Implementing the NC Guidance Essential Standards using the ASCA National Model Linda Brannan K-12 Student Support Services Consultant Curriculum & Instruction Cynthia Martin and Tara Patterson Professional Development Leads Education Recruitment & Development NCDPI School Counseling Wikispace http://schoolcounseling.ncdpi.wikispaces.net • Click Professional Development on left side bar • Then click Fall 2012 School Counselor’s RESA Training Agenda Good News! 2011-2012 Graduation Rate • Highest graduation rate ever in NC • 80.2 % = 89,126 students Still Leaves… 21,975 What do you need from today’s session? What are the top 2-3 items you need information about today? Wall Wisher Region 1 Please click and post on Wall Wisher At the end of this session, participants will: • Learn about DPI resources and tools to support the initiatives within the RttT Grant • Understand the Guidance Essential Standards in order to meet the learning needs of all students • Connect the Guidance Essential Standards with Data Literacy • Understand how using the ASCA National Model will create opportunities to implement a comprehensive data-driven school counseling program. • Preview the new School Counselor Evaluation Instrument • Make Connections! 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 Framework for NC School Counseling 3rd Edition Foundation 2nd Edition 3rd Edition 1. Program Focus Foundation Beliefs Vision Mission Program Goals 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.” Vision of NC School Counselors NC 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.” NC K-12 Guidance Essential Standards The Purpose of Standards: To define and communicate the knowledge and skills a student must master to be globally competitive. State Board of Education Goal: NC public schools will produce globally competitive students. Mission NC Standard Course of Study • Common Core State Standards – English Language Arts (and Literacy in History/Social Studies, Science, and Technical Subjects) – Mathematics • NC Essential Standards – Arts Education – Career and Technical Education – English Language Development* – Guidance* – Healthful Living (Health & Physical Education) Framework for Change lead to Retooling NC Public Education System – – – – Information and Technology* Science Social Studies World Languages What is the role of the SC? DuFour ? 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. Review of Implementing New Standards: The Big Picture How I teach this standard Differentiation Standard How this standard is assessed: formative benchmark summative Framework? Connections How this standard is reflected in student behavior/work Reflection 1. Set up an account in penzu.com 2. Login into your penzu.com account 3. From your current knowledge answer the following statements: • I think some of the benefits of implementing the NC Guidance Essential Standards are: • My major concerns about implementing the Guidance Essential Standards are: NC Guidance Essential Standards NC School Counseling Wiki NCDPI School Counseling WikiSpace http://schoolcounseling.ncdpi.wikispaces.net NCDPI School Counseling LiveBinder Wikispace Activity • Find one resource on the Wikispace or LiveBinder that you will either use and/or share with a school counselor in your district • Share with group 23 2. Student Competencies Foundation ASCA Student Standards Other Student Standards (NC Guidance Essential Standards) Program Focus: Student Competencies NC Guidance Essential Standards Alignment with National Standards for Students “Identify and prioritize the specific attitudes, knowledge and skills students should be able to demonstrate as a result of the school counseling program” 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” ASCA National Model, 3rd Edition GES Preamble, 2011 ASCA Student Competencies Both are Student Centered Organizational Alignment with ASCA National Standards for Students ASCA National Model NC Guidance Essential Standards Domains: Personal/Social, Academic & Strands: Socio-Emotional, Cognitive & Career Career Standards for Students Standards for Students – 9 total Student Competencies Proficiency Levels - 5 total Indicators Clarifying Objectives Crosswalk of K-12 Guidance Essential Standards ASCA National Competencies for Students NC K-12 Guidance Essential Standards for Students • Personal-Social • Socio-Emotional • Academic • Cognitive • Career • Career Revised Bloom’s Taxonomy Proficiency Levels •Readiness/Exploratory/Discovery (RED) •Early Emergent/Emergent (EEE) •Progressing (P) •Early Independent (EI) •Independent (I) NC Guidance Essential Standards Preamble - IMPORTANT • Overview, purpose & goals of the