NC School Counselors Guidance Essential Standards

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NC School CounselorsGuidance Essential Standards
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Guidance Essential Standards

• Linda Brannan,
• K-12 Student Support Services Consultant
• Karen Meadows,
• Supervisor of K-8 Counseling
• Guilford County Schools
• Fredricca Stokes,
• Supervisor of High School Counseling
• Guilford County

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Objectives

• Learn about DPI resources and tools to support
  the initiatives within the RttT Grant
• Understand and dive deeply into the Guidance
  Essential Standards in order to meet the learning
  needs of all students
• Connect the Guidance Essential Standards with
  Data Literacy
• Continue to refine, develop, and plan for
  Professional Development and the deployment of
  the new NCSCS across the LEA
• Make Connections!

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Refer toProficiency Levels NC DPI
Instruction Guidance Essential Standards
WorksheetsLook at the Standards Sheet on your
table. List guidance curriculum activities you
are currently doing in your district that align
with the clarifying objectives/standards/strands
Alignment Activity
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Alignment with National Standards for Students
ASCA National Model Three Domains NC Guidance Essential Standards Three Strands
Personal/Social Socio-Emotional
Academic Cognitive
Career Career

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Alignment with National Standards for Students
ASCA National Model NC Guidance Essential Standards
Standards Standards
Competencies Proficiency Levels (5) Readiness/Exploratory/Discovery (RED) Early Emergent/Emergent (EEE) Progressing (P) Early Independent (EI) Independent (I)
Indicators ASCA Standards Clarifying Objectives
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Alignment with National Standards for Students

• ASCA Competencies

• NC Guidance Essential Standards

• The ultimate goal for 21st Century students is
  to be informed about the knowledge and skills
  that prepare them to be lifelong learners in a
  global context
• Purpose of StandardsTo define and communicate
  the knowledge and skills a student must master to
  be globally competitive
• GES Preamble, 2011

• Identify and prioritize the specific attitudes,
  knowledge and skills students should be able to
  demonstrate as a result of the school counseling
  program
• ASCA National Model, 3rd Edition

Both are Student Centered
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Understanding the Standards

• Preamble Overview and purpose
• Preamble Scavenger Hunt Activity
• Table Teams Answer and Discuss the questions of
  the Scavenger Hunt

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(No Transcript)
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The Big Picture
Differentiation
Connections
Connections
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Standards are not

• Intended to be the comprehensive school
  counseling program it is the curriculum not the
  entire program
• The same as the evaluation/appraisal
• School counselors are leaders in their school and
  advocates for creating positive systemic change

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Understanding the Standards(Refer to Proficiency
Levels)

• Standards are for Students
• Proficiency Levels are based on student
  readiness, NOT a grade level placement
• Clarifying Objectives indicate what students are
  to know, understand, and be able to do
• Prototypical Performance Assessment

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Proficiency Levels RED Readiness / Exploratory
/ Discovery EEE Early Emergent / Emergent P
Progressing EI Early Independent I
Independent
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Strands, Standards Clarifying Objectives.No
Grade Levels, Oh My!

• Strand 1 (S1) Socio-Emotional (SE)
• Strand 2 (S2) Cognitive (C)
• Strand 3 (S3) Career (CR)
• 2-4 Essential Standards per strand with
  clarifying objectives for students to master
  within the proficiency levels for each standard

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• Quiz (Work independently)
• Write out the full name for the abbreviated
  identifier
• RED.SE.2.1
• I.CR.4.1
• EEE.C.2.1
• P.SE.2.2
• EI.C.2.1
• RED.C.1.2

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Guidance Essential StandardsRefer
toProficient LevelsNC Essential Standards
Draft with Prototypical Performance Assessment
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Example Essential Standard Early
Emergent/Emergent EEE.SE.1 Understand the
meaning and importance of
personal responsibility.

• Clarifying Objective Contrast appropriate and
  inappropriate physical contact.
• Activity A student keeps purposefully bumping
  into you each time that student sees you. This
  behavior is now making you uncomfortable.
• Explain how you can approach this student and
  express how this behavior makes you feel.
• Demonstrate to me what you consider to be your
  personal space.
• Role play how you can approach and talk with
  student.

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Example Essential Standard Early
IndependentEI.SE.1 Understand the meaning and
importance of personal
responsibility.

• Clarifying Objective Explain the impact of
  personal responsibility on others.
• Activity You are with two friends when a third
  friend asks you to steal an item off the lunch
  line.
• How would you categorize this behavior
  (stealing)?
• What function will your personal values play in
  your decision making about this request?
• Analyze how your decision in this matter could
  affect your future.

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Example Essential Standard IndependentI.SE.
1 Understand the meaning and importance of
personal responsibility.

• Clarifying Objective Understand the importance
  of self-control and responsibility.
• Activity Your classmate who is the class
  representative has a reputation for not being
  hones and not following through on promises. He
  asked you to chair a committee to examine the
  schools discipline code. You are undecided
  about how to answer because of reputation.
• Explain your decision in terms of personal
  responsibility and leadership.
• Predict (hypothesize) your classmates reaction.
• How would you define your decision while
  maintaining a positive relationship with your
  classmate?

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Example Essential Standard ProgressingP.SE.
1 Understand the meaning and importance of
personal responsibility.

