The Common Core and the
Role of Guidance & Counseling
11
FEBRUARY, 2014
JEANNIE BEIERLE, YELM HS/WSCA
LIISA MOILANEN POTTS, OSPI
MIKE HUBERT, OSPI
CCSS_Counselors_2.28.14
Topics to Cover
22
 What are the Common Core State Standards all
about?
 Why should guidance & counseling support the
standards?
 What can be the role of guidance & counseling
programs in implementing the standards?
 Acting on it—How can WSCA support the
implementation in our state?
Washington’s Vision for Education
3
Every Washington public school student
will graduate from high school globally
competitive for work and
postsecondary education and
prepared for life in the 21st century.
Class of 2011: Bridgeport High School
Then: Strong Vision, yet minimal
coordination among initiatives and funding
4
PLC’s
INITIATIVE
CCSS_Counselors_2.28.14
Now: More Aligned System –
Common Language and Common Vision
Basic Education Act: State Learning Goals
McCleary Court Decision
Research Demonstrating Student Achievement
Nine Characteristics of High Performing Schools
5
District-directed
professional learning
structures
Student and School
Success
Aligned Federal and
State Programs
National Board Certification
Comprehensive Mentor &
Induction Programs (BEST)
Pre-Service
Programs
BEA Funding and Policy
Recommendations
Career and College Ready
State Learning Standards for
ALL Students
Connected Assessment &
Accountability Systems
Educator Effectiveness
Systems
Professional Learning
Aligned to Standards
Regional Support Systems
(ESDs)
CCSS_Counselors_2.28.14
College & Career Readiness &
School Guidance & Counseling
76
“School counselors design and deliver
comprehensive school counseling programs that
promote student achievement.”
Opening statement from the Executive Summary of the ASCA
National Model, Third Edition
Counselors Underutilized in
Common Core State Standards
97
So…What about “Career and College
Readiness”?
8
What does Career and College Readiness
mean to YOU?
What is the Difference Between
Readiness and Eligibility?
9
15
Today’s high school diploma certifies college eligibility
via specified courses taken and grades received.
College eligibility is not the same as college readiness.
College and career readiness is more complex and
multi-dimensional than meeting eligibility standards.
-Educational Policy Improvement Center, David Conley
Implementing Career–and CollegeReady Standards in Washington State
19
Our Vision: Every student will have access to CCR standards
through high quality instruction aligned with the standards
every day; and every educator is prepared and supported to
implement the standards in their classrooms every day.
Our Purpose: To develop a statewide system with resources
that supports all school districts in their preparation of
educators and students.
Our State Learning Goals are the Foundation
(RCW28A.150.210, 1993+)
 Read with comprehension, write effectively, and communicate
successfully in a variety of ways and settings and with variety of
audiences;
 Know and apply the core concepts and principles of mathematics;
social, physical, and life sciences; civics and history, including
different cultures and participation in representative government;
geography; arts; and health and fitness;
 Think analytically, logically, and creatively, and to integrate
technology literacy and fluency as well as different experiences and
knowledge to form reasoned judgments and solve problems; and
 Understand the importance of work and finance and how
performance, effort, and decisions directly affect future career and
educational opportunities.
(Updated in 2011: SSB 5392)
CCSS_Counselors_2.28.14
13
The “What”:
What are the Common Core State Standards?
13
Define knowledge and skills students should have in
the areas of English Language Arts and Mathematics
throughout their K-12 education careers so that they
will graduate high school able to succeed in careers
and college.
The English language arts and mathematics standards:
 Are robust and relevant to the real world
 Reflect the knowledge AND skills needed for success in college
and careers
 Are based on evidence
 Are honest about time
They do not:
 Dictate how teachers teach
 Dictate what instructional / curricular materials should be used
CCSS and NGSS
Washington’s Implementation Phases and Timelines
2011-12
Phase 1: CCSS and
NGSS Exploration
Phase 2: Build
Awareness & Begin
Building Statewide
Capacity
Phase 3: Build
Statewide Capacity
and Classroom
Transitions
Phase 4: Statewide
Application and
Assessment
Ongoing: Statewide
Coordination and
Collaboration to
Support
14
18
2012-13
2013-14
2014-15 2015-16 2016-17
Guiding Beliefs and Approach toward
CCR Implementation in WA
15
20
2-Prongs
1. The What: Content Shifts (for students and
educators)
–
–
Belief that past standards implementation efforts have
provided a strong foundation on which to build for CCSS;
HOWEVER there are shifts that need to be attended to in
the content.
2. The How: System “Remodeling”
–
–
Belief that successful CCSS implementation will not take
place top down or bottom up – it must be “both, and…”
Comprehensive Professional Learning Systems are KEY
CCSS_Counselors_2.28.14
The “What”:
ELA and Math Content Shifts
16
 Shifts in ELA
1. Building knowledge through content-rich nonfiction and
informational texts in addition to literature
2. Reading and writing grounded in evidence from the text
3. Regular practice with complex text and its academic
vocabulary
These apply to content area (social studies, science, and
technical subject) teachers as well as to English teachers.
 Shifts in Mathematics
1. Focus: 2-3 topics focused on deeply in each grade
2. Coherence: Concepts logically connected from one grade to
the next and linked to other major topics within the grade
3. Rigor: Fluency with arithmetic, application of knowledge to
real world situations, and deep understanding of
mathematical concepts
CCSS_Counselors_2.28.14
The “What”: Student Practices
Across Standards
17
ASCA will
be
releasing
aligned
student
standards
very soon!
The “What”: Conley’s 4 Keys of College and
Career Readiness
18
Source: Education Policy
Improvement Center (EPIC), David
Conley, 2012
What about the
Assessment System?
27
21
CCSS_Counselors_2.28.14
Assessment System Transitions
22
 Our change to Common Core is at the heart of
assessment changes
 NCLB/ESEA requires states to assess state standards
for Accountability