standards • Organization and Structure • Based upon the ASCA Standards for Students and Revised Bloom’s Taxonomy • Not grade level but developmentally appropriate based upon proficiency levels of students • Expectation that all school staff will be knowledgeable of the standards and ready to implement Guiding Question • What do students need to know, understand and be able to do to ensure their success in the future, whether it be the next class, post-secondary study, the military or the world of work? (CCR) Understanding the Guidance Essential Standards • Divide into Candy Teams • Candy Teams – Snickers Tootsie Rolls Twix 3 Musketeers Carmel Candy Preamble Exploration Snickers = Philosophy Carmel Candy = Purpose 3 Musketeers = Course of Study & Organization Twix = Program Description, National Standards & Research Tootsie Rolls = Features & Guiding Question GES Poster by Proficiency Level Proficiency Levels Strands Revised Bloom’s Taxonomy Standards Clarifying Objectives by Proficiency Level Revised Bloom’s Taxonomy REVISED BLOOM’S TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesizing, critiquing, experimenting, judging Analyzing Breaking 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 Understanding Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding Dr. Lorin W. Anderson RBT Verbs Remember Understand Apply Analyze R/E/D E/EE P EI Evaluate Create I name tell list predict solve show examine choose create describe explain illustrate compare decide invent relate write outline complete contrast recommend compose discuss examine investigate assess plan restate use categorize justify rate construct find translate Compare classify identify explain prioritize design imagine Higher Order Thinking Analyzing, Evaluating, Creating • Aligns with Proficiency levels – Early Independent – Independent Analyzing 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 Evaluating Activities and Products Write a letter to the editor Prepare and conduct a debate Evaluate the character’s actions in the story Write a persuasive speech arguing for/against… 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 Lower Level Questioning Remembering, Understanding, Applying Appropriate for: • Evaluating students’ preparation and comprehension • Diagnosing students’ strengths and weaknesses • Reviewing and/or summarizing content 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 Let’s Look at Corduroy • Original Lesson: • Who is Corduroy? Where is he? How did he get his name? Does anyone know what the material called corduroy looks and feels like? Why did Corduroy go out into the store? Why was it important to find his button? How did the story end? Remodel the Lesson How could we remodel lesson to show higher order thinking and questioning skills related to school counseling. 1. Lesson that shows analyzing 2. Lesson that shows creating 3. Lesson that shows evaluating 4. Question that shows analyzing 5. Question that shows creating 6. Question that shows evaluating Looking at Corduroy Differently Sharing • Share questions and lessons Reflection What level of questioning did the original lesson focus on? How was the remodeled lesson and questions different? What is the benefit of the difference to students? 2. Student Competencies Foundation ASCA Student Standards Other Student Standards (NC Guidance Essential Standards) Diving Deeper Guidance Essential Standards Understanding the Structure of the Guidance Essential Standards Proficiency Levels Revised Bloom’s Taxonomy Our Guiding Question? What do students need to and , to ensure their success in the future, whether it is to continue with current study from grade-to-grade level or postsecondary college or career? Example: Essential Standard Readiness/Explorator/Discovery: RED.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. 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. • List some ways 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. Example: Essential Standard Progressing: P.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. • List some approaches you might use to address this student? • Identify how this student’s actions are affecting others in the group. • Explain how the student is not demonstrating responsibility to the group? • Develop an action plan as a group that would help everyone get involved. Example: Essential Standard Early Independent: EI.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. Example: Essential Standard Independent: I.