• Quantify the desired program balance
Philosophical priorities are implemented through the allocation of resources. Resources are finite and
it seems that students’, parents’, teachers’, and others’ needs for the services are infinite. Thus, it is
important to establish a concrete and measurable guide for the allocation of often scant guidance program
resources. Graphs in Section II of this guide provide the recommendations regarding program balance
and a worksheet for displaying decisions made at the local level.
The quantitative design provides the program parameters. This design brings together the
counselor-to-student ratio and the allocation of program resources. At the end of this subsection samples are
provided which exemplify the impact of ratio and program resource allocation on program implementation.
Examples illustrate what can be expected at the elementary, middle/junior high, and high school levels
from counselors with student loads of 1:350, 1:500 and 1:1000, in implementation of the recommended
program balance.
b. Publish the program framework
The district-wide program description provides a framework for the development of individual campus
programs. The campus program should be designed to meet identified local needs within the district
framework. At the building level, the local program description and design should be in written form. Sections
II, III, and IV of this guide provide the framework for the State program. The document should include the
rationale, assumptions, and definition of the program, describe the qualitative and quantitative designs of the
program, and the job descriptions for the various guidance program staff members. The more concrete it is,
the more useful it is to all staff involved in the guidance program. It replaces its predecessor, the guidance
program plan. The substeps in this step are self-explanatory:
• Write
• Print
• Get administrative/Board approval
• Distribute*
c. Plan the transition to the desired program
• Compare/contrast the current program with the desired program both quantitatively and qualitatively.
Through the data collected regarding the current program, quantitative information is available about
the program balance and about the use of counselors’ time. Qualitative information is available about the
students served, the outcomes attained, and about the use of counselors’ talent. Through the designing
process, comparative information has become available. The gaps between the two programs (the actual
and the envisioned) need to be identified. The graphs in Section II provide a means for displaying the
quantitative designs of both the current program and the desired program designs. Comparing and
contrasting the qualitative designs should be done also.
* Distribute to counselors, teachers, parents, principals, others with an interest/investment in the
guidance program.
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