We’ve changed standards so we need to change assessments
What we change to is our choice
 Smarter Balanced is where we are headed

 Graduation requirements are a state’s choice

Exit exams and credit requirements
CCSS_Counselors_2.28.14
“Not just another test”…Smarter Balanced
is being built by states for states
23
29
1. Preparing your students for a
changing world
2. Supporting teachers with a suite of
resources
3. Connecting learning to life after high
school
4. Providing information to guide student
growth
5. Keeping educators in the driver’s seat
Smarter Balanced Assessment
System Components
24
30
Common
Core State
Standards
specify
K-12
expectation
s for college
and career
readiness
Summative:
College and career
readiness
assessments for
accountability
Teachers and
schools have
information and
tools they need
to improve
teaching and
learning
Formative resources:
Digital Library with
instructional and
professional learning
resources for
educators to
improve instruction
Interim:
Flexible and open
assessments, used
for actionable
feedback
All students
leave
high school
college
and career
ready
You Can Peek Under the Hood…
The Smarter Balanced Practice Test
25
32
 Shows item types and tools/features
 Now available for all grades (3-8, 11)
 English language arts and math
 Expanded features released over the summer
Practice Test Link
http://sbac.portal.airast.org/Practice_Test/default.html
SBAC assessments will measure
career- and college-readiness
26
33
Smarter Balanced Timeline –
WA’s Involvement (http://www.k12.wa.us/SMARTER/default.aspx)
27
34
 OSPI staff involved in workgroups 2010-2014
 Teachers involved in item writing
 Sample Items and Performance Tasks – October 2012 (view
the OSPI webinar!)
 Pilot in Spring 2013
 Practice Tests widely available
 Digital Library - State Networks of Educators (85 from
Washington) began vetting resources to populate the
library starting Fall 2013

