This document provides information from a workshop on aligning the ASCA National Model standards with the North Carolina Guidance Essential Standards (GES). It includes examples of how individual standards and competencies from the two frameworks align. It also provides a proposed developmental sequence and grade level clarifying objectives for organizing GES by grade level from kindergarten through high school. Finally, it discusses opportunities for vertical alignment of standards and provides some classroom lesson and program planning examples.

1. NCSCA Drive-In Workshop
Capital Region- April 2014
© 2014- Angela Poovey, School Counselor, Johnston County Schools
Lifeontheflycounselor.blogspot.com

2. Where Are You????
• Questions- www.pollev.com
– #1: Text to 37606. Include 33785 and your
answer.
• Ex. 33785 Intermediate
• http://www.polleverywhere.com/free_text_polls/oJHK
QHPEKIgGjkA
– #2: Text to 37606. Include 34646 and your
answer.
• Ex. 34646 No
• http://www.polleverywhere.com/free_text_polls/S3iXj
ybFsyEcyGg

3. ASCA National Model
vs.
Guidance Essential Standards
VOCABULARY
ASCA
• 3 Domains
• Academic
• Personal/Social
• Career
• Standards
• Indicators
GES
• 3 Strands/Domains
• Cognitive
• Socio-Emotional
• Career
• Essential Standards
• Clarifying Objectives

4. Let‘s Compare
ASCA
C:C1.5
Career Domain (C)
Standard C: Students will
understand the relationship
between personal
qualities, education, training, and
the world of work.
Competency 1: Acquire
knowledge to Achieve Career
Goals
Indicator 5: Describe the effect of
work on lifestyle.
GES
P.CR.3.1
Proficiency Level (P): Progressing
Career Domain (CR)
Essential Standard 3: Understand
the relationship among personal
and academic decisions, career
expectations, and future life
decisions.
Clarifying Objective 1: Describe
the effect of work on lifestyle.

5. Prior Knowledge: ASCA
GES not meant to replace but to support the National Model

6. GES/ASCA Alignment
• What ASCA objectives are duplicates of or are
similar to the Guidance Essential Standards?
• Example 1:
RED.SE.1.1: Understand the importance of self
control and responsibility
PS:A1.8: Understand the need for self-control
and how to practice it
PS:A2.1: Recognize that everyone has rights and
responsibilities
A:A3.1: Take responsibility for their actions

7. Alignment Cont….
• Example 2: EXACT words
P.CR.3.1: Describe the effect of work on lifestyle
C:C1.5: Describe the effect of work on lifestyle
Example 3: Similar but GES has higher order application
I.CR.4.1: Apply decision making skills when
implementing career planning, course selection, and
career transition
C:A1.5: Learn to make decisions

8. Assigning GES to Grade
Levels
• Be purposeful
• Know your students and developmental levels
• Develop a curriculum ladder and hierarchy of skills for your
comprehensive school counseling program
Ex: Career
K: Names of jobs/Worker Tools
1: Knowledge of jobs, more variety, mention of interests
2: Knowledge of jobs, interests, family connection
3: Connecting school subjects to jobs
4: Connecting school subjects, interests, character traits,
lifestyle to jobs
5: Research incorporating Interest Inventory, Holland’s
personality categories, education needed, Bureau of Labor
and Statistics, salaries, etc.

9. Developmental Sequence
Elementary School
K
5
9
12
PRIMARY GRADES, K-2
Competencies/Guidance Essential Standards:
1. Learn about a variety of traditional and nontraditional jobs,
C:A1.2
2. Learn to make decisions, C:A1.5
3. Link teamwork to future career choices, Teamwork-
RED.CR.4.1)
4. Explore awareness of abilities, interests, and skills, RED.CR.1.3
5. Explore activities/skills of occupations, RED,CR.2.1
6. Recognize a positive attitude toward work/life affects future
success, RED.CR.3.1

10. Developmental Sequence
Elementary School
• UPPER ELEMENTARY GRADES, 3-5
1. Use the Internet to access career-planning information,
RED.CR.1.2
2. Explain the importance of career success, EEE.CR.1.1
3. Identify preferences/interests that influence career
choice, EEE.CR.2.1
4. Exemplify how preferences/interests influence career
choice, EEE.CR.2.2
5. Understand relationship between educational
achievement and career success, EEE.CR.3.1