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 school’s 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 classmate’s reaction. • How would you justify your decision while maintaining a positive relationship with your classmate? Alignment with Guidance Essential Standards How does what I currently do fit with the new Guidance Essential Standards? Divide into level groups: elementary, middle and high The Guidance Essential Standards Collaborative Groups • Using the Guidance Essential Standards Worksheet, discuss the school counseling activities that are currently being done that align with the clarifying objectives listed for each proficiency level. (What are you already doing that fits?) • With your group, brainstorm activities you could do to fill the gaps. What are some of the resources being used? • What curriculum areas might you collaborate with to integrate the Guidance Essential Standards to fill the gaps? Understanding the Standards Beach Ball Activity S – choose a strand/standard and read aloud CO/PL – read aloud a clarifying objective & proficiency level within this standard then state one PL 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 Penzu Reflection 1. How does this content area prepare students to be future ready? 2. How does this area connect to other content areas? 3. What are the implications for meeting the needs of all learners as related to this content area? 4. What am I currently doing that will assist me to implement these standards effectively? Framework for NC School Counseling 3rd Edition Delivery 2nd Edition 3rd Edition Delivery Direct Student Services • In-person interactions with With Students students Indirect Student Services • Interactions with For Students others Examples of Direct Student Services Delivery SC Core Curriculum (NC Guidance Essential Standards) Individual Student Planning Responsive Services Examples of Indirect Student Services Delivery Referrals Consultation Collaboration Framework for NC School Counseling 3rd Edition Management 2nd Edition 3rd Edition Assessments p. 59 Program Assessment/ Audit Assessments p. 63 Use of Time Assessment Assessments Management Tools Management Annual Agreement Advisory Council Curriculum Lesson Plan Calendars School Data Profile New School Data Profile Template p. 66 New Lesson Plan Template Action Plan Templates p. 69 Curriculum Small Group Closing the Gap Annual Agreement/ Work Plan 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 Page 64 Accountability 2nd Edition 3rd Edition What is Data Literacy? • Understanding how to: –Find data –Evaluate data –Use data to inform decisions • A data literate person possesses the knowledge to: – Gather – Analyze – Graphically convey information – Support decision-making Types of Data • Achievement or assessment data • Demographic data • Program data • Perception data • Results over time data/Outcome data Dirty Data Don’t want to be a D.R.I.P (Data Rich Information Poor) 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 School Counselors: Leaders in School Improvement Planning 1. Transition – in and out (transition between levels/graduation) 2. Intervention – Attendance/Academic Recovery/Socio-Emotional 3. Academic – course rigor; promotion from grade to grade; and to graduate career & college ready 4. Data – school-wide; data needed by PLCs; school improvement data; assisting others in selecting and using appropriate data 5. Teacher Retention/Recruitment – collaboration and support efforts of the teachers since “high quality teaching yields high performing students” D3M (Data-driven Decision Making) Types of Data Process Data Perception Data What did you do for whom? How Many affected & process Guidance Lessons, groups, parent meetings, etc. Who? What? When? Where? How long? What do people think they know, believe or can do? CompetencySkill Attainment Data Attitudes Skills Knowledge Strategies: goals & objectives Outcome/Results Data Implications for continuous improvement Achievement -Related Data Strategies leading to Attendance Skill Discipline development referrals or Behavior Parent Change Involvement Homework Completion Course Enrollment Failing courses Achievement Data EOG/EOC SAT/ACT Graduation rates GPA AP tests College prep and CTE course completion Retention rates • Knowledge gained before compared to after an intervention (pre & post) • 74% of students feel that fighting is wrong • Every student 912 has completed a 4 year graduation plan Outcome Data • Percentage of time spent in noncounseling duties • Number of individual counseling session/month • Number of mental health team consultations Perception Data Process Data Comprehensive School Counseling Program Assessment Impact on Student Achievement • Retention rates by grade level • Graduation rates by SES • Graduation rates improved 14% over three years • Expulsion rates by ethnicity • Results data Scenario • Elementary • Middle • High ASCA Model Data Tools School Data Profile Analysis Use of Time Analysis Small Group Results Report Analysis (GES) Curriculum Results Report Analysis Closing the Gap Results Report Analysis NC Wise Resource Graduation Resiliency Factors http://www.ncpublicschools.org/ graduate/resiliency/ NC Wise Report: Early Warning Report Academic At-Risk Reports At-Risk Report – AYP at Risk – Graduation at Risk – Other at Risk DATA Be Proactive Use these tools to determine local policy for providing targeted intervention and support to students who are at risk for not meeting future academic milestones. 