist school counselors, school and district 

administrators, faculty and staff, parents, counselor educators, state associations, business community and policy 

makers to provide effective school counseling programs for all students. 

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The National Standards for School Counseling Programs have received letters of support from: 

· ACT 

· The American Vocational Association 

· The College Board 

· The National Alliance of Business 

· The National Association of Elementary School Principals 

· The National Association of Secondary School Principals 

· The National Board for Certified Counselors, Inc. 

· The National Career Development Association 

· The National Occupational Information Coordinating Committee 

The National Standards for School Counseling Programs are supported by implementation and evaluation 

tools to assist in the redesign of current school counseling programs to meet the needs of students of the 21 st 

century. Workbooks and training materials are under development by ASCA in collaboration with ACT. 

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ETHICAL STANDARDS FOR SCHOOL COUNSELORS 


Preamble 

The American School Counselor Association (ASCA) is a professional organization whose members have 

a unique and distinctive preparation grounded in the behavioral sciences, with training in clinical skills adapted to 

the school setting. The counselor assists in the growth and development of each individual and uses his/her highly 

specialized skills to protect the interests of the counselee within the structure of the school system. School 

counselors subscribe to the following basic tenets of the counseling process from which professional responsibilities 

are derived: 

1. Each person has the right to respect and dignity as a human being and to counseling services without prejudice 

as to person, character, belief or practice, regardless of age, color, disability, ethnic group, gender, race, 

religion, sexual orientation, marital status or socio-economic status. 

2. Each person has the right to self-direction and self-development. 

3. Each person has the right of choice and the responsibility for goals reached. 

4. Each person has the right to privacy and thereby the right to expect the counselor-counselee relationship to 

comply with all laws, policies, and ethical standards pertaining to confidentiality. 

In this document the American School Counselor Association has specified the principles of ethical 

behavior necessary to maintain and regulate the high standards of integrity, leadership, and professionalism 

among its members. The Ethical Standards for School Counselors were developed to clarify the nature of ethical 

responsibilities held in common by its members. As the code of ethics of the association, this document establishes 

principles that define the ethical behavior of its members. The purposes of this document are to: 

1. Serve as a guide for the ethical practices of all professional school counselors, regardless of level, area, 

population served, or membership in this professional association. 

2. Provide benchmarks for both self-appraisal and peer evaluations regarding counselor responsibilities to 

counselees, parents, colleagues and professional associates, schools and community, self, and the counseling 

profession. 

3. Inform those served by the school counselor of acceptable counselor practices and expected professional 

behavior. 

A. RESPONSIBILITIES TO STUDENTS 

A1. School Counselor Responsibilities 

The professional school counselor: 

a) has a primary obligation to the counselee who is to be treated with respect as a unique individual; 

b) is concerned with the educational, career, emotional, and behavior needs and encourages the maximum 

development of each counselee; 

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c) refrains from consciously encouraging the counselee’s acceptance of values, lifestyles, plans, decisions, 

and beliefs that represent the counselor’s personal orientation; and 

d) is responsible for keeping informed of laws, regulations or policies relating to counselees and strives 

to ensure that the rights of counselees are adequately provided for and protected. 

A2. Confidentiality 


a) informs the counselee of the purposes, goals, techniques, and rules of procedure under which she/he 

may receive counseling at or before the time when the counseling relationship is entered. Notice 

includes confidentiality issues such as the possible necessity for consulting with other professionals, 

privileged communication, and legal or authoritative restraints. The meaning and limits of confidentiality 

are clearly defined to counselees through a written and shared statement of disclosure; 

b) keeps information confidential unless disclosure is required to prevent clear and imminent danger to 

the counselee or others or when legal requirements demand that confidential information be revealed. 

Counselors will consult with other professionals when in doubt as to the validity of an exception; 

c) discloses information to an identified third party, who by his/her relationship with the counselee is at a 

high risk of contracting a disease that is commonly known to be both communicable and fatal. Prior 

to disclosure, the counselor will ascertain that the counselee has not already informed the third party 

about his/her disease and that he/she is not intending to inform the third party in the immediate future; 

d) requests from the court that disclosure not be required when the release of confidential information 

without a counselee’s permission may lead to potential harm to the counselee; 

e) protects the confidentiality of counselee’s records and releases personal data only according to prescribed 

laws and school policies. Student information maintained in computers is treated with the 

same care as traditional student records; and 

f) protects the confidentiality of information received in the counseling relationship as specified by 

federal and state laws, written policies and applicable ethical standards. Such information is only to 

be revealed to others with the informed consent of the counselee, consistent with the obligation of the 

counselor as a professional person. In a group setting, the counselor sets a norm of confidentiality 

and stresses its importance, yet clearly states that confidentiality in group counseling cannot be 

guaranteed. 

A3. Counseling Plans 


works jointly with the counselee in developing integrated and effective counseling plans, consistent with 

both the abilities and circumstances of the counselee and the counselor. Such plans will be regularly 

reviewed to ensure continued viability and effectiveness, respecting the counselee’s freedom of choice. 

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A4. Dual Relationships 


avoids dual relationships which might impair his/her objectivity and increase the risk of harm to the client 

(e.g., counseling one’s family members, close friends or associates). If a dual relationship is unavoidable, 

the counselor is responsible for taking action to eliminate or reduce the potential for harm. Such safeguards 

might include informed consent, consultation, supervision and documentation. 

A5. Appropriate Referrals 


makes referrals when necessary or appropriate to outside resources. Appropriate referral necessitates 

knowledge of available resources and making appropriate plans for transitions with minimal interruption 

of services. Counselees retain the right to discontinue the counseling relationship at any time. 

A6. Group Work 


screens prospective group members and maintains an awareness of participants’ needs and goals in 

relation to the goals of the group. The counselor takes reasonable precautions to protect members from 

physical and psychological harm resulting from interaction within the group. 

A7. Danger to Self or Others 


informs appropriate authorities when the counselee’s condition indicates a clear and imminent danger to 

the counselee or others. This is to be done after careful deliberation and, where possible, after consultation 

with other counseling professionals. The counselor informs the counselee of actions to be taken so as 

to minimize his/her confusion and clarify counselee and counselor expectations. 

A8. Student Records 


maintains and secures records necessary for rendering professional services to the counselee as required 

by laws, regulations, institutional procedures, and confidentiality guidelines. 

A9. Evaluation, Assessment and Interpretation 


a) adheres to all professional standards regarding selection, administration, and interpretation of assessment 

measures. The counselor recognizes that computer-based testing programs require specific 

training in administration, scoring and interpretation which may differ from that required in more 

traditional assessments; 

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) provides explanations of the nature, purposes, and results of assessment/evaluation measures in 

language that can be understood by counselee(s); 

c) does not misuse assessment results and interpretations and takes reasonable steps to prevent others 

from misusing the information; and 

d) utilizes caution when using assessment techniques, making evaluations, and interpreting the performance 

of populations not represented in the norm group on which an instrument was standardized. 

A10. Computer Technology 


a) promotes the benefits of appropriate computer applications and clarifies the limitations of computer 

technology. The counselor ensures that (1) computer applications are appropriate for the individual 

needs of the counselee, (2) the counselee understands how to use the application, and (3) follow-up 

counseling assistance is provided. Members of under-represented groups are assured equal access to 

computer technologies and the absence of discriminatory information and values with computer 

applications; 

b) who communicates with counselees via internet should follow the NBCC Standards for 

WebCounseling. 

A11. Peer Helper Programs 


has unique responsibilities when working with peer helper programs. The school counselor is responsible 

for the welfare of counselees participating in peer helper programs under his/her direction. School counselors 

who function in training and supervisory capacities are referred to the preparation and supervision 

standards of professional counselor associations. 

RESPONSIBILITIES TO PARENTS 

B1. Parent Rights and Responsibilities 


a) respects the inherent rights and responsibilities of parents for their children and endeavors to establish 

as appropriate, a collaborative relationship with parents to facilitate the maximum development of the 

counselee; 

b) adheres to laws and local guidelines when assisting parents experiencing family difficulties which 

interfere with the counselee’s effectiveness and welfare; and 

c) is sensitive to the cultural and social diversity among families and recognizes that all parents, custodial 

and non-custodial, are vested with certain rights and responsibilities for the welfare of their 

children by virtue of their position and according to law. 

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B2. Parents and Confidentiality 


a) informs parents of the counselor’s role with emphasis on the confidential nature of the counseling 

relationship between the counselor and counselee; 

b) provides parents with accurate, comprehensive and relevant information in an objective and caring 

manner, as appropriate and consistent with ethical responsibilities to the counselee; and 

c) makes reasonable efforts to honor the wishes of parents and guardians concerning information that 

he/she may share regarding the counselee. 