11. Developmental Sequence
Middle School
1. Develop skills to locate, evaluate, and interpret career
info, P.CR.1.3
2. Develop a career competency plan, P.CR.2.8
3. Understand a changing workplace requires ongoing
learning/acquisition of skills, EI.CR.3.1
4. Utilize time/task management in career planning/goal
setting, EI.CR.4.2
5. Demonstrate knowledge of career planning process and
relationship to self-awareness/goals, EI.CR.1.1
6. Demonstrate respect for individual uniqueness and
differences in workplace, I.CR.1.1

12. Developmental Sequence
Middle School
6. Demonstrate the importance of
responsibility, dependability, punctuality, integrity, and
effort in the workplace, I.CR.4.2
7. Use the Internet to access career-planning
information, RED.CR.1.2
8. Exemplify how preferences/interests influence career
choice, EEE.CR.2.2
9. Demonstrate how to write and use an effective
resume, I.CR.3.1

13. Developmental Sequence
High School
1. Explain how attendance/GPA/school grades are
possible indicators of future academic/career
success, EEE.CR.4.2
2. Maintain a career planning portfolio, P.CR.2.1
3. Demonstrate relationship b/w course selection, grades
earned, attendance and work expectations, P.CR.4.2
4. Select course work related to career plan, EI.CR.3.2
5. Re-evaluate educational plan to support career
goals/interests/abilities, EI.CR.4.1
6. Understand influence of societal/economic changes on
employment trends/future training, EI.CR.2.1
7. Analyze career plan/goals in terms of self-
awareness/personal goals, EI.CR.1.1

14. Developmental Sequence
High School
8. Apply academic and employment readiness skills in
work-based learning situations, I.CR.2.1
9. Apply job readiness skills to seek employment
opportunities and related academic opportunities,
I.CR.2.2
10.Demonstrate how to write and use an effective resume,
I.CR.3.1
11.Demonstrate the knowledge of rights and
responsibilities of employers/employees, I.CR.3.2
12.Apply decision-making skills when implementing career
planning, course selection, and career transition,
I.CR.4.1

15. Great
opportunity for
vertical alignment!

16. Adding Essential ASCA
Competencies/Indicators
Examples:
• A:A1: Improve Academic Self-Concept
• PS:A1: Acquire Self-Knowledge
Schoolcounselor.org ASCA image

18. Summarize Clarifying
Objectives by Grade Level
• Kindergarten:
• RED.SE.1.1, RED.SE.1.2,
RED.SE.2.1, RED.SE.3.1,
RED.CR.4.1, EEE.SE.1.1,
EI.SE.3.1, I.SE.1.2, I.SE.2.2,
I.C.2.2, A:A1.1, A:A1.2,
A:A1.3, A:A1.5, A:A3.1,
A:AC1.5, CA:1.2, CA:1.5,
PS:A1.6,PS:C1.1, PS:C1.6
• Third Grade:
• RED.SE.1.1, RED.SE.1.3, RED.SE.2.
1, RED.SE.2.2, RED.SE.3.1, RED.SE
.3.2, RED.C.1.1, RED.C.2.1, RED.C
R.1.2, RED.CR.1.3, RED.CR.3.2, RE
D.CR.4.1, EEE.SE.3.1, EEE.SE.3.2,
EEE.CR.2.1, EEE.CR.4.1, EI.SE.3.1,
I.SE.1.2, I.SE.2.2, I.SE.3.2, I.C.1.1,
I.C.2.2, I.CR.1.2, I.CR.4.2, A:A1.4,
A:A1.5, A:A2.2, A:A3.3, A:B1.3, A:
B1.4, A:B2.1, A:C1.5, C:A1.4, C:A1
.5, PS:A1.3,PS:A1.9, PS:A1.10, PS:
A2.2, PS:A2.3, PS:B1.5, PS:C1.5, P
S:C1.7,

19. Input into Annual
Calendar

21. Classroom Lessons
Grades: K-2
Objectives:
1)To learn the definition of courage.
2)To learn how the character trait of courage can
be applied to trying and learning new things and
making mistakes.
Essential Standards/ASCA: A:A1.4, A:A1.5,
RED.SE.3.1

23. Putting It All Together!
• Classroom guidance lessons/Specialist?
• Schoolwide events/activities
• Co-teaching with specialists
• Extension activities with teachers

24. Co-teaching with the Media Specialist

28. Thank you!
Questions/Comments
Angela Poovey, M.Ed, NBCT
Cleveland Elementary School
Lifeontheflycounselor.blogspot.com
apoovey@hotmail.com