Digital Library Beta Web Site to be available in late Spring 2014
 Comprehensive field test in 2013-14
 Operational use in 2014-15
Summative Assessments in
2014–15 and beyond
Office of Superintendent of Public Instruction
35
28
English/LA
Mathematics
Grade 3
SBAC
SBAC
Grade 4
SBAC
SBAC
Grade 5
SBAC
SBAC
Grade 6
SBAC
SBAC
Grade 7
SBAC
SBAC
Grade 8
SBAC
SBAC
MSP
Grades10
Comprehensive
ELA
exit exam
Year 1or Year 2
EOC exit exam
EOC Biology
exit exam (until
NGSS)
Grade 11
SBAC – College
and Career Ready
SBAC – College
and Career
Ready
(until Class of
2019)
Science
(no change)
MSP
SBAC=SMARTER Balanced Assessment Consortium
MSP= Measurements of Student Progress
EOC= End of Course exams
Assessment High School Graduation
Requirements by Class
29
36
Office of Superintendent of Public Instruction
Class of…
2013 and 2014
2015 and
beyond
Class of…
2015-2018
2019 and
beyond
English Language Arts Mathematics
Reading
HSPE
Writing
HSPE
English Language Arts
Science
Either Algebra
or Geometry
Either Algebra
or Geometry
Biology EOC (until
Next Gen Science
Standards)
English Language Arts
Mathematics
Science
10th grade comprehensive ELA
exit exam
Either Algebra or
Geometry EOC exit exam
Biology EOC (until Next Gen
Science Standards)
11th grade college and career
ready assessment
11th grade college and
career ready assessment
(Smarter Balanced ELA)
(Smarter Balanced Math)
Biology EOC (until Next Gen
Science Standards)
11/22/2013
High School Transitions
37
30
FOCUSED ON CAREER AND COLLEGE
READINESS (CCR)
CCSS_Counselors_2.28.14
The “How”: Bringing the
CCR System Together
31
38
• https://wacore2
college.wikispac
es.com/Project+
Overview
CCSS_Counselors_2.28.14
All students
leave
high school
college
and career
ready
Core to College Project Goals
32
39
1.
Build faculty ownership and understanding of the
CCSS as meaningful and useful college-readiness
standards
2.
Promote local use of CCSS and Smarter Balanced
assessment in ways that improve high school to
college transition for students
3.
Develop overall higher education agreement for use
of CCSS and Smarter Balanced assessment
WA Core to College web site
Deeper Value of Core to College Work
33
40
Making Alignment Meaningful by:
 Developing common understanding of
academic “rigor” and grades, not just course
titles, topics
 Creating opportunities for shared inquiry about
discipline and teaching/learning
 Building relational trust between college
faculty and high school teachers
Placement Process for HS Students?
34
41
Smarter Balanced Assessment Policy Framework for
11th Grade Assessment Results
35
43
Level 4
• Content-Ready/Exempt from Developmental
• K-12 and higher education may jointly set Grade 12
requirements to retain exemption (optional for states)
Level 3
• Conditionally Content-Ready/Exempt from
Developmental
• In each state, K-12 and higher ed must jointly develop
Grade 12 requirements for students to earn exemption
Level 2
• Not Yet Content-Ready – Support Needed
• Transition courses or other supports for Grade 12,
retesting option for states
Level 1
• Not Yet Content-Ready - Substantial Support Needed
• K-12 & higher education may offer interventions
Note: Applies only to students who matriculate directly from high school to college.
44
Level I support: Near college36 ready (student option: take
review course, take college-level
coursework with tailored lab
support & "just-in-time
remediation")
Re-Thinking
Precollege
“Remediation”
as Levels of
Intervention/
Support
Level II support:
precollege
coursework/modules
+ recommended
resources
Level III support:
precollege
coursework +
required lab,
study skills help
Resources are Available!
45
37
FOR EDUCATORS, FAMILIES, COMMUNITIES
CCSS_Counselors_2.28.14
The “How”:
Guidance & Counseling Impacts of CCSS
38
i.e. Guidance lesson
alignments
Content
Culture
i.e. school climate
focus on every student
being successful and
supported
Practices
i.e. increased
individual guidance
support
CCSS_Counselors_2.28.14
Important Web Sites to Learn More and to
Stay Connected…
39
47
 OSPI CCSS/NGSS Webinar Series:
 http://www.k12.wa.us/CoreStandards/UpdatesEvents.
aspx#Webinar
 OSPI Smarter Balanced Webinar Series:
http://www.k12.wa.us/smarterbalanced/
 Feb. 4 webinar includes latest info on INTERIM Assessments!