C. RESPONSIBILITIES TO COLLEAGUES AND PROFESSIONAL 

ASSOCIATES 

C1. Professional Relationships 


a) establishes and maintains a professional relationship with faculty, staff and administration to facilitate 

the provision of optimum counseling services. The relationship is based on the counselor’s definition 

and description of the parameters and levels of his/her professional roles; 

b) treats colleagues with respect, courtesy, fairness, and in a professional manner. The qualifications, 

views, and findings of colleagues are represented to accurately reflect the image of competent professionals; 

and 

c) is aware of and optimally utilizes related professionals and organizations to whom the counselee may 

be referred. 

C2. Sharing Information with Other Professionals 


a) promotes awareness and adherence to appropriate guidelines regarding confidentiality, the distinction 

between public and private information, and staff consultation; 

b) provides professional personnel with accurate, objective, concise and meaningful data necessary to 

adequately evaluate, counsel, and assist the counselee; and 

c) if a counselee is receiving services from another counselor or other mental health professional, the 

counselor, with client consent, will inform the other professional and develop clear agreements to 

avoid confusion and conflict for the counselee.. 

D. RESPONSIBILITIES TO THE SCHOOL AND COMMUNITY 

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D1. Responsibilities to the School 


a) supports and protects the educational program against any infringement not in the best interests of 

counselees; 

b) informs appropriate officials of conditions that may be potentially disruptive or damaging to the 

school’s mission, personnel and property, while honoring the confidentiality between the counselee 

and the counselor; 

c) delineates and promotes the counselor’s role and function in meeting the needs of those served. The 

counselor will notify appropriate officials of conditions which may limit or curtail his/her effectiveness 

in providing programs and services; 

d) accepts employment only for positions for which he/she is qualified by education, training, supervised 

experience, state and national professional credentials, and appropriate professional experience. 

Counselors recommend that administrators hire for professional counseling positions only individuals 

who are qualified and competent; 

e) assists in the development of (1) curricular and environmental conditions appropriate for the school 

and community, (2) educational procedures and programs to meet the counselee’s developmental 

needs, and (3) a systematic evaluation process for comprehensive school counseling programs, 

services and personnel. The counselor is guided by the findings of the evaluation data in planning 

programs and services. 

D2. Responsibility to the Community 


collaborates with agencies, organizations, and individuals in the school and community in the best interest 

of counselees and without regard to personal reward or remuneration. 

E. RESPONSIBILITIES TO SELF 

E1. Professional Competence 


a) functions within the boundaries of individual professional competence and accepts responsibility for 

the consequences of his/her actions; 

b) monitors personal functioning and effectiveness and does not participate in any activity which may 

lead to inadequate professional services or harm to a counselee; 

c) strives through personal initiative to maintain professional competence and keep abreast of scientific 

and professional information. Professional and personal growth is continuous and ongoing throughout 

the counselor’s career. 

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E2. Multicultural Skills 


understands the diverse cultural backgrounds of the counselees with whom he/she works. This includes, 

but is not limited to, learning how the school counselor’s own cultural/ethnic/racial identity impacts his/ 

her values and beliefs about the counseling process. 

F. RESPONSIBILITIES TO THE PROFESSION 

F1. Professionalism 


a) accepts the policies and processes for handling ethical violations as a result of maintaining membership 

in the American School Counselor Association; 

b) conducts himself/herself in such a manner as to advance individual, ethical practice and the profession; 

c) conducts appropriate research and reports findings in a manner consistent with acceptable educational 

and psychological research practices. When using client data for research, statistical, or program 

planning purposes, the counselor ensures protection of the identity of the individual counselees; 

d) adheres to ethical standards of the profession, other official policy statements pertaining to counseling, 

and relevant statutes established by federal, state and local governments; 

e) clearly distinguishes between statements and actions made as a private individual and as a representative 

of the school counseling profession; and 

f) does not use his/her professional position to recruit or gain clients, consultees for his/her private 

practice, seek and receive unjustified personal gains, unfair advantage, sexual favors, or unearned 

goods or services. 

F2. Contribution to the Profession 


a) actively participates in local, state and national associations which foster the development and improvement 

of school counseling; and 

b) contributes to the development of the profession through the sharing of skills, ideas, and expertise 

with colleagues. 

G. MAINTENANCE OF STANDARDS 

Ethical behavior among professional school counselors, association members and nonmembers, is expected 

at all times. When there exists serious doubt as to the ethical behavior of colleagues, or if counselors are 

forced to work in situations or abide by policies which do not reflect the standards as outlined in the Ethical 

Standards for School Counselors, the counselor is obligated to take appropriate action to rectify the condition. 

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The following procedures may serve as a guide: 

1. The counselor should consult with a professional colleague to confidentially discuss the nature of the 

complaint to see if he/she views the situation as an ethical violation. 

2. When feasible, the counselor should directly approach the colleague whose behavior is in question to 

discuss the complaint and seek appropriate resolution. 

3. If resolution is not forthcoming at the personal level, the counselor shall utilize the channels established 

within the school, the school district, and the state SCA and ASCA Ethics Committee. 

4. If the matter still remains unresolved, referral for review and appropriate action should be made to the 

Ethics Committees in the following sequence: 

· State school counselor association 

· American School Counselor Association 

5. The ASCA Ethics Committee is responsible for educating and consulting with the membership regarding 

the ethical standards. The Committee periodically reviews and recommends changes in the 

code as well as the Policies and Procedures for Processing Complaints of Ethical Violations. The 

Committee will also receive and process questions to clarify the application of such standards. Questions 

must be submitted in writing to the ASCA Ethics Chair. Finally, the Committee will handle 

complaints of alleged violations of our ethical standards. Therefore, at the national level, complaints 

should be submitted in writing to the ASCA Ethics Committee, c/o The Executive Director, American 

School Counselor Association, 801 North Fairfax Street, Suite 310, Alexandria, VA 22314. 

H. RESOURCES 

School counselors are responsible for being aware of, and acting in accordance with the standards and 

positions of the counseling profession as represented in the documents listed below: 

American Counseling Association. Code of Ethics and Standards of Practice. 

Alexandria, VA: ACA, 1995. 

American School Counselor Association. The National Standards for School 

Counseling Programs. Fairfax, VA: ASCA, 1997. 

American School Counselor Association. The School Counselor and Academic/Career 

Tracking. Position Statement in ASCA Member Services Guide. Alexandria, VA: 

ASCA, 1994. 

American School Counselor Association. The School Counselor and AIDS. 

Position Statement in ASCA Member Services Guide. Alexandria, VA: ASCA, 

1988. 

American School Counselor Association. The School Counselor and Attention Deficit 

Disorder. Position Statement in ASCA Member Services Guide. Alexandria VA: 

ASCA, 1994. 

American School Counselor Association. The School Counselor and Censorship. Position 

Statement in ASCA Member Services Guide. Alexandria, VA: ASCA, 1985. 

20

American School Counselor Association. The School Counselor and Child Abuse/Neglect 

Prevention. Position Statement in ASCA Member Services Guide. Alexandria, VA: 

ASCA, 1993. 

American School Counselor Association. The School Counselor and College Entrance 

Test Preparation Programs. Position Statement in ASCA Member Services Guide. 

Alexandria, VA: ASCA, 1993. 

American School Counselor Association. The School Counselor and Comprehensive 

Counseling. Position Statement in ASCA Member Services Guide. Alexandria, VA: 

ASCA, 1997. 

American School Counselor Association. The School Counselor and Confidentiality. 

Position Statement in ASCA Member Services Guide. Alexandria. VA: ASCA, 

1980. 

American School Counselor Association. The School Counselor and Corporal Punishment 

in the Schools. Position Statement in ASCA Member Services Guide. Alexandria, 

VA: ASCA, 1995. 

American School Counselor Association. The School Counselor and Credentialing and 

Licensure. Position Statement in ASCA Member Services Guide. Alexandria, VA: 

ASCA, 1993. 

American School Counselor Association. The School Counselor and Cross/Multicultural 

Counseling. Position Statement in ASCA Member Services Guide. Alexandria, VA: 

ASCA, 1993. 

American School Counselor Association. The School Counselor and Discipline. Position 


American School Counselor Association. The School Counselor and Dropout 

Prevention/Student At-Risk. Position Statement in ASCA Member Services Guide. 


American School Counselor Association. The School Counselor and the Education of the 

Handicapped Act. Position Statement in ASCA Member Services Guide. 


