NC School Counselors Guidance Essential Standards

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NC School CounselorsGuidance Essential Standards

• Regional Summer Institutes

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Guidance Essential Standards

• Linda Brannan, K-12 Student Support Services
  Consultant
• Cynthia Martin, Ed.D, Educator Recruitment and
  Development Consultant
• Tonya Jones, Counselor, Halifax County Schools

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• Welcome and Introductions

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Welcome Connection Time

• Introductions
• Your Name use alliteration
• School Name
• Position or Job
• Share one interesting event that occurred this
  year in your school or district

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Housekeeping
?
Parking Lot

• Sign-in
• Parking Lot
• Breaks
• Evaluation - Your input is essential and valued!

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Code of Cooperation

• Start on Time/End on Time
• Respectful cell phones (vibrate/silent)
• Fully Engage
• Respectfully agree/disagree
• Your turn Any others you want to add?

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At the end of this Summer Institute, participants
will

• 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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4 Questions of a PLC (DuFour)

• What do we want students to learn? (NC
  Guidance Essential Standards)
• How will we know if they have learned it? (Data
  Literacy)
• How will we respond when they dont learn it?
  (Connecting to Serve All Students)
• How will we respond when they already know it?
  (Connecting to Serve All Students)

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The Big Picture
Differentiation
Connections
Connections
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NC K-12 Guidance Essential Standards
Our GoalNC public schools will produce
globally competitive students.
The Purpose of StandardsTo define and
communicate the knowledge and skills a student
must master to be globally competitive.
Mission
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Reflection

• Write down a couple of big bucket items you would
  like to gain from our time together
• Share Time

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Sunshine Packet

• Guidance Essential Standards
• Alignment with National Standards ASCA, RBT,
  21st Century
• Unpacking Documents Wikispace LiveBinders
• Lesson Samples/Assessment Prototypes

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NC School Counseling Wiki

• NCDPI School Counseling WikiSpace
• NCDPI School Counseling LiveBinder

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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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4-Corner Activity

• Discuss the following question with your Corner
  Team
• Why does this picture represent where you are?
• How do the Guidance Essential Standards align
  with the ASCA National Standards for Students and
  Revised Blooms Taxonomy?
• (Report Out from your group)

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OverviewGoal Alignment National Standards for
Students

• ASCA Competencies

• NC Guidance Essential Standards

• 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

• 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
• GES Preamble, 2011

Both are Student Centered
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Organizational Alignment with National Standards
for Students

• ASCA National Model

• NC Guidance Essential Standards

• Three Domains
• Personal/Social
• Academic
• Career

• Three Strands
• Socio-Emotional
• Cognitive
• Career

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Alignment with National Standards for Students

• ASCA National Model

• NC Guidance Essential Standards

• Standards
• Competencies
• Indicators

• Standards
• Proficiency Levels (5)
• Clarifying Objectives

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Crosswalk of Standards

• ASCA National Standards for Students

• NC K-12 Guidance Essential Standards for Students

• Personal-Social
• Academic
• Career

• Socio-Emotional
• Cognitive
• Career

• Revised Blooms Taxonomy
• Proficiency Levels
• Readiness/Exploratory/Discovery (RED)
• Early Emergent/Emergent (EEE)
• Progressing (P)
• Early Independent (EI)
• Independent (I)

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Understanding the Structure of the Guidance
Essential Standards

• Preamble IMPORTANT
• How to Read the Standards
• Standards
• Proficiency levels
• Clarifying objectives
• Unpacking documents LiveBinders site

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Understanding the Guidance Essential Standards

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

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Revised Blooms Taxonomy
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Dr. Lorin W. Anderson

• RBT Module at NC Education

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• BLOOMS REVISED TAXONOMY

CreatingGenerating new ideas, products, or ways
of viewing thingsDesigning, constructing,
planning, producing, inventing. EvaluatingJusti
fying a decision or course of actionChecking,
hypothesizing, critiquing, experimenting,
judging  AnalyzingBreaking information into
parts to explore understandings and
relationshipsComparing, organizing,
deconstructing, interrogating, finding Applying
Using information in another familiar
situationImplementing, carrying out, using,
executing UnderstandingExplaining ideas or
conceptsInterpreting, summarizing, paraphrasing,
classifying, explaining RememberingRecalling
informationRecognizing, listing, describing,
retrieving, naming, finding
Higher-order thinking
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Remembering

• The learner is able to recall and restate learned
  information.
• Recognizing
• Listing
• Describing
• Identifying
• Naming
• Locating
• Can you recall information?

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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

• The learner grasps the meaning of information by
  interpreting and translating what has been
  learned.
• Interpreting
• Exemplifying
• Summarizing
• Inferring
• Classifying
• Comparing
• Can you explain ideas and concepts?

