Counselors:
Cure for the Common Core
Tools for Success: Common Core, College and Career Conference, March 13, 2014

Key Advances of Common Core
ENGLISH LANGUAGE
ARTS/LITERACY
MATHEMATICS
Balance of literature and informational
texts (non fiction); focus on text
complexity
Focus, coherence and clarity: emphasis on
key topics at each grade level and
coherent progression across grades
Emphasis on argument, informative/
explanatory writing, and research
Balance between procedural fluency and
understanding of concepts and skills
Literacy standards for history, science
and technical subjects
Promote rigor through mathematical
proficiencies that foster reasoning and
understanding across discipline
ANCHORED IN COLLEGE AND CAREER READINESS
2
Common Core State Standards Design
 Focused, coherent, rigorous
 Internationally benchmarked
 Evidence and research based
 Linked to College and Career
readiness *
* Ready for first-year, credit bearing,
postsecondary coursework
Common Core State Standards Challenge
How do we get from here...
Common Core
State Standards
specify K-12
expectations for
college and
career readiness
...to here?
All students
leave high school
college and career
ready
...and what can
Counselors do to help?
Common Core Standards :
Backward Design Model
 Started with the End
Goal
 Driving force: Low US
college-going rates
 Economic pressure
 Race to the Top pushed
states to make the
choice
Common Core Standards
Require Counselors to
 Think across grade levels
 Develop comprehensive
programs
 Provide academic supports to
students
 Create standards-based
college and career focused
lessons
Local Control Budget Overlaps CC
 SB 1458 passed in 2012
-Senator Steinberg
 Test results will
constitute no more than
60% of the value of a
secondary school
 Measures graduation
rates and college-going
rates
 From API – EQI – Equity
Quality Index
Counselors as Experts for the Cure
 Curriculum
 Assessment
 College and Career
Readiness
 Data-Driven Practice
Counselors and Common Core Curriculum
 Focus on academic
preparation without
remediation
 Quality and level of high
school coursework is a key
level of curricular reform
 Counselors experts in
transcript evaluation –
most important factor in
college admission process
Counselors as Assessment Experts
 Formative Assessments
allow for Interventions
and regular check-ups
 Checks on student
progress and design
and provide
intervention programs
 Identify
classes/courses/teache
rs where students are
not successful
Counselors in
College and Career Readiness
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 Prepare students for college
and career
 Identify interests linked to
major selection
 Schedule college prep
coursework
 Aspiration building, especially
for first-generation students
Counselors in
College and Career Readiness
 Provide financial aid
information
 Promote Career
Technical Education
 Assist students
through complex
application process
 Facilitate access to
college
Counselors Demonstrate
Data-Driven Practices
 Analyze and Gather
Data on:
 UC/CSU A-G
Completion
 PSAT, SAT, AP, IB
 ACT Exams
Counselors Demonstrate
Data-Driven Practices
 Analyze Data regarding:
 Students not on track for
college prep Math
 Students repeating Math
courses
 Review School Policy
regarding course selection,
offerings, and sequencing
Counselors are Collaboration Experts
 Work with administrators
to ensure equity of
school-wide policies
 Schedule and Placement
in rigorous classes
 Remedial Support
&Tutoring
 Identify performance
barriers
Key Shift – from High School Completion
to College Graduation
To College and Career Ready!
 “Closing the gap between high school completion
requirements and college entrance expectations is arguably
the single most important thing to fix, if we are to address our
college completion problem.
 I feel strongly that higher education must step forward and
exercise leadership at this moment in time.
 A lot is at stake for our nation and well-being of future
generations.”
 -Mike Kirst, President, California State Board of Education
Common Core and Higher Education
 Create a seamless
transition between
sectors
 Focus on skills students
need to enter college
 Major issue: Disconnect
between K-12 and Higher
Ed.
 AP Program provides
curricular coherence
Counselors as Leaders and Managers
 Solution-focused, data driven
 Counselor a champion and architect
of the college-going culture
 Communicate expectations and
requirements
 Provide strategies for working with
students and their families
Our Membership has a Role to Play
 Joint efforts = Strength
 Identify common issues
 Increased
communication and
cross-pollination
 Focus on Data analysis
and training
Counselor Accountability Tool Model
1 Baseline Data:
2
Goal Statement:
3
Impact of Levels of Interventions and
School Counselor’s Role
4
Individual Level
Results/Outcome Statement:
Group Level
Classroom Level
Grade Level
School-wide Level
5
Family Level
Year-end Data/PPT
Community Level
Adapted from The College Board’s National Office of School Counselor Advocacy (2010)
Identify a Critical Data Point
1
Baseline Data:
Number of Latino students
enrolled in Algebra 1
Adapted from The College Board’s National Office of School Counselor Advocacy (2010)
Goal Statement Components
 GOAL COMPONENTS
1. Increase/decrease
2. Group that is targeted
2
Goal Statement: (5 parts):
Increase enrollment in the Latino students in
Algebra I by 50% at the end of registration/
beginning next fall.
3. Target category (e.g.
time/class)
4. Degree of change (# or %)
5. End date (month/year)
Adapted from The College Board’s National Office of School Counselor Advocacy (2010)
Provide Interventions to Ensure Impact
3
Intervention Targets
What is in Place? What Could Be?
Individual
Group
Classroom
Grade Level
School-Wide
Family
Community
Adapted from The College Board’s National Office of School Counselor Advocacy (2010)
Analyze Intervention Results
Results/Outcome Statement:
4
•Collected data indicates the goal of 50% was
not met.
•However, several levels of intervention
indicate movement toward 50%.
•Institutionalization of the successful levels
will begin to foster systemic
policies/practices.
•Revisiting the non-movement levels will
occur within 30 days.
Adapted from The College Board’s National Office of School Counselor Advocacy (2010)
Sharing Outcomes is Key
5
Year-end Strategic Tool Sharing
Adapted from The College Board’s National Office of School Counselor Advocacy (2010)
Identify Effectiveness and Impact
Highlight what’s useful (and what’s not)
Develop an Action Plan for Change
Troubling Data/Baseline data/Special Issue
 Link with Common Core and Local
Accountability Plan– Principal’s Goals
 Form a Team
 Action steps – with a timeline
 Results
 Next steps
 Result Shared with and Lessons Learned
First Steps in Developing the Plan
• Involve Administration
• Develop Collaborative Teams
- Inside
- Outside
• Deal with Resistance
- Anticipate
- Who would benefit
Assemble Your Team
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Practitioners
Leaders
Faculty
Community members
Parents
School Board members
Maintain Your Momentum: Strategies
• Developing Strategies
- Team meetings
- Shared responsibilities
- Goal setting
• Evaluating Progress
- Use the data
- Consider short and long-term approaches
• Celebrating and Sustaining
- Presentations
Sustainability: Essential Questions
- How can we collaborate with
colleagues?
- Do we have the Will to Change?
- Who sets the Priorities?
- Who Keeps us on Track?
- When do we “check in”?
- How do we communicate our
success?
Be Bold in Sharing Your Work
 Faculty Meetings
 Administrator
Meetings
 School Board
Meetings
 PTSA Meetings
 District Headquarters
Presentation Outline
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Demographics background
Data overview
Troubling data
Align troubling data with Common Core and Local
Accountability Plan
Intervention summary
Post-intervention results
Pre-Post comparison
Lessons learned and Next Steps
Keep in Mind for your Common Core Plan
• Every school has
existing resources
• Build partnerships!
• You are not alone!
• Intentionally link to
Common Core and
LCFF
• Think BIG, but
remember the
details.