American School Counselor Association. The School Counselor and Evaluation. Position 


American School Counselor Association. The School Counselor and Family/Parenting 

Education. Position Statement in ASCA Member Services Guide. Alexandria, VA: 

ASCA, 1993. 

American School Counselor Association. The School Counselor and Gender Equity. 


1993. 

21

American School Counselor Association. The School Counselor and Gifted Student 

Programs. Position Statement in ASCA Member Services Guide. Alexandria, VA: 

ASCA, 1993. 

American School Counselor Association. The School Counselor and Group Counseling. 


1993. 

American School Counselor Association. The School Counselor and Military Recruitment. 


1984. 

American School Counselor Association. The School Counselor and the Paraprofessional. 


1993. 

American School Counselor Association. The School Counselor and Peer Facilitation. Position Statement in 

ASCA Member Services Guide. Alexandria, VA: ASCA, 1993. 

American School Counselor Association. The School Counselor and the Promotion of Safe 

Schools. Position Statement in ASCA Member Services Guide. Alexandria, VA: 

ASCA, 1994. 

American School Counselor Association. The School Counselor and Student Assistance 

Programs. Position Statement in ASCA Member Services Guide. Alexandria, VA: 

ASCA, 1994. 

American School Counselor Association. The School Counselor and Students At-Risk. 


1994. 

American School Counselor Association. The School Counselor and Sexual Minority 

Youth. Position Statement in ASCA Member Services Guide. Alexandria, VA: 

ASCA, 1995. 

American School Counselor Association. The School Counselor and the Use of Non- 

School Credentialed Personnel in the Counseling Program. Position Statement in 

ASCA Member Services Guide. Alexandria, VA: ASCA, 1994. 

American School Counselor Association. Professional Liability Insurance Program. 


Arthur, G. L., and C. D. Swanson. Confidentiality and Privileged Communication. 

Alexandria, VA: American Counseling Association, 1993. 

Association for Specialists in Group Work. Ethical Guidelines for Group Counselors. 


Corey, G. L., M. S. Corey, and G. Callanan. Issues and Ethics in the Helping Professions. 

Pacific Grove, CA: Brooks/Cole, 1998. 

22

Crawford, R. Avoiding Counselor Malpractice. Alexandria, VA: American Counseling 

Association, 1994. 

Forrester-Miller, H., and T. E. Davis. A Practitioner’s Guide to Ethical Decision-Making. 

Alexandria, VA: American Counseling Association. 1996. 

Herlihy, B., and G. Corey. ACA Ethical Standards Casebook. Fifth ed. Alexandria, VA: 

American Counseling Association, 1996. 

Herlihy B., and G. Corey. Dual Relationships in Counseling. Alexandria, VA: American Counseling Associa 

tion,1992. 

Huey, W. C., and T. P. Remley. Ethical and Legal Issues in School Counseling. Fairfax, 

VA: American School Counselor Association, 1988. 

Joint Committee on Testing Practices. Code of Fair Testing Practices in Education. 

Washington, DC: American Psychological Association, 1988. 

Mitchell, R. W. Documentation in Counseling Records. Alexandria, VA: American 

Counseling Association, 1991. 

National Board for Certified Counselors. National Board for Certified Counselors: 

Code of Ethics. Greensboro, NC: n.p., 1988. (3 Terrace Way, Suite D. 

Greensboro, NC 27403-3660) 336/547-0607 www.nbcc.org 

National Board for Certified Counselors. Standards for the Ethical Practice of 

WebCounseling. Greensboro, NC: n.p., 1997. 

National Peer Helpers Association. Code of Ethics for Peer Helping Professionals. 

Greenville, NC: n.p., 1989. (NPHA, P.O. Box 2684, Greenville, NC 27836) 

919/522-3959 nphaorg@aol.com 

Salo, M., and S. Schumate. Counseling Minor Clients. Alexandria, VA: American 

Counseling Association, 1993. 

Stevens-Smith, P., and M. Hughes. Legal Issues in Marriage and Family Counseling. 


Wheeler, N., and B. Bertram. Legal Aspects of Counseling: Avoiding Lawsuits and 

Legal Problems. (Videotape). Alexandria, VA: American Counseling 

Association, 1994. 

Ethical Standards for School Counselors was adopted by the ASCA Delegate Assembly, 

March 19, 1984. The second revision was approved by the ASCA Delegate 

Assembly, March 27, 1992. The third revision was approved by the Governing 

Board on March 30, 1998 and adopted on June 25, 1998 by the Delegate Assembly. 

As of July 1, 1992, the American Association for Counseling and Development 

(AACD) became the American Counseling Association (ACA). 

23

ROLE STATEMENT 


The American School Counselor Association recognizes and supports the implementation of comprehensive 

developmental counseling programs at all educational levels. The programs are designed to help all students 

develop their educational, social, career, and personal strengths and to become responsible and productive 

citizens. School counselors help create and organize these programs, as well as provide appropriate counselor 

interventions. 

School counseling programs are developmental by design, focusing on needs, interests, and issues related 

to the various stages of student growth. There are objectives, activities, special services and expected outcomes, 

with an emphasis on helping students learn more effectively and efficiently. There is a commitment to individual 

uniqueness and the maximum development of human potential. A counseling program is an integral part of a 

school’s total educational program. 

The School Counselor 

The school counselor is a certified professional educator who assists students, teachers, parents, and 

administrators. Three generally recognized helping processes used by the counselor are counseling, consulting 

and coordinating: 1) Counseling is a complex helping process in which the counselor establishes a trusting and 

confidential working relationship. The focus is on problem-solving, decision-making, and discovering personal 

meaning related to learning and development; 2) Consultation is a cooperative process in which the counselorconsultant 

assists others to think through problems and to develop skills that make them more effective in working 

with students; 3) Coordination is a leadership process in which the counselor helps organize and manage a 

school’s counseling program and related services. 

School counselors are employed in elementary, middle/junior high, senior high, and postsecondary 

schools. Their work is differentiated by attention to age-specific developmental stages of growth and related 

interests, tasks, and challenges. School counselors are human behavior and relationship specialists who organize 

their work around fundamental interventions. 

Counselor interventions have sometimes been referred to as functions, services, approaches, tasks, 

activities, or jobs. They have, at times, been viewed as roles themselves, helping to create the image of the 

counselor. In a comprehensive developmental counseling program, school counselors organize their work schedules 

around the following basic interventions: 

Individual Counseling 

Individual counseling is a personal and private interaction between a counselor and a student in which 

they work together on a problem or topic of interest. A face-to-face, one-to-one meeting with a counselor 

provides a student maximum privacy in which to freely explore ideas, feelings, and behaviors. School counselors 

establish trust and build a helping relationship. They respect the privacy of information, always considering 

actions in terms of rights, integrity, and the welfare of students. Counselors are obligated by law and ethical 

standards to report and to refer a case when a person’s welfare is in jeopardy. It is a counselor’s duty to inform 

an individual of the conditions and limitations under which assistance may be provided. 

Small Group Counseling 

Small group counseling involves a counselor working with two or more students together. Group size 

generally ranges from five to eight members. Group discussions may be relatively unstructured or may be based 

24

on structured learning activities. Group members have an opportunity to learn from each other. They can share 

ideas, give and receive feedback, increase their awareness, gain new knowledge, practice skills, and think about 

their goals and actions. Group discussions may be problem-centered, where attention is given to particular 

concerns or problems. Discussions may be growth-centered, where general topics are related to personal and 

academic development. 

Large Group Guidance 

Large group meetings offer the best opportunity to provide guidance to the largest number of students in 

a school. Counselors first work with students in large groups wherever appropriate because it is the most efficient 

use of time. Large group work involves cooperative learning methods, in which the larger group is divided 

into smaller working groups under the supervision of a counselor or teacher. The guidance and counseling 

curriculum, composed of organized objectives and activities, is delivered by teachers or counselors in classrooms 

or advisory groups. School counselors and teachers may co-lead some activities. Counselors develop and present 

special guidance units which give attention to particular developmental issues or areas of concern in their respective 

schools and they help prepare teachers to deliver part of the guidance and counseling curriculum. 

Consultation 

The counselor as a consultant helps people to be more effective in working with others. Consultation 

helps individuals think through problems and concerns, acquire more knowledge and skill, and become more 

objective and self-confident. This intervention can take place in individual or group conferences, or through staffdevelopment 

activities. 

Coordination 

Coordination as a counselor intervention is the process of managing various indirect services which 

benefit students and of being a liaison between school and community agencies. It may include organizing special 

events which involve parents or resource people in the community in guidance projects. It often entails collecting 

data and disseminating information. Counselors might coordinate a student needs assessment, the interpretation 

of standardized tests, a child study team, or a guidance related teacher or parent education program. 