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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

• The learner makes use of information in a context
  different from the one in which it was learned.
• Implementing
• Carrying out
• Using
• Executing
• Can you use the same information in a different
  situation?

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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

• The learner breaks learned information into its
  parts to best understand that information.
• Comparing
• Organizing
• Deconstructing
• Outlining
• Structuring
• Integrating
• Can you break information into parts to explore
  relationships?

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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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Analyzing

• How could you incorporate one of these ideas into
  a guidance lesson?
• Complete a Decision Making Matrix to help you
  make an important decision
• Role Play
• Construct a graph to illustrate selected
  information
• Design a questionnaire to gather information

• Breaking information
• down into its
• component elements

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Analyzing

• Table Share

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Evaluating

• The learner makes decisions based on in-depth
  reflection, criticism and assessment.
• Hypothesizing - Monitoring
• Critiquing
• Experimenting
• Judging
• Testing
•   Can you justify a decision or course of action?

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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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Evaluating

• Activities and Products
• Write a letter to the editor
• Prepare and conduct a debate
• Evaluate the characters actions in the story
• Write a persuasive speech arguing for/against

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Creating

• The learner creates new ideas and information
  using what has been previously learned.
• - Designing - Making
• - Constructing
• - Planning
• - Producing
• - Inventing
• Can you generate new products, ideas, or ways of
  viewing things?

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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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Creating

• Activities and Products
• Write about your feelings in relation to
• Write a TV show, play, puppet show, or pantomime
  about
• Design a CD, book, or magazine cover for
• Sell an idea

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Higher-Order Thinking

• How can you get your students to the highest
  levels of thinking?
• What are you already doing well?
• How do you need to change your planning?
• Table Share

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Lower Level Questioning

• Remembering, Understanding, Applying
• Appropriate for
• Evaluating students preparation and
  comprehension
• Diagnosing students strengths and weaknesses
• Reviewing and/or summarizing content

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Higher Level Questioning

• Analyzing, Evaluating, Creating
• Appropriate for
• Encouraging students to think more deeply and
  critically
• Problem solving
• Encouraging discussions
• Stimulating students to seek information on their
  own

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Questioning Analyzing

• Which events could not have happened?
• If. ..happened, what might the ending have been?
• How is...similar to...?
• What do you see as other possible outcomes?
• Can you explain what must have happened when...?
• Can you distinguish between...?
• What were some of the motives behind..?
• What was the turning point?
• What was the problem with...?

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Questioning Evaluating

• Is there a better solution to...?
• Can you defend your position about...?
• Do you think...is a good or bad thing?
• How would you have handled...?
• Do you believe...? How would you feel if. ..?
• What are the consequences..?
• What influence will....have on our lives?
• What are the pros and cons of....?
• What are the alternatives?

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Questioning Creating

• Can you design a...to...?
• Can you see a possible solution to...?
• If you had access to all resources, how would you
  deal with...?
• Why don't you devise your own way to...?
• What would happen if ...?
• How many ways can you...?
• Can you create new and unusual uses for...?
• Can you develop a proposal which would...?

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Activity

• Choose one topic that you teach students
• Write 3 analyzing level questions, 3
  evaluating level questions, and 3 creating
  level questions to ask your students
• Share with a partner

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RBT and Guidance Essential Standards
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Reflection

• Penzu Journal
• Reflect on this RBT session. What are two things
  new that you learned that may assist you in
  working with your students?

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Diving Deeper Guidance Essential Standards
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Proficiency Levels, Strands, Standards and
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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Understanding the Standards

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

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Understanding the Standards

• Table Team Activities
• Puzzle Card Matching Activity - Each table
  matches the Standards card with the Clarifying
  Objective listed on the Worksheet.
• Share Time Review the difference in
  what the student needs to know, understand and
  be able to do with the various proficiency levels

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

• Clarifying Objective RED.SE.1.1Understand the
  importance of self-control and responsibility.
• Activity RED.SE.1 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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Example Essential Standard Early
Independent EI.SE.1 Understand the meaning and
importance of personal responsibility.

• Clarifying Objective EI.SE.1.1 Explain the
  impact of personal responsibility on others.
• Activity EI.SE.1 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 how this matter
  could affect your future.

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Alignment of Current School Counseling
Activities/Lessons to The Guidance Essential
Standards

• Using the Guidance Essential Standards Worksheet,
  list the student support services activities and
  school counseling activities you are currently
  doing in your school that align with the
  clarifying objectives listed for each proficiency
  level. (What are you already doing that fits?)
• Brainstorm with your group activities you could
  do to fill the gaps.
• The activities may fit into more than one
  proficiency level.