• Clarifying Objective Identify how to set
  boundaries that maintain personal rights while
  paying attention to the rights of others.
• Activity You have been divided into groups in
  your class. As a group leader, you made the team
  assignments, but one member is not joining the
  group and fulfilling his duties.
• What approach would you use to address this
  student?
• Identify how this students actions are affecting
  others in the group.
• What examples can you give to show the student is
  not being responsible?
• Develop an action plan as a group that would help
  everyone be involved.

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Example Essential Standard ReadinessRED.SE.
1 Understand the meaning and importance of
personal responsibility.

• Clarifying Objective Understand the importance
  of self-control and responsibility.
• Activity Your best friend tells a lie about you
  to several of your friends.
• Describe how this makes you feel.
• Draw a picture showing how this made you feel.
• List three (3) things you can do in this
  situation to help you control your emotions.

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Understanding the Standards

• Beach Ball Activity
• S choose a standard and read aloud
• CO/PL read aloud a clarifying objective (CO)
  proficiency level (PL) within this standard then
  state one proficiency level verb for this
  specific CO
• A describe a counseling activity using the
  proficiency level verb that might help a student
  understand this standard and clarifying objective

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Unpacking Documents

• Unpacking of the Standards
• What do the standards mean?
• Lesson Samples/Assessment Prototypes
• Formative Assessment Samples
• How do I know my students learned the skill(s)?
• Do I need to change/diversify how I teach the
  lesson(s)?

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• Performance Evaluation
• Developing
• Proficient
• Accomplished
• Distinguished
• Not Demonstrated

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The performance evaluation is based on the 2008
NC Professional School Counseling Standards
(refer to front of notebook) Standard 1 School
counselors demonstrate leadership,
advocacy, and collaboration. Standard 2
School counselors promote a respectful
environment for a diverse
population of students. Standard 3 School
counselors understand and facilitate the
implementation of a comprehensive
school counseling
program. Standard 4 School counselors promote
learning for all students Standard 5 School
counselors actively reflect on their practice.
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Revised Blooms Taxonomy
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• BLOOMS REVISED TAXONOMY

CreatingGenerating new ideas, products, or ways
of viewing things, designing, constructing,
planning, producing, inventing. EvaluatingJusti
fying a decision or course of action, checking,
hypothesizing, critiquing, experimenting,
judging  AnalyzingBreaking information into
parts to explore understandings and
relationships, comparing, organizing,
deconstructing, interrogating, finding Applying
Using information in another familiar situation,
implementing, carrying out, using,
executing UnderstandingExplaining ideas or
concepts, interpreting, summarizing,
paraphrasing, classifying, explaining Rememberin
gRecalling information Recognizing, listing,
describing, retrieving, naming, finding
Higher-order thinking
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Remembering
Teacher Directs Tells Shows Examines Questions Evaluates Student Responds Absorbs Remembers Recognizes Memorizes Defines Describes Retells Passive recipient
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Understanding
Teacher Demonstrates Listens Questions Compares Contrasts Examines Student Explains Describes Outlines Restates Translates Demonstrates Interprets Active participant
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Applying
Teacher Shows Facilitates Observes Evaluates Organizes Questions Student Solves problems Demonstrates use of knowledge Calculates Compiles Completes Illustrates Constructs Active recipient
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Analyzing
Teacher Probes Guides Observes Evaluates Acts as a resource Questions Organizes Dissects Student Discusses Uncovers Argues Debates Tests Examines Questions Calculates Investigates Inquires Thinks deeply Active participant
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Evaluating
Teacher Clarifies Accepts Guides Student Judges Disputes Compares Critiques Questions Argues Assesses Decides Selects Justifies Active participant
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Creating
Teacher Facilitates Extends Reflects Analyzes Evaluates Student Designs Formulates Plans Modifies Creates Proposes Takes risks Active participant
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Dr. Lorin W. Anderson

• RBT Module at NC Education

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How Do We Know They Learned It?

• Data! Data! Data!

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Dirty Data
Dont want to be a D.R.I.P (Data Rich Information
Poor)
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What is Data Literacy?

• Understanding how to
• Find data
• Evaluate data
• Use data to inform decisions

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• A data literate person possesses the knowledge
  to
• Gather
• Analyze
• Graphically convey information
• Support decision-making

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Data Driven Decision Making(D3M)

• Collecting appropriate data
• Analyzing the data
• Getting the data to the people who need it
• Using the data to increase school efficiencies
  and improve student achievement

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Types of Data Student Achievement Data Measures
students academic progress Achievement Related
Data Measures data related to academic
achievement Standards and competency related
data Measures student competency Disaggregate
Data Separation of data by variables to see if
there are groups of students who may not be doing
as well as others
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Program Evaluation Data 1. Process What did
you do for whom?/What was the process? Ex
Conducted 7 professional development sessions
with an average of 120 individuals per
session. 2. Perception What do people think
they know, believe or can do? Ex 90 of GCS
counselors can define and demonstrate knowledge
of HBD procedures, interventions/preventions. 3.
Results So what? Show Me The Money
Ex Sessions on bully prevention increased by 50
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Scenario

• Elementary
• Middle
• High

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NC Wise Resource Graduation Resiliency Factors

• http//www.ncpublicschools.org/graduate/resiliency
  /
• NC Wise Report Early Warning Report

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Where do I find the Unpacking Documents

• School Counseling Wikispace/LiveBinders
• Guidance Essential Standards
• Unpacking Documents
• Formative Assessment Examples

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NC School Counseling Wiki

• NCDPI School Counseling WikiSpace
• NCDPI School Counseling LiveBinder