The Preparation of School Counselors 

School counselors are prepared for their work through the study of interpersonal relationships and 

behavioral sciences in graduate education courses in accredited colleges and universities. Preparation involves 

special training in counseling theory and skills related to school settings. Particular attention is given to personality 

and human development theories and research, including career and life-skills development; learning theories; 

theories and approaches to appraisal; multi-cultural and community awareness; educational environments; curriculum 

development; professional ethics; and, program planning, management, and evaluation. 

Counselors are prepared to use the basic interventions in a school setting, with special emphasis on the 

study of helping relationships, facilitative skills, brief counseling; group dynamics and group learning activities; 

family systems; peer helper programs; multi-cultural and cross-cultural helping approaches; and, educational and 

community resources for special school populations. 

School counselors are aware of their own professional competencies and responsibilities within the 

school setting. They know when and how to refer or involve other professionals. They are accountable for their 

actions and participate in appropriate studies and research related to their work. 

25

Responsibility to the Profession 

To assure high quality practice, counselors are committed to continued professional growth and personal 

development. They are active members of the American School Counselor Association, as well as state and local 

professional associations which foster and promote school counseling. They also uphold the ethical and professional 

standards of these associations. 

School counselors meet the state certification standards and abide by the laws in the states where they are 

working. Counselors work cooperatively with individuals and organizations to promote the overall development 

of children, youth, and families in their communities. 

(Adopted July, 1990) 

26



Elementary School 

27

GOALS 

The goals of the elementary school guidance and counseling program of Pittsylvania County are to: 

1. provide for the early identification and intervention of problems in students to prevent interference 

with learning; 

2. promote healthy child development and learning by helping students to accomplish successfully their 

academic, personal-social, and career development tasks; 

3. provide guidance and counseling with students individually and in small groups to help them resolve 

or cope constructively with their problems and/or developmental concerns; 

4. provide classroom guidance activities to foster the goals of the program; 

5. consult with parents and others for the mutual sharing and analysis of information and ideas to carry 

out strategies to help students; 

6. coordinate school and community resources for the benefit of students and parents; 

7. assist the student, parent, teacher, and/or administrator as necessary for the student to experience a 

sense of self-worth; 

8. coordinate the administration of Standards of Learning, Stanford 9 and other local assessment(s); 

9. work collaboratively with staff to ensure student mastery of Standards of Learning objectives and 

student expectations contained in the Pittsylvania County Strategic Plan for Education; and 

10. assist the administrators, teachers, parents, and students in interpreting test scores. 

28

KINDERGARTEN OBJECTIVES 

Academic/Educational Domain 

K.1 The student will develop an orientation to the educational environment by: 

· becoming familiar with the school learning environment including the programs, services, and activities 

offered, school staff, school rules, and physical plant 

· developing an awareness of the Standards of Learning objectives and other student expectations 

identified in the Pittsylvania County Strategic Plan for Education 

K.2 The student will resolve problems which interfere with learning by identifying problems and developing 

skills and behaviors to resolve/cope with them. 

K.3 The student will gain knowledge of his/her academic abilities, including strengths, and educational needs 

and interests. 

K.4 The student will gain knowledge of effective study skills by: 

· following directions 

· demonstrating good listening skills 

· using school supplies appropriately 

K.5 The student will relate school subjects to careers. 

K.6 The student will participate in school programs and activities to meet educational needs and promote 

academic and personal development, and will attain state-identified level of proficiency for the Standards 

of Learning. 

Personal/Social Domain 

K.7 The student will develop increased self-understanding through knowledge of one’s characteristics, feelings, 

beliefs, attitudes, interests, strengths, limitations, and behaviors. 

K.8 The student will recognize similarities and differences between self and others and appropriate modes of 

interacting with others individually and in groups. 

K.9 The student will acquire and apply problem-solving/decision-making, coping and mastery skills. The key 

concepts include: 

· making healthy choices 

· resolving conflicts 

· making effective decisions 

29

K.10 The student will become increasingly self-directive and responsible for his/her 

own behavior by: 

· taking turns and sharing 

· taking responsibility for certain classroom chores 

· taking care of his/her possessions and respecting the property of others 

· identifying examples of honesty, courage, patriotism, and other admirable character traits 

· identifying examples of rules and consequences of breaking them 

K.11 The student will develop understanding of the need for positive attitudes toward school and learning, the 

community and society. 

Career Development Domain 

K.12 The student will become aware of and knowledgeable about the world of work and careers by: 

· forming a career identity 

· planning for the future 

· developing an awareness of career stereotyping 

· identifying skills and interests 

30

FIRST GRADE OBJECTIVES 


1.1 The student will develop an orientation to the educational environment by: 

· becoming familiar with the school learning environment including the programs, 

services, and activities offered, school staff, school rules, and physical plant 



1.2 The student will resolve problems which interfere with learning by identifying problems and developing 


1.3 The student will gain knowledge of his/her academic abilities including strengths, 

and educational needs and interests. 

1.4 The student will gain knowledge of effective study skills by: 

· following simple two-step written and oral directions 



· gaining basic test-taking skills 

· asking and answering questions about what is read 

1.5 The student will relate school subjects to careers. 

1.6 The student will participate in school programs and activities to meet educational needs and promote 


of Learning. 


1.7 The student will develop increased self-understanding through knowledge of one’s characteristics, feelings, 

beliefs, attitudes, interests, strengths, limitations, and behaviors by: 

· identifying feelings and comparing and contrasting positive and negative feelings and attitudes 

· demonstrating positive attitudes through role playing 

1.8 The student will recognize similarities and differences between self and others and 

appropriate modes of interacting with others individually and in groups by: 

· asking and responding to questions in small group settings 

· developing respect for others and demonstrating the ability to get along with those different from 

themselves 

1.9 The student will acquire and apply problem-solving/decision-making, and 

coping and mastery skills. The key concepts include: 




31

1.10 The student will become increasingly self-directive and responsible for his/her 

behavior by: 





· identifying examples of rules and consequences of breaking them 

1.11 The student will develop understanding of the need for positive attitudes 

toward school and learning, the community and society. 


1.12 The student will become aware of and knowledgeable about the world of work and 

careers by: 





32

SECOND GRADE OBJECTIVES 





· developing an awareness of the Standards of Learning objectives and other student 

expectations identified in the Pittsylvania County Strategic Plan for Education 

2.2 The student will resolve problems that interfere with learning by identifying problems and developing 

skills and behaviors to resolve/cope with them by: 

· identifying steps for effective problem solving 

2.3 The student will gain knowledge of his/her academic abilities, including strengths, and educational needs 

and interests. 


· following simple two-step written and oral directions 



· identifying reasons for taking tests 

· asking and answering questions about what is read 

· demonstrating effective study methods related to individual learning styles 

2.5 The student will relate school subjects to careers by: 

· stating ways that school experiences and learning help to develop skills and behaviors needed for life 

and work. 



of Learning. 






· identifying interests 

33

2.8 The student will recognize similarities and differences between self and others and appropriate modes of 

interacting with others individually and in groups by: 

· asking and responding to questions in small group settings 

· developing a respect for and demonstrating the ability to get along with others 

· making and keeping friends 

2.9 The student will acquire and apply problem-solving/decision-making, and coping and mastery of skills. 

The key concepts include: 


· identifying appropriate problem-solving steps 



2.10 The student will become increasingly self-directive and responsible for his/her behavior by: 





· identifying consequences of breaking rules 

· stating ways that effective choices lead to positive consequences 

2.11 The student will develop understanding of the need for positive attitudes toward school and learning, the 

community and society by: 

· gaining an understanding of the accepted norms of behavior 


2.12 The student will become knowledgeable about the world of work and careers by: 





· developing a positive attitude toward work 

34

THIRD GRADE OBJECTIVES 










· verbalizing an understanding of his/her problems and effects on learning 

· developing coping skills 


and interests by: 

· identifying academic weaknesses and strengths 

· using knowledge gained to improve classroom performance 

· understanding SOL test results 


· following simple three to four-step written and oral directions 



· identifying reasons for taking tests 

· participating in discussion about what is read 


· completing homework and class work 

· developing effective time management skills 



and work 

· verbalizing the ways school helps people prepare for their working lives 



of Learning. 

