Implementing the NC Guidance Essential Standards using the ASCA National Model

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Implementing the NC Guidance Essential Standards
using the ASCA National Model
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Collaborative Activity

• Think of one resource or activity that you have
  tried since our last meeting.
• Share with goal group.
• Share with table group.

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Graffiti Write

• What does a 21st Century Counselor Do?
• Brainstorm write as many ideas as possible on
  chart paper
• Post chart paper on the wall

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Good News!2011-2012 Graduation Rate

• Highest graduation rate ever in NC
• 80.2 89,126 students

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Still Leaves

• 21,975

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Framework for NC School Counseling
3rd Edition
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Foundation

• 3rd Edition

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Program FocusFoundation
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GUIDING MISSION

• The guiding mission of the North Carolina
  State Board of Education is that every public
  school student will graduate from high school,
  globally competitive for work and postsecondary
  education and prepared for life in the 21st
  Century.

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Vision of NC School CounselorsNC State Board of
Education, 2008

• The demands of twenty-first century education
  dictate new
• roles for school counselors. Schools need
  professional
• school counselors who are adept at creating
  systems for
• change and at building relationships within the
  school
• community. Professional School Counselors create
• nurturing relationships with students that
  enhance
• academic achievement and personal success as
  globally
• productive citizens in the twenty-first century.
  Utilizing
• leadership, advocacy, and collaboration,
• professional school counselors promote academic
  achievement and
• personal success by implementing a comprehensive
  school
• counseling program that encompasses areas of
  academic,
• career, and personal/social development for all
  students.

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NC K-12 Guidance Essential Standards
The Purpose of StandardsTo define and
communicate the knowledge and skills a student
must master to be globally competitive.
State Board of Education GoalNC public schools
will produce globally competitive students.
Mission
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What is the role of the SC?
DuFour
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NC School Counselors

• Design data-driven comprehensive school
  counseling programs that promote student
  achievement.
• Deliver programs that are comprehensive in scope,
  preventive in design and developmental in nature.
  
• Are accountable for assuring that every student
  has the opportunity to learn, achieve and
  graduate college and career ready.

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Framework for NC School Counseling
3rd Edition
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Delivery

• 2nd Edition

• 3rd Edition

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80
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Delivery
With Students
For Students
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Examples of Direct Student ServicesDelivery
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Examples of Indirect Student ServicesDelivery
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Framework for NC School Counseling
3rd Edition
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Management

• 2nd Edition

• 3rd Edition

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Assessments p. 59
Program Assessment/Audit
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Assessments p. 63
Use of Time Assessment
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AssessmentsManagement
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ToolsManagement
New
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School Data Profile Template p. 66
New
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(No Transcript)
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Important Tool for Shared Vision

• Develop preliminary school counseling program
  based upon data School Improvement Plan (SIP)
• Meet with Administrator to discuss finalize
  goals plan for the school year
• Goals/Plan should support student achievement,
  align with SIP and School Counselor evaluation
  instrument

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Page 64
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Accountability

• 2nd Edition

• 3rd Edition

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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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Types of Data

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

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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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School Counselors Leaders in School
Improvement Planning

• Transition in and out (transition between
  levels/graduation)
• Intervention Attendance/Academic
  Recovery/Socio-Emotional
• Academic course rigor promotion from grade to
  grade and to 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 collaboration and
  support efforts of the teachers since high
  quality teaching yields high performing students
• D3M (Data-driven Decision Making)

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Types of Data
Process Data What did you do for whom? Perception Data What do people think they know, believe or can do? Strategies goals objectives Outcome/Results Data Implications for continuous improvement Outcome/Results Data Implications for continuous improvement
How Many affected process Competency-Skill Attainment Data Strategies leading to Skill development or Behavior Change Achievement-Related Data Achievement Data
Guidance Lessons, groups, parent meetings, etc. Who? What? When? Where? How long? Attitudes Skills Knowledge Strategies leading to Skill development or Behavior Change Attendance Discipline referrals Parent Involvement Homework Completion Course Enrollment Failing courses EOG/EOC SAT/ACT Graduation rates GPA AP tests College prep and CTE course completion Retention rates
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Comprehensive School Counseling Program Assessment
Impact on Student Achievement
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Table Talk

• Data Relate to what you are doing over the next
  2 months
• Is it socio-emotional?
• Is it academic?
• Is it college and career ready?

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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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Academic At-Risk Reports

• At-Risk Report
• AYP at Risk
• Graduation at Risk
• Other at Risk

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DATABe ProactiveUse these tools to determine
local policy for providing targeted intervention
and support to students who are at risk for not
meeting future academic milestones.
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Making Data Driven Decisions
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Framework for NC School Counseling
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Data is Power Do the Math

• Data-driven Comprehensive School Counseling
  Programs Accountability
• Accountability Student Achievement
• Student Achievement College Career Readiness
• Goals Achieved!

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Evaluation ImprovementAccountability
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Graffiti Write

• Return to your groups chart paper
• Use different colored dots to categorize 21st
  professional behaviors that align with the
  components of the ASCA National Model.

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Dot Legend ASCA Framework

• RED - Foundation
• GREEN - Delivery
• YELLOW - Management
• BLUE - Accountability

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Where Do I Begin?

• Study the ASCA National Model
• Review and learn the Guidance Essential Standards
• Start implementation planning in curriculum areas
  where there are natural alignments?

• Review your schools data
• What are the areas of need indicated by the data?
  Gaps? Use SIP!
• How do the needs align with the SIP?

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• Review all information with your administrator
• Develop a program to include in the annual
  agreement
• Analyze Outcome Results Data Publicize
• Align program to meet SC Evaluation

• Program Planning
• Assure other curriculum areas understand the
  Guidance Essential Standards
• Work with teachers through PLCs/PLTs
• Include Direct and Indirect Services to Students
• Align with SIP goals of the school district

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Questions?
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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
• American School Counselor Association (ASCA)
  http//www.schoolcounselor.org/

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NC School Counseling Wiki

• NCDPI School Counseling WikiSpace
• http//schoolcounseling.ncdpi.wikispaces.net
• NCDPI School Counseling LiveBinder

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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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• NC School Counselors are Leaders in Student
  Achievement