Both webinar series include the latest resources and
information related to implementation and Smarter
Balanced Assessment System components.
All Webinars are recorded and ppts are downloadable for
your use.
Statewide Professional Learning System –
OSPI/AESD Network
40
 Common language, messages, supports
 Transition plans and resources
 Professional learning supports
http://www.k12.wa.us/CoreStandards/ProfDev.aspx
http://www.k12.wa.us/Science/NGSS.aspx
http://www.washingtonesds.org/site/default.aspx?PageID
=1
Tools: Classroom instruction through the lens
of the SHIFTS (www.achievethecore.org)
41
Practice Guides provide specific guidance for what the CCSS for
Mathematics looks like in planning and practice. They are designed
as developmental tools for teachers and those who support
teachers. (http://www.achievethecore.org/math-common-core/instructional-practice/ )
Tools: Bringing shifts into the classroom Assessment
42
Smarter Balanced Practice Tests http://sbac.portal.airast.org/practice-test/
Assessment guides to evaluate each grade/course’s assessments for alignment with the
Common Core State Standards (CCSS) http://www.achievethecore.org/leadership-toolscommon-core/aligning-materials/materials-evaluation-toolkit/
Instructional Materials—
What is available?
43
 Engage NY – Districts Adopting
 Achieve the Core – Lessons and Annotated Tasks
 Achieve – Exemplar Units and Lessons
 Illustrative Mathematics – CCSS-aligned Math tasks
K-12
 Basal Alignment Project – CCSS-aligned ELA lessons,
assessments, tasks K-12
44
CCSS_Counselors_2.28.14
For Families: Parent Roadmaps to the
Common Core Standards
45
Where to Start…
FIRST: Phase 1 Exploration and Awareness
46
Among…
 District leaders and leadership teams
 Building leaders and building teams
Take the time to immerse yourself in and learn
about…
 The WHY - The background and vision of the CCR
standards
 The WHAT - The major shifts in the content
 The HOW –


Our state’s approach toward supporting implementation
Emerging resources and support systems
CCSS_Counselors_2.28.14
NEXT: Phase 2 within your Building Context
47
Start the transition by Setting the Course!
 Identify a core group of leaders (across grades and
subjects; parents? Community partners?) as a lead
implementation team


Take stock of current instructional practices, strengths, and challenges
Establish a shared vision that will guide implementation with all
students and educators – what will it mean for your district/building?
 Develop School-Specific Transition/Implementation
Plans