35







· identifying personal strengths and limitations 

· developing strategies to overcome limitations and to enhance strengths 



· participating in group discussions 

· developing a respect for and demonstrating the ability to get along with others 

· utilizing positive social interaction skills 

· utilizing effective communication techniques 

3.9 The student will acquire and apply problem-solving/decision-making, coping and mastery of skills. The 

key concepts include: 





· identifying basic coping skills to deal with stress and conflicts 

3.10 The student will become increasingly self-directive and responsible for his/her own behavior by: 

· taking responsibility for home and school tasks 



· identifying consequences of breaking rules 

· stating ways that effective choices lead to positive consequences 

3.11 The student will develop understanding of the need for positive attitudes toward school and learning, the 

community and society by: 


· demonstrating appropriate personal behavior in the school and community 


3.12 The student will become knowledgeable about the world of work and careers by: 

· demonstrating an awareness of the world of work and various career choices 


· developing awareness of career stereotyping 


· developing a positive attitude towards work 

36

FOURTH GRADE OBJECTIVES 















· using knowledge gained to improve his/her classroom performance 

· experiencing academic and personal growth as a result of appropriate school placement and educational 

services 

· verbalizing an understanding of test data, including SOL and Stanford 9 test results, and use of this 

information with the assistance of the classroom teacher/counselor 

4.4 The student will gain knowledge of effective study skills by exhibiting satisfactory achievement in: 

· listening skills 

· completing homework, class assignments, projects, etc. 

· improving grades, attendance, and attitude toward school 

· distinguishing between teacher-made tests and standardized tests and understanding the importance of 

formal testing 






· matching jobs with the necessary academic skills 



of Learning. 

37

38 




· developing a realistic self-concept and self-direction 

· identifying feelings and comparing and contrasting positive and negative feelings 








· developing a respect for and demonstrating the ability to get along with others in a culturally diverse 

setting 






· identifying appropriate problem solving steps 



· exhibiting coping skills to deal with stress and conflicts 

4.10 The student will become increasingly self-directive and responsible for his/her own behavior by: 

· demonstrating responsibility for home and school tasks 


· identifying examples of honesty, courage, patriotism, and other admirable 

character traits 

· developing the ability to manage his/her own behavior and to recognize 

and accept consequences of that behavior 

4.11 The student will develop an understanding of the need for positive attitudes toward school and learning, 

the community and society by: 




4.12 The student will become knowledgeable about the world of work 

and careers by: 

· demonstrating an awareness of the world of work 

· identifying various career choices 



· analyzing skills and interests in relation to individual career choice 

· developing a positive attitude towards work

FIFTH GRADE OBJECTIVES 







5.2 The student will resolve problems that interfere with learning by identifying 

problems and developing skills and behaviors to resolve/cope with them by: 









services 

· verbalizing an understanding of test data, including SOL test results, and uses of this information with 

the assistance of the classroom teacher/counselor 

· learning to cooperate and developing a sense of belonging in the educational setting 



· completing homework, class assignments, projects, etc. 

· improving grades, attendance, and attitude toward school 

· distinguishing between teacher-made tests and standardized tests 

· understanding the importance of formal testing 







· recognizing the existence of vocational/educational programs 



of Learning. 

39





· identifying feelings and comparing and contrasting positive and negative feelings 








· developing a respect for and demonstrating the ability to get along with others in a culturally diverse 

setting 














· developing the ability to manage his/her behavior and to recognize and accept consequences of that 

behavior 

5.11 The student will develop an understanding of the need for positive attitudes toward school and learning, 




40


5.12 The student will become aware of and knowledgeable about the world of work and careers by: 

· demonstrating an awareness of the world of work 

· identifying various career choices 




· developing a positive attitude towards work 

41



Middle School 

42

GOALS 

The goals of the middle school guidance and counseling program in Pittsylvania County are to: 

1. provide for the identification and intervention of problems in students to prevent interference with learning; 

2. promote healthy development and learning by helping students successfully accomplish the academic, 

personal-social, and career developmental tasks of adolescence; 

3. provide guidance and counseling to students individually and in small groups to help adolescents resolve 

or cope constructively with their problems and/or developmental concerns; 

4. provide classroom guidance activities as needed to foster the goals of the program; 

5. consult with parents and others for the mutual sharing and analysis of information and ideas to carry out 

strategies to help students; 

6. coordinate school and community resources for the benefit of students and parents; 

7. assist the student, parent, teacher, and/or administrator as necessary for the student to experience selfworth; 

8. make students aware of graduation requirements and assist them in planning for appropriate high school 

programs of study; 

9. assist students in adjusting to a middle school environment; 

10. coordinate the administration of Standards of Learning, Stanford 9 and other local assessment(s); 

11. work collaboratively with staff to ensure student mastery of Standards of Learning objectives and student 

expectations contained in the Pittsylvania County Strategic Plan for Education; and 

12. assist the administrators, teachers, parents and students in interpreting test scores. 

43

SIXTH GRADE OBJECTIVES 



· becoming familiar with the school learning environment including the programs, services and activities 


· expanding awareness of the Standards of Learning objectives and other student expectations identified 

in the Pittsylvania County Strategic Plan for Education 

6.2 The student will resolve problems which interfere with learning by identifying 

problems and developing skills and behaviors to resolve/cope with them by: 

· identifying steps for problem solving 

· developing plans for educational goals 

· becoming an active participant in educational planning 

6.3 The student will gain knowledge of his/her academic abilities, including strengths and educational needs 


· identifying strengths and weaknesses 

· resolving problems related to class work and homework 

· making use of assignment planners 

· analyzing Stanford 9 test results 

6.4 The student will gain knowledge of effective study skills by exhibiting 

satisfactory achievement in: 


· time management skills 

· test-taking skills 

· identifying learning styles 


· organizational skills 


· relating ways in which school experiences are relevant to the world of work 

· becoming knowledgeable of middle school and high school courses of study 

6.6 The student will become aware of academic abilities and skills needed for 

effective functioning in each curricular area, and will attain state-identified level of 

proficiency for the Standards of Learning 

6.7 The student will pursue a planned and balanced program of studies consistent with abilities, interests, and 

educational needs. 

44


6.8 The student will develop increased self-understanding. 

6.9 The student will develop understanding of others and learn appropriate modes of interacting and communicating 

for the establishment of positive relationships by: 

· developing self-respect and respect for others 

· demonstrating social interaction with others 

· developing skills in verbal and nonverbal communication 

6.10 The student will acquire problem-solving/decision-making, coping and mastery of skills by: 

· identifying steps in the problem-solving process 

· demonstrating appropriate decision-making choices 

· acquiring effective coping skills 


· developing behavior management techniques and recognizing consequences of his/her behavior 

6.12 The student will develop an understanding of the need for positive attitudestowards school and learning, 


· developing appropriate school and community behavior 

· developing positive attitudes toward the benefits of education 


6.13 The student will become aware of and more knowledgeable about the world of work and careers by: 

· developing career awareness through career exploration 

· identifying positive work values and attitudes 

· identifying various educational/vocational job requirements 

6.14 The student will acquire information about educational and vocational/training opportunities within and 

beyond school by: 

· developing an awareness of academic and vocational curricular offerings 

· acquiring information on career options 

6.15 The student will relate knowledge of self to his/her program of study for education and career planning 

by: 

· recognizing the relevance of courses taken and relating such courses to future occupations 

6.16 The student will establish tentative career objectives by: 

· identifying special interests, likes, and dislikes 

· identifying academic/vocational strengths and weaknesses 

6.17 The student will begin and continue preparation for further education and employment by: 

· beginning to investigate various careers 

45

SEVENTH GRADE OBJECTIVES 



· becoming familiar with the school learning environment including the programs, services and activities 







· verbalizing an understanding for his/her problems and effects on learning 


· developing a better understanding of the uniqueness of certain stressful situations 

· developing better coping skills for personal management and group interactions 

7.3 The student will gain knowledge of his/her academic abilities, including strengths and educational needs 





services 

· verbalizing an understanding of test data, including SOL test results, and uses of this information with 

the assistance of the classroom teacher/counselor 


· listening and communication skills 


· effective study methods related to his/her learning styles 

· test-taking strategies 

· time management skills 

· goal setting 

· grades, attendance, and attitude toward school 

· completion of homework, class assignments, projects, etc. 


· relating school experiences to life skills and behaviors needed for the world of work 


· learning about vocational/educational programs 

7.6 The student will become aware of the academic abilities and skills needed for effective functioning in each 

curricular area, and will attain state-identified level of proficiency for the Standards of Learning 

7.7 The student will pursue a planned and balanced program of studies consistent with abilities, interests, and 

educational needs. 

46


7.8 The student will develop increased self-understanding by: 


· identifying feelings and developing appropriate coping skills 

· demonstrating positive attitudes through role playing, student interactions, class projects, etc. 




