Documented quotes providing an overview of the K-12 grade Indoctrination program in Alabama public schools are provided below. The quotes provide a framework showing how Alabama Counselors are using a National Plan to Introduce values, beliefs, concepts call Competency Indicators in grades K -12, to all students in Alabama Public schools. Once Introduced they are Reinforced. All students will Master the Competency Indicators (values, beliefs, concepts) by the end of grade 12. Page numbers are provided where the quotes are located in the Comprehensive Counseling and Guidance State Model for Alabama Public Schools document (download counseling guide here: Counseling Plan).
- National Plan: American School Counselor Association National Model was used extensively in Alabama Counseling Plan:
“the American School Counselor Association (ASCA) has developed a research-based publication, The ASCA National Model: A Framework for School Counseling Programs, that promulgates national school counseling standards. The National Model was used extensively in the development of Alabama’s 2003 document. The Comprehensive Counseling and Guidance State Model for Alabama Public Schools (the State Plan), Bulletin 2003, No. 89, provides a revised structure for outcome-based school counseling and guidance programs that is aligned with the ASCA National Model and the Alabama Professional Education Personnel Evaluation (PEPE) Program for Counselors.” Page V
- Counseling Mission in Alabama Public schools:
“The mission of Alabama’s comprehensive school counseling and guidance program is to prepare every student socially, academically, and emotionally for present and future challenges.” Page 3
- “Recognizes school counselors as agents of change” Page 5
- National Model provides management information: academic, career, personal/social development:
“The model provides information regarding program design, coordination, implementation, management, and evaluation with the goal of ensuring student success in three broad areas: academic, career, and personal/social development. These three areas or domains encompass the specific standards, competencies” Page 1
- Students acquire competencies (National Model’s values, beliefs, concepts, attitudes):
“A comprehensive school counseling and guidance program must ensure that every student has multiple opportunities to acquire competencies in the three domains of Academic Development, Career Development, and Personal/Social Development.” Page 6
- “the counseling and guidance program becomes an integral component of the total school program.” Page 2/11
- Indoctrination process: Introduce competencies indicators, Reinforce, Master:
“The following chart is a tool to be used to assist counselors in planning the overall guidance curriculum. The solid dots highlight the grade-cluster level where each competency indicator is introduced. The competency indicators are intended to be cumulative; therefore, the hollow dots highlight the gradecluster level(s) in which the competency indicator may be expanded or reinforced. Careful analysis of the scope and sequence of the local school guidance curriculum ensures that all students master all competency indicators by the end of Grade 12. “ Page 15
- What is being used to Indoctrinate the students—Competency Indicators (values, beliefs, concepts, attitudes) Pages 15-20
- Approach to Introducing/Reinforcing concepts (HOW???):
“School guidance curriculum includes structured experiences presented systematically through classroom and group activities from kindergarten through twelfth grade. “ Page 6
- Counselor use the classrooms to teach their curriculum:
“Counselors assist teachers in the delivery of classroom units that lead to acquisition of competencies” Page 6
“counselor implements a planned sequential program of large-group guidance activities designed to teach students the competencies identified in the three domains of Academic Development, Career Development, and Personal/Social Development” Page 22
“Conducts counseling and guidance learning activities in each teacher’s classroom and/or systematically conducts counseling and guidance activities for each grade level during the year in collaboration with the teaching staff;” Page 40
“Conducts guidance learning activities in the classroom in collaboration with the teaching staff” Page 38
“Conducts counseling learning activities in the classroom for each grade level during the year in collaboration with the teaching staff;” Page 36
- Counselors now on Academic curriculum committees:
“Counselors participate in the ongoing review and revision of academic curriculum materials as related to data analysis, student advocacy, postsecondary education, and career/technical education planning.” Page 8