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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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Reflection

• Penzu Journal
• Reflect on todays session. What are two things
  that you will take back to use with your
  students?

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How Do We Know They Learned IT?

• Data! Data! Data!

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What is Data Literacy?

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

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What is Data Literate?

• 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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Aspects of Data Use

• Data Location
• Data Comprehension
• Data Interpretation
• Instructional Decision Making
• Question Posing

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Multiple Uses of Data

• Drives decisions and funding
• Ensures that you are reaching EVERY student, so
  EVERY student benefits from your school
  counseling program
• Creates an urgency for change
• Creates the energy for change
• Serves as a catalyst for focused attention
• Challenges existing policies
• Engages decision makers, district leaders, school
  teams in data driven decision making
• Surfaces evidence of access or equity issues
• Focuses resources where they are most needed
• Supports grant writing efforts

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Dirty Data
Dont want to be a D.R.I.P (Data Rich Information
Poor)
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Data Types

• Achievement or assessment data
• Demographic data
• Program data
• Perception data
• Results over time data

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Comprehensive School Counseling Program Evaluation
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Scenario

• Elementary
• Middle
• High

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NC Wise ResourceGraduation Resiliency Factors

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

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School Counselors assist in School Improvement
Planning D3M (Data-driven Decision Making)

• Transition in and out (transition between
  levels/graduation)
• Intervention Attendance/Academic
  Recovery/Socio-Emotional
• Academic course rigor promotion from grade to
  grade and graduate career college ready
• Data school-wide data needed by PLCs school
  improvement data assisting others in selecting
  and using appropriate data
• Teacher Retention/Recruitment supporting
  teachers since high quality teaching yields high
  performing students

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ASCA National Model
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School Counselors .

• How are students different as a result of the
  school counseling program?
• 
  
• Leaders and Advocates to positively affect
  Student Achievement

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Components/Tools

• Foundation Mission/Vision/Goals align with
  School/District/State Standards Mission
• Management System
• Calendars individual and departmental (align
  with goals of annual agreement/scope of work)
• Annual Agreement of Scope of Work with Principal
• Negotiate goals, action plans and priorities with
  administration
• Establish an Advisory Council
• Aligns with School Counselor Evaluation/Performanc
  e Appraisal Instrument

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Components/Tools

• Delivery System Guidance Essential Standards
  individual group counseling, responsive
  services, classroom
• Accountability
• Use Data to review, reflect revise
• Aligns with School Counselor Evaluation/Performanc
  e Appraisal Instrument
• Results Reports formative (process/perception),
  summative (results over time)
• Communication of Results Program Audit,
  Websites/Newsletters/Presentations

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S.M.A.R.T Goals

• Specific
• Measureable
• Attainable
• Relevant
• Time Bound

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S.M.A.R.T. Goals

• Specific What? Why? How?
• What do I want to accomplish? (Direct,
  coordinate, develop)
• Why is it important to do this?
• How are you going to do it? (By)
• Measureable
• How much? How many? How will I know when it has
  been accomplished?

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S.M.A.R.T. Goals

• Attainable
• Will you commit to the goal? Is it important to
  you/your school?
• Realistic
• Is it do-able?
• Needs to be realistic for you for where you are
  at the moment.

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S.M.A.R.T. Goals

• Time Bound
• Set a time frame. It gives you a clear target to
  work towards.
• Must also be measureable, attainable, and
  realistic.

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Writing S.M.A.R.T. Goals to Close Achievement Gaps

• Attendance all levels
• Academic course planning, on time graduation,
  study skills,
• Socio-Emotional Bullying, teen pregnancy
• Career non-traditional careers, leadership
  skills, etc.

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Writing S.M.A.R.T. Goals to Close Achievement Gaps

• Attendance all levels
• Academic course planning, on time graduation,
  study skills,
• Socio-Emotional Bullying, teen pregnancy
• Career non-traditional careers, leadership
  skills, etc.

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Life As a School Counselor
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School Counselor Connections Toolbox

• Advocacy Being a voice for ALL students/equity
  for each student
• Leadership Stepping up in support of the
  academic mission a facilitative leader
• Systemic Change Creating a responsive system for
  all students and stakeholders/not done in
  isolation
• Collaborative Connections

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School Counselors

• Leaders in
• School Reform
• Student Achievement
• College Career Readiness
• Video from The National Office for School
  Counselor Advocacy

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School Counselor Performance Evaluation

• A sneek peek

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Performance Appraisal Ratings

• Developing an awareness or some knowledge
• Proficient demonstrating/doing - implementation
  of standard WOOHOO! You are a good counselor
  able to do all that you are being asked to do on
  a routine basis
• Accomplished mentor other counselors or share
  components of counseling program within
  school/district
• Distinguished one in a million type of work -
  able to share successful strategies, programs
  you/team developed on a wide-scale basis such as
  district, state or nationally
• 
  Not evidenced
  professional area to work on developing
• ArtifactsEvidence

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Table Team Activity

• How do the Guidance Essential Standards align and
  fit into the Professional Standards for School
  Counselors?
• What are the school counselors in your district
  are doing?