7.9 The student will develop an understanding of others and learn appropriate modes of interacting and 

communicating for the establishment of positive relationships by: 


· developing respect for others and demonstrating the ability to get along with others 


· utilizing effective verbal and nonverbal communication techniques 

7.10 The student will acquire and apply problem-solving/decision-making, coping and mastery of skills by: 






7.11 The student will become increasingly self-directive and responsible for his/her 

behavior by: 


· taking care of his/her own possessions and respecting the property of others 


· developing the ability to manage his/her behavior and to recognize and accept the consequences of 

that behavior 

7.12 The student will develop an understanding of the need for positive attitudestoward school and learning, 





7.13 The student will become aware of and knowledgeable about the world of work and 

careers by: 

· attending a career fair 

· identifying career clusters and related job requirements 



7.14 The student will acquire information about educational and vocational/training 

opportunities within and beyond school by: 

· learning about opportunities at the Vo-Tech Center 

· becoming aware of proprietary schools 

47

· learning about community colleges and four year colleges, and universities 

· becoming familiar with interpreting interest and aptitude inventories 

7.15 The student will relate knowledge of self to program of study for education and career 

planning by: 

· understanding how school courses are relevant to occupations 

· beginning to plan a high school program of study 


· starting an Individual Career Plan folder 

· learning how to use VA VIEW and other career awareness programs 

7.17 The student will begin and continue preparation for further education and employment by: 

· demonstrating knowledge of skills employees commonly seek in applicants 

· understanding the relationship between education and income levels 

48

EIGHTH GRADE OBJECTIVES 



· becoming familiar with the physical plant, school and division rules and regulations, classroom teachers, 

changing classes, and grading scale 

· becoming familiar with specific programs such as enrichment, gifted, remedial and extracurricular, 

and guidance and counseling 

· expanding awareness of the Standards of Learning objectives and other student 




8.3 The student will gain knowledge of his/her academic abilities, including strengths, and 

educational needs and interests by: 

· gaining knowledge of academic and vocational abilities, needs and interests 

· verbalizing an understanding of test data, including SOL test results, with the assistance of the classroom 

teacher/counselor 

8.4 The student will gain knowledge of effective study skills.8.5 The student will relate school subjects to 

careers by: 

· developing awareness of course offerings 

· developing awareness of graduation requirements 

· developing awareness of career options 

8.6 The student will become aware of the academic abilities and skills needed for 

effective functioning in each curricular area by: 

· developing awareness of academics and vocational areas of study, and the skills/prerequisites needed 

for each 

· attaining state-identified level of proficiency for the Standards of Learning 

8.7 The student will pursue a planned and balanced program of studies consistent with 

abilities, interests, and educational needs by: 

· becoming familiar with services, activities, and programs that are available 

· developing effective study and test-taking skills 

· becoming aware of academic strengths and weaknesses 

· becoming aware of graduation requirements 

· developing an educational program plan for high school 

· becoming aware of course requirements for college 

· becoming aware of post-secondary educational opportunities 


8.8 The student will develop increased self-understanding by: 

· developing an understanding of self which includes feelings, behaviors, interests, strengths, weaknesses, 

likes and dislikes 

8.9 The student will develop an understanding of others and learn appropriate modes 

49

of interacting and communicating for the establishment of positive relationships by: 

· demonstrating positive social skills 

· demonstrating the ability to deal appropriately with emotions 

· learning to communicate feelings to others 

· recognizing the similarities and differences between self and others, and developing appropriate 

modes of interacting with others 

8.10 The student will acquire problem-solving/decision-making, coping and mastery of 

skills. 

8.11 The student will become increasingly self-directed and responsible for his/her behavior by: 

· developing suitable coping skills and behaviors 

· learning positive conflict resolution techniques 

· setting realistic goals based on personal strengths and weaknesses 

8.12 The student will develop an understanding of the need for positive attitudestowards school and learning, 


· demonstrating positive social skills 

· developing a positive attitude 


8.13 The student will become aware of and more knowledgeable of the world of work and careers by: 

· developing awareness of interests, abilities, aptitudes, and achievements as 

they relate to school and work 

· analyzing career skills and lifestyles 

· identifying career clusters and related job requirements 

8.14 The student will acquire information about educational and vocational/training 


· becoming aware of school and community resources 

· focusing on academic and vocational requirements and options 

· becoming familiar with interpreting interest and aptitude inventories 

8.15 The student will relate knowledge of self to program of study for educational and 

career planning by: 

· understanding how school courses are relevant to occupations 

· planning and selecting a high school program of study 


· becoming aware of educational and vocational training opportunities 

· becoming aware of job qualifications and opportunities 

· continuing development of an Individual Career Plan 

8.17 The student will continue preparation for further education and employment by: 

· selecting appropriate school courses that will reflect and incorporate career and educational/vocational 

interests 

50

PROGRAM PLANNING INFORMATION 

Guidance services at the secondary level focus on the development of the individual student, particularly 

in the areas of his/her educational, social, and career needs. The primary objective is to assist each student in the 

realistic appraisal of his/her skills and abilities and to develop an educational program appropriate for the student. 

It is within this framework that we offer assistance to students and their parents. 

Guidance services offer academic counseling to students in choosing diploma options and making course 

selections. This program is reviewed yearly by the student and the counselor. Parents are encouraged to participate 

in the planning of their child’s program and to contact the Guidance Department by phone or letter to set up 

an appointment for conferences. Amending the established program should be given careful consideration in light 

of the overall educational goals. 

Counselors are available for academic counseling and personal counseling. When referrals outside of the 

school system are required, counselors also assist with that process. 

51



Secondary School 

52

GOALS 

The major goals of the secondary schools’ guidance and counseling program in Pittsylvania County are to 

assist students to master the developmental tasks and to cope with critical life problems encountered during 

adolescence. A paramount goal of the program is to provide experiences and opportunities to prepare students to 

become productive members of society. Consistent with these goals, the primary objectives of secondary school 

guidance programs are to assist students to: 

· acquire a realistic understanding of themselves and others 

· resolve problems which interfere with learning 

· develop positive interpersonal relationships 

· become self-directive 

· explore opportunities for further education, vocational training and/or employment 

· become aware of verified credits for graduation requirements and their levels of attainment 

· maintain proper behavior and facilitate academic growth 

· develop awareness of and proficiency in SOL objectives 

· accomplish expectations as contained in the Pittsylvania County Strategic Plan for Education 

To assist students in accomplishing these objectives, counselors, in conjunction with other professionals 

and parents, perform major functions such as: 

1. provide individual and/or group counseling programs for all students; 

2. work cooperatively with teachers, administrators, and pupil personnel services workers, parents, and 

other important adults in the students’ lives; 

3. collect information, including standardized test results about individual students, so that the data may be 

used to help each student benefit as much as possible from the educational program; 

4. assist students to utilize personal, educational, career, and social materials so that they may learn more 

about themselves and the environment in which they live; 

5. provide assistance to students which will enable them, upon leaving school, to continue a program of 

advanced education and/or to enter the world of work; 

6. conduct a variety of evaluative activities to indicate strengths and weaknesses of the guidance and counseling 

program; 

7. maintain contents of scholastic records as stipulated in Guidelines for the Management of the Student’s 

Scholastic Record in Virginia Public Schools (Rev. 1995). 

8. keep students informed of requirements for their graduation and their status in meeting these requirements; 

9. inform students about Graduate of Merit program and Graduate Profile card; and 

10. maintain documentation of students’ acquisition of verified credits for graduation requirements. 