94 Making Data Driven Decisions Reflection Activity Using TRICIDER Based on topics covered thus far (essential standards, data, RBT, ASCA model), what is one action you must complete when returning to your school/district? Life As a Professional School Counselor 97 Professional Competencies Foundation - Program Focus ASCA SC Competencies (NC Professional Standards for School Counseling & Evaluation) ASCA Ethical Standards Evaluation & Improvement Accountability Program Assessment and Outcomes (CTG, GES, AAB) SC Competencies Assessment (NC Professional School Counseling Standards, 2008) SC Performance Appraisal (NC School Counselor Evaluation Instrument) The performance evaluation is based on the 2008 NC Professional School Counseling Standards 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. No Standard 6 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 Artifacts=Evidence Timeline 2011-2012 – Developed and approved by SBE 2012-2013 – Validation/Pilot Study HR Directors contact jean@centurylink.net Training for participants in November/December 2013-2013 – Full implementation across all LEAs in NC Penzu Reflection • What are the benefits of the new school counselor evaluation? • Where will there be challenges in your district? • Solution-focused Sharing! Graffiti Write • Return to your group’s chart paper • Use different colored dots to categorize 21st professional behaviors that align with the components of the ASCA National Model. Dot Legend: ASCA Framework • RED - Foundation • GREEN - Delivery • YELLOW - Management • BLUE - Accountability School Counselor…role of School Leader for Systemic Change • Leadership: Stepping up in support of the academic mission; a facilitative leader • Advocacy: Being a voice for ALL students/equity for each student. Acting with students and on behalf of students • Collaboration: Creating a responsive system for all students and stakeholders/not done in isolation Connected Counselors create Systemic Change Where are we going? Where Do I Begin? • Use the ASCA National Model • Review and learn the Guidance Essential Standards • Start implementation planning in curriculum areas where there are natural alignments? How do we close the gap? • Review your school’s data • What are the areas of need indicated by the data? Gaps? Use SIP! • How do the needs align with the SIP? Where are we now? Where are we going? • 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 How do we close the gap? Program Planning • Assure other curriculum areas understand the Guidance Essential Standards • Work with teachers through PLC’s/PLT’s • Include Direct and Indirect Services to Students • Align with SIP goals of the school & district Where are we now? Plan for Implementation of the Guidance Essential Standards RttT Evaluation • Complete the evaluation at the link provided on the SC Wikispace. • http://go.ncsu.edu/ncdpi-resa_survey • Work as a group to plan your next steps with the Implementation Planning Worksheet Questions? Linda Brannan linda.brannan@dpi.nc.gov Cynthia Martin cynthia.martin@dpi.nc.gov 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/falcon/ note the Professional Development tab on the left – formative assessments • NC Education: RBT video https://center.ncsu.edu/nc/login/index.php • American School Counselor Association (ASCA) http://www.schoolcounselor.org/ 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/?gclid=CNati4J2ZMCFQEQGgodmTvPaA • Shaprio, E. S. Tiered Instruction and Intervention in a Response-to-Intervention Model. Retrieved June 5, 2008 • http://www.rtinetwork.org/Essential/TieredInstruction/ar/ServiceDelivery/1 • Young, A., & Kaffenberger, C. (2009). Making Data Work. Alexandria, VA: American School Counselors Association “The digital tools used during the course of this training have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the training.” NCDPI Contact Linda Brannan School Counseling Consultant linda.brannan@dpi.nc.gov 919-807-3438 NC Department of Public Instruction Division of K-12 Curriculum and Instruction