In relation to your district’s overall vision and transition plan
Access Achieve and Learning Forward materials to inform professional
learning
Establish short and long term goals to begin moving forward
CCSS_Counselors_2.28.14
Resources for School Counselors
48
“Action Briefs” Workbooks for Building Leaders (from Achieve, Inc.)
 Elementary and Secondary School Leaders, School Counselors,
and School Librarians
Let’s take a look!
 3 Steps for School Counselors
 Talking Points
 Action Steps for 8 School-wide Change Areas
(pp. 11-13)
Consider…
 What pieces will support your work with…
 Students, Teachers, Parents, Community
Act on it – Key Action Steps
49
• Literacy Instruction
Example Activities:
• Assist in identifying Tier 2
and Tier 3 interventions
• Monitor student progress
• Other ideas???
Act on it – Key Action Steps
50
• Literacy Instruction
• Mathematics Instruction
Example Activities:
•
Identifying students off-track for
college and career readiness
•
Tracking and responding to students
repeating math courses
•
Encouraging dual enrollment options
•
Examining and addressing issues
related to accessing higher-level
math courses
•
Link high-demand STEM opportunities
to Math skills
•
Other ideas???
Act on it – Key Action Steps
51
• Literacy Instruction
• Mathematics Instruction
• Instructional Time
Example Activities:
• Help identify ways to extend
learning time including such
Tier 2 strategies as tutoring
and additional review sessions
• Monitor student progress to
Tier 2 and Tier 3 interventions
• Determine effects of
interventions on student
achievement school-wide
• Help identify extended
learning opportunities
• Other ideas???
Act on it – Key Action Steps
52
•
•
•
•
Example Activities:
Literacy Instruction
Mathematics Instruction
• Determine impacts of CCSS
Instructional Time
on student development of
Instructional Practice
individual learning / HSBPs /
Programs of Study
• Develop and deliver college
and career readiness lesson
plans aligned with C & C
standards
• Other ideas???
Act on it – Key Action Steps
53
•
•
•
•
•
Example Activities:
Literacy Instruction
Mathematics Instruction
• Organize PD within your
Instructional Time
CGCP to address Habits of
Instructional Practice
Mind, and career readiness
Professional Learning
outcomes
• Other ideas???
Act on it – Key Action Steps
54
Literacy Instruction
Instruction
• Literacy
• Mathematics Instruction
 Mathematics Instruction
• Instructional Time
• Instructional
Time
Instructional Practice
Professional Learning
• Instructional
Practices
• Assessment
 Professional Learning
 Assessment
Example Activities:
• Ensure that students and
parents understand
themselves through
interpretation of assessment
results and implications for
readiness for college and
career
• Learn about Smarter
Balanced Assessment system
• Use data to identify student
needs and monitor progress
• Other ideas???
Act on it – Key Action Steps
55
•

•

•
•
•

•

•
Example Activities:
Literacy Instruction
Literacy Instruction
Mathematics Instruction
Mathematics
Instruction • Utilizing student achievement,
Instructional Time
attendance, and behavior
Instructional Practice
data to identify struggling
Instructional
Time
Professional Learning
students, address barriers to
Instructional
Practices
learning and provide supports
Assessment
utilizing RTI/PBIS models
Professional
Learning
Technology Integration
 Assessment
 Technology Integration
• Other ideas???
Act on it – Key Action Steps
56
•
•
•
•
•
•
•
•
Example Activities:
Literacy Instruction
Literacy
Instruction
Mathematics
Instruction
• Develop a written philosophy
Instructional Time
Mathematics
Instruction for the school guidance &
Instructional Practice
counseling program
Instructional
Time
Professional Learning
• Indicate an agreed upon set
Instructional
Assessment Practices
of beliefs and expectations
Technology Integration
Professional
Learning
relating to the ability of every
Culture
student to achieve at high
 Assessment
 Technology Integration
 Culture
levels
• Enhance the visual and
auditory signals that indicate
a school culture focused on
college and career success
of all students
Act on it – Signaling a College-Going Culture
57
• Systems and Structures
• Open access to dual credit options
• C & C readiness guidance curriculum
• Registering for rigor
• College/career positive advisory curriculum in
place for all students
• Outreach activities to engage
underrepresented student communities in
“readiness” activities and supports
CCSS Requires Guidance & Counseling to…
58
 Think across grade levels
 Develop comprehensive guidance and





counseling programs
Provide focused professional support to teachers
Provide academic supports to students
Create standards-based college and career
focused lessons
Align guidance and counseling accountability
with ASCA standards
Design clearer processes for course sequencing
and credit articulation
What is practical for counseling programs?
59
Content of guidance curriculum and activities – aligned with
college and career readiness




OSPI has Career Guidance WA
 http://www.k12.wa.us/SecondaryEducation/CareerCollegeReadin
ess/default.aspx
Increase focus on career development initiatives
Use tools for HSBP and CP in WA
 Lessons to develop portfolio starting in middle school
 Student-led conference that lead to student-informed scheduling
Evidence-based practices
 Data tells the story for schools
School Guidance and Counseling Programs
address:
60
…barriers that interferes with student ability to
learn, to succeed, and participate in the
learning process.
Thank you!
61
CCSS_Counselors_2.28.14