53

SECONDARY SCHOOL OBJECTIVES 


S.1 The student will develop an orientation to the educational environment by: 

· being acquainted with the school’s physical arrangement, school rules and regulations, program of 

studies, graduation requirements, extracurricular activities, and the guidance and counseling program 



S.2 The student will resolve problems that interfere with learning by: 

· identifying methods for effective problem-solving 

· identifying effective coping skills 

· establishing educational goals and methods to achieve these goals 

S.3 The student will gain knowledge of his/her academic abilities and educational 

needs and interests by: 


· using data from interest inventories; achievement and aptitude tests, including SOL and Stanford 9 

tests; self-appraisal techniques; and personal data to explore and set goals 

S.4 The student will gain knowledge of effective study skills by: 

· identifying deficiencies 

· using problem-solving skills to create solutions 

· seeking referral for tutoring services 

S.5 The student will acquire knowledge of curricular alternatives available in the school 

and the career goals to which they may lead by: 

· discussing educational and vocational opportunities 

· comparing course selections with course requirements for desired careers 

S. 6 The student will become aware of the academic abilities and skills needed for effective 

functioning in each curricular area by: 

· using data from achievement tests and academic history to discuss career goals 

· using VA VIEW and other sources for career exploration 

· using interest inventories 

S.7 The student will pursue a planned and balanced program of studies consistent with 

abilities, interests and educational needs by: 

· explaining the state requirements for graduation 

· attaining state-identified level or proficiency for the Standards of Learning 

· discussing college entrance requirements to compare interests and abilities with career choices 

· exploring employment opportunities and course selections to reach goals 


S.8 The student will develop increased self-understanding by: 

· developing positive attitudes 

· identifying personal strengths and weaknesses 

54

S.9 The student will develop an understanding of others and learn appropriate modes of 

interacting and communicating by: 

· developing respect for self and others 

· developing tolerance and acceptance of differences 

S.10 The student will acquire problem-solving/decision-making, coping and mastery skills 

by: 

· identifying and exploring problem-solving techniques 

· identifying emotions and how they affect behaviors 

· developing effective ways to cope with stress 

S.11 The student will become increasingly self-directive and responsible for his/her 

behavior by: 

· developing respect for self 

· admitting mistakes and using them as learning tools 

· setting goals and taking responsibility for one’s actions 

S.12 The student will develop an understanding of the need for positive attitudes toward 

school and toward the community by: 

· developing respect for others and their rights 

· developing positive attitudes toward self and others 

· identifying acceptable behaviors 


S.13 The student will become aware of and knowledgeable about the world of work and 

careers by: 

· identifying interests and abilities 

· exploring data from interest inventories and achievement tests to establish appropriate career options 

· discussing course selections and educational requirements for career choices 

· discussing strengths and weaknesses 

S.14 The student will acquire information about educational and vocational training 


· receiving individual counseling concerning careers and career options 

· discussing course selections and career options 

· identifying interests and abilities along with strengths and weaknesses 

· exploring vocational opportunities 

55

S.15 The student will relate knowledge of self to programs of study and to career planning 

by: 

· identifying interests and abilities 


· discussing course selections and educational requirements for career choices 

S.16 The student will establish tentative career objectives by: 

· receiving individual counseling in grades 9-12 on career choices to determine if 

course selections are appropriate 

· discussing availability of job placement 

· exploring job shadowing 

S.17 The student will continue preparation for further education and employment by: 

· identifying appropriate colleges for career choices 

· identifying entrance requirements and financial aid sources 

· discussing college entrance examinations 

· identifying employment opportunities 

· discussing interview skills 

56

RESPONSIBILITIES OF THE SECONDARY SCHOOL COUNSELOR 

I. Planning and Development of the Guidance Program 

A. Plan objectives 

B. Identify guidance needs 

C. Assist in continued guidance program planning 

D. Assist with evaluation of the guidance program 

II. 

Counseling 

A. Assist students in accepting and understanding self as an individual and solving 

their own problems 

B. Counsel with students on educational, vocational, health and personal/social 

adjustment 

C. Assist students in developing a greater ability to cope with and solve problems 

III. 

Pupil Appraisal 

A. Coordinate the accumulation of information concerning the student 

B. Interpret student data 

C. Identify students with special abilities and needs 

IV. 

Educational and Occupational Planning 

A. Collect and disseminate information to students and parents concerning college, careers, opportunities 

for post high school training and curricula offerings 

B. Assist students and parents in understanding procedures for completing 

applications and planning the financing of educational goals beyond high 

school 

C. Consult with school administrators and members of the school faculty relative to the curricula 

offerings which will meet the abilities, interests and needs of the students 

D. Inform teachers regarding available information and cooperate with them in the 

use of such information in classroom situations 

V. Referral Work 

A. Inform students and parents regarding other specialists and community agencies available when 

such services are needed 

B. Maintain a close working relationship with other specialists and community 

agencies 

C. Identify students with special needs and make appropriate referrals 

VI. 

Placement 

A. Help students and parents to make a long-range plan of study and assume 

responsibility for revision of such plans 

B. Be responsible for working with the administrator to ensure that student data is 

sent to educational and training institutions and to employers when properly 

requested and authorized 

57

C. Assist in giving students and parents an understanding of procedures for 

completing applications for higher education or employment 

D. Confer with admissions personnel and personnel directors to keep abreast of such information 

through the administrator 

E. Develop an on-going relationship with employers concerning employment 

opportunities 

VII. 

Parents 

A. Interpret the guidance and counseling services of the school 

B. Assist parents in developing realistic perceptions of their children’s aptitudes, 

abilities, interests and attitudes 

C. Provide parents with information about school policies and procedures, 

educational opportunities and resources 

D. Arrange parent-teacher conferences 

VIII. 

Staff Counseling 

A. Share appropriate individual data with staff members in a professional manner 

B. Help teachers to identify students with special needs or problems 

C. Participate in training programs, staff meetings and case conferences when 

applicable 

D. Provide materials and information necessary to use in curriculum study and 

revision 

IX. 

Local Research 

The counselor should conduct or cooperate in the following research: 

A. Follow-up of graduates or students who have withdrawn 

B. Relationship of scholastic aptitude and achievement to course selections by 

students 

C. Characteristics of students 

D. Use of records and student personnel data 

E. Occupational trends in the community 

F. Evaluation of the school’s guidance services 

X. Public Relations 

The school counselor has a responsibility to explain the guidance services in the school to members of the 

school staff, students, parents, and the community. This should be done in cooperation with the administration. 

58

SCHEDULE OF GUIDANCE ACTIVITIES 

AUGUST 

1. *Assist transfer students in planning a program of study 

2. *Prepare and send transcripts for students transferring to other schools 

3. Review summer school grades and make needed schedule adjustments 

4. Orient both old and new faculty members to guidance services 

5. Prepare guidance office, both the physical facilities and the materials, for the 

opening of school 

6. Plan fall testing program 

7. Screen new students for special programs, identify and screen students with 

health problems 

8. Administer standardized tests 

9. *Adjust schedules 

10. *Continue to check and organize information in the cumulative record of each 

student 

11. Compile approximate rank for rising senior class 

12. *Monitor students’ total point accumulation for the Graduate of Merit program 

SEPTEMBER 

1. *Provide counseling to students by request or by referral 

2. Adjust schedules 

3. Talk with new teachers individually concerning guidance services 

4. Complete schedule and prepare for fall testing program 

5. Talk with appropriate classes concerning PSAT, SAT I, SAT II 

6. Talk to seniors regarding college admissions procedures, deadline dates, financial aid and scholarships 

7. *Begin appropriate group guidance at each grade level 

59

OCTOBER 

8. Schedule dates with the Armed Services for administering ASVAB 

9. Initiate individual counseling 

10. *Work closely with teachers, visiting teachers, school nurse, school 

psychologist, speech therapist, rehabilitation counselor and other referral personnel 

11. *Provide for individual conferences with parents when requested by teachers, 

parents or counselors 

12. *Spotlight pertinent guidance information through bulletin board displays and 

announcements 

13. Announce and publicize College Night 

14. Set up schedule for outside agencies working within the school 

15. *Conduct training session for teachers who will be administering standardized 

tests 

16. *Prepare for and administer standardized tests 

17. *Counsel students sixty percent of the time each day 

18. Continue to implement asterisk items implemented in previous months 

1. *Work with teachers in identifying and helping students who are not achieving to their full capacities 

2. Administer PSAT/NMSQT to juniors and sophomores 

3. Remind seniors to register for SAT I and/or ACT 

4. Plan scheduled interview with each senior to discuss present program, future 

plans, college applications, vocational interests, etc. 

5. *Assist teachers in the interpretation and use of test results 

6. Work closely with the librarian in securing new materials for the guidance 

information files 

7. Follow-up on graduates as needed 

8. *Provide additional counseling sessions for students with special needs, such 

as the potential dropout, the physically handicapped, the emotionally disturbed, 

and those not working to their capacities 

60 

9. Establish ongoing career and educational awareness programs to highlight opportunities

10. *Counsel with failures at the end of each six weeks 


NOVEMBER 

DECEMBER 

JANUARY 

1. *Continue counseling seniors regarding post-high school plans 

2. *Continue with college applications, transcripts, scholarship applications, letters of recommendation, 

etc. 