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Revised RoleThe Connected Counselor

• Collaborates with all stakeholders
• Establishes a data driven school counseling
  program that aligns with school/district mission
  and SIP goals
• Advocates for equity and access for all students
  
• Leader in the school provides input to
  leadership team to positively affect student
  achievement

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• How does this content area prepare students to be
  future ready?
• How does this area connect to other content
  areas?
• What are the implications for meeting the needs
  of all learners as related to this content area?

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Gallery Walk

• Preview the many ways School Counselors and the
  Guidance Essential Standards Connect to help
  prepare students to be career and college ready
  for the future?

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The Connected Counselor
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The Connected Counselor

• As I reflect upon my connections in my school
• Where are the connections? Write these by the
  arrows
• Green ones Great connections!
• Yellow ones Connections are there, but
  improvement is needed.
• Red ones Needed connections, they are gaps or
  no connections.

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District Planning
Summer 2012 Attended SI to gather resources
from NCDPI Use tools from School Counseling Wiki
and Live Binder site to develop PD
Fall 2012 Review SBE Policies GES
Professional Stds Conduct Program Audit PLCs
for SCs - meeting on regular basis to discuss
implementation plan of GES and the natural
curriculum connections with GES Review student
data to support GES implementation plan as it
aligns with Program Audit Conversations with
Leaders SCs to start the implementation process
of new SC Evaluation (share SBE policies)
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Where to begin?

• Guidance Essential Standards http//www.ncpublicsc
  hools.org/docs/sbe-archives/meetings/2011/09/gcs/0
  9gcs01.pdf
• NC Professional Standards for School Counseling

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Questions?

• Linda Brannan linda.brannan_at_dpi.nc.gov
• Cynthia Martin cynthia.martin_at_dpi.nc.gov
• Tonya Jones jonest_at_as.halifax.k12.nc.us

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Ice Cream/Sour Pickles

• What was helpful with the content session?
• What did you need from these sessions and did not
  receive?
• What follow-up professional development do you
  need to assist the school counselors in your
  district?
• How might we improve the content or delivery?
• Please email your thoughts to these questions to
  ncdpischoolcounseling_at_gmail.com

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References Resources

• ASCA National Model Framework for School
  Counseling (3rd ed.) (2012)., American School
  Counselors Association. Alexandria, VA
  http//p.b5z.net/i/u/10045791/f/PDF/Draft_National
  _Model_3rd_Ed.pdf
• Dahir, C.A. Stone, C.B. (2012) The transformed
  school counselor (2nd ed.). Belmont, CA
  Brooks/Cole
• Dimmitt, C., Carey, J.C. Hatch, T. (2007).
  Evidence-based school counseling Making a
  difference with data-driven practices. Thousand
  Oaks, CA Corwin Press
• Ehren, B. EdD, Montgomery, J., PhD, Rudebusch,
  J., EdD, Whitmire, K., PhD, New Roles in Response
  to Intervention Creating Success for Schools and
  Children, November 2006
• RTI Action Network. Retrieved June3, 2008
  http//rtinetwork.org/?gclidCNati4-J2ZMCFQEQGgodm
  TvPaA
• Shaprio, E. S. Tiered Instruction and
  Intervention in a Response-to-Intervention Model.
  Retrieved June 5, 2008
• http//www.rtinetwork.org/Essential/TieredInstruct
  ion/ar/ServiceDelivery/1
• Young, A., Kaffenberger, C. (2009). Making
  Data Work. Alexandria, VA American School
  Counselors Association

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Summer Institute Useful Websites

• School Counseling Wikispace www.schoolcounseling.
  ncdpi.wikispaces.net
• NCDPI School Counseling LiveBinders link to
  this site from the wikispace
• NC Falcon http//www.ncpublicschools.org/acre/fa
  lcon/ note the Professional Development tab on
  the left formative assessments
• NC Education RBT video https//center.ncsu.edu/n
  c/login/index.php

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Questions?

• Linda Brannan linda.brannan_at_dpi.nc.gov
• Cynthia Martin cynthia.martin_at_dpi.nc.gov
• Tonya Jones jonest_at_as.halifax.k12.nc.us