3. *Remind seniors of deadlines for registering for SAT I, SAT II and ACT 

4. Conduct senior interviews 


1. Study results of test data 

2. Work with students in small groups to interpret test results 


1. Conference with juniors concerning SAT I to be give in March, May and June and the need to 

begin investigating colleges 

2. Compile data for Graduate of Merit program for seniors 


FEBRUARY 

1. Visit feeder schools to meet with rising students and talk with them about the receiving school 

and its program of studies 

2. Arrange with Vo-Tech for 10 th grade orientation 

3. Compute grade point average and final rank for seniors 

4. Compute grade point average and rank for juniors 

5. Complete schedule for spring testing program 

6. Begin scheduled individual conferences with all students for the purpose of 

61

MARCH 

APRIL 

MAY 

reviewing their tentative program of studies and planning their schedules for the following year 


1. Obtain teacher recommendations that will be used as one criterion for class 

placement of pupils for the coming year 

2. Continue program planning/scheduling with students 


1. Continue program planning/scheduling with students 

2. Continue career and group guidance procedures 

3. Assist all seniors in completing post-high school plans 


1. Identify areas needing improvement or expansion and plan a session with the 

school administration to evaluate the year’s accomplishments and request assistance with identified 

needs 

2. Compile data for the Senior Profile Card 

3. Have students complete the Senior Survey 

4. Prepare diplomas for graduation 


62

TESTING PROGRAMS 

A program of assessment prescribed by the Virginia Department of Education will be administered 

according to the Virginia State Assessment Program (VSAP) and local directives. For specific guidelines relative 

to verified credits and graduation requirements, see current Regulations Establishing Standards for Accrediting 

Public Schools in Virginia (8 VAC 20-131-10 et.seq.) 

In addition to this testing program, school personnel may administer other tests to meet specific needs 

within a school. This testing should be submitted to the superintendent for approval. 

Literacy Passports 

The Pittsylvania County Schools will award Literacy Passports to all students, including students with 

disabilities, who achieve passing scores on the tests provided by the State Board of Education through the 2003 

school year. All testing procedures identified by the State Board of Education will be followed when administering 

this test. 

63

STANDARDIZED TESTING 

Coordination of the testing program involves three phases: preparation, testing and interpretation. However, 

it is not necessary that the counselor be directly involved in all three phases of the testing program. 

The best location for students to be tested is in their own classroom. The best person to administer the 

test is a familiar teacher. 

Test manuals, answer sheets and other instructions must be provided to teachers well in advance of the 

actual testing date. Because test booklets are considered secure, a control system is employed. 

Phase one, which is preparation, includes ordering, scheduling and orientation of teachers, monitors and 

students. Counselors should work with the administration in orientation of teachers. Teachers and counselors 

must teach students test-taking skills. 

Phase two, the actual monitored testing session, includes make-up testing. The counselor may stand by 

for emergencies during testing or to take over a class, if necessary. Materials are then collected, accounted for 

and sent to a scoring service. 

Phase three, the interpretation, is the counselor’s responsibility. After the results have been received, the 

scores are provided and explained to staff, students and parents. Cumulative data is made available to administrators 

and school board. 

64

MANAGEMENT OF STUDENT RECORDS 

Records of students should be managed as stipulated in the manual issued by the Virginia Department of 

Education, September, 1995 - Guidelines for the Management of the Student’s Scholastic Record in Virginia 

Public Schools. 

65

ROLE OF PRINCIPAL 

The Principal: 

• understands the nature of the program and is involved in the planning, implementation, and evaluation 

of the program 

• fosters a school climate conducive to guidance and counseling 

• insures that the guidance and counseling program is an integral part of the school’s program rather 

than an ancillary service 

• meets periodically with the counselor to stay informed about the program and its progress as well as 

any difficulties that may arise 

• involves the counselor, administrators, teachers, other school staff and parents in a guidance advisory 

committee to provide support and direction for the program 

• encourages students, staff and parents to utilize the counselor’s services 

• provides appropriate guidance and counseling facilities and materials 

67

ROLE OF TEACHER 

The Teacher: 

• establishes in the classroom a learning climate characterized by respect, trust, genuineness and caring 

• develops positive relationships with students and maintains open communication with them 

• encourages students to seek assistance from the counselor when it is needed 

• refers students experiencing developmental difficulties for the counselor’s attention 

• conducts classroom guidance activities in cooperative efforts with the counselor, and provides other learning 

experiences to foster personal, social and career development 

• participates on child study teams with the counselor and other school personnel to plan collaborative strategies 

to help individual children 

• maintains close contact with parents 

• works collaboratively with the counselor to support children receiving counseling in their efforts to make 

behavioral and/or attitudinal modifications 

• facilitates the participation of students in guidance activities such as individual and group counseling conducted 

outside the classroom setting 

68

• School attendance 

• Problem-solving skills 

• Communication skills 

• Decision-making skills 

• Parent training groups 

• Peer facilitators 

• Divorce groups 

• Self-esteem 

• Study skills 

• High-risk students 

• Stress management 

• Loss, grief and separation 

• Substance abuse prevention 

• Underachievers 

• Transitions 

• Financial aid/scholarships 

• College planning 

• Career awareness 

• Student orientation 

• Conflict resolution 

• Latch-key 

• Change in family structure 

• School success 

• Social skills 

SUGGESTED SMALL GROUP TOPICS 

69

TO: 

FROM: 

SUBJECT: 

Parents 

Director of Guidance and Media Services 

Guidance and Counseling Program 

The Pittsylvania County School Board offers a guidance program in each school. This guidance program 

is designed to help each student develop a realistic self-concept, acquire knowledge of available educational and 

vocational opportunities and make appropriate personal adjustments and decisions. 

The guidance program is made up of three main segments: 

1. Academic Guidance - Guidance which assists students and their 

parents to acquire knowledge of the curricula choices available to 

students, to plan a program of studies, to arrange and interpret academic 

testing, and to seek post-secondary academic opportunities; 

2. Career Guidance - Guidance which helps students acquire information 

and make plans about work, jobs, apprenticeships, and post-secondary 

educational and career opportunities; 

3. Personal/Social Counseling - Counseling which assists students to 

develop an understanding of themselves, the rights and needs of others, 

how to resolve conflict, and define individual goals which reflect their 

interests, abilities and aptitudes. Such counseling may be provided either (i) in groups in which 

generic issues of social development are addressed 

or (ii) through structured individual or school group multi-session counseling which focuses on the 

specific concerns of the participant(s). 

The Pittsylvania County School Board and your child’s school staff affirm that parents are the student’s 

first teachers and that the public schools should serve to strengthen family and parental support. No student will 

be required to participate in anycounseling program to which his/her parents object. 

Parents are encouraged to make school visits for the purpose of discussing any phase of the guidance 

program with the administrative staff or with guidance personnel and to review any materials which are used in 

the program. Please call the school prior to the visit to ascertain that the appropriate personnel will be available 

to assist you. 

Parents have the option to limit the student’s participation in any phase of the personal/social counseling 

program. A form is available in the office of your child’s school which must be completed by the parent and 

returned to the principal prior to the student being excused from any of the programs. It is strongly recommended 

that parents visit the school for the purpose of reviewing the materials to be used and to discuss objections 

to the program with school personnel prior to opting-out a child. A student will not be allowed to opt-out 

of personal/social counseling which is needed to maintain order, discipline, or a productive learning environment 

(one which reflect teachers providing effective instruction and experiences to increase the continued growth of 

students in a safe environment with minimal disruptions). 

Please contact your child’s school concerning any questions about this important aspect of your child’s 

educational experience. 

70

TO: 

FROM: 

SUBJECT: 

Parents 

Principal and Guidance Department 

Guidance Program At Your School 

The guidance personnel assist the academic teachers by helping students adjust to the school environment 

and in the development and the improvement of study skills. The importance of planning and goal setting is 

emphasized to the student. The guidance counselor works with the students in developing test-taking skills and 

the interpretation of the results of standardized tests. 

Career guidance begins with the awareness of different occupations within the community and expands to 

include the exploration of vocational and career options within our society. Students are made aware of the 

importance of assessing individual interests and abilities. Students are prepared for the world of work by emphasizing 

the importance of accepting responsibility and the development of good work ethics. 

The personal/social counseling programs are characterized by these goals: 

1. Understanding and adjusting to the school environment 

2. Understanding self and others 

3. Understanding attitudes and behaviors 

4. Decision making and problem solving 

5. Interpersonal and communication skills 

6. School success skills 

7. Career awareness and educational planning 

8. Community pride and involvement 

Guidance personnel work with classroom teachers in promoting these goals through the use of materials 

collected from publications, newspapers, library materials and other resources. Classroom guidance helps to 

foster the goals of the overall guidance program. Students may also be seen on an individual or small group 

basis. Referrals may be made to guidance personnel by the principal, teachers, parents of the student, or by an 

individual student. Every effort is made in helping the student to adjust to school life, to do his/her best in school 

and to help if the student experiences various emotional or behavioral problems. 

If you have any questions about the guidance program or if the guidance personnel can be of assistance in 

working with your child, please feel free to call or visit the school. 

71

guidance and counseling curriculum guide grades k-12

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