Linda Brannan
K-12 Student Support Services Consultant
Linda.brannan@dpi.nc.gov
Guidance Essential Standards
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 Future Ready Core Graduation Requirements
• Make Connections!
NC K-12 Guidance Essential Standards
State Board of Ed Goal:
NC public schools will produce
globally competitive students.
The Purpose of Standards:
To define and communicate the
knowledge and skills a student must
master to be globally competitive.
Mission
ASCA National Model
3rd Edition
Overview of NC Guidance Essential Standards
Alignment with 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”
“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
Both are Student Centered
Alignment with National Standards for Students
ASCA National Model
NC Guidance Essential
Standards
Three Domains
Three Strands
Personal/Social
Socio-Emotional
Academic
Cognitive
Career
Career
Alignment with National Standards for Students
ASCA National
Model
NC Guidance Essential Standards
Standards
Standards
Student
Competencies
Proficiency Levels (5)
•Readiness/Exploratory/Discovery
(RED)
•Early Emergent/Emergent (EEE)
•Progressing (P)
•Early Independent (EI)
•Independent (I)
Indicators
ASCA Standards
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 School Counseling Wiki
NCDPI School Counseling WikiSpace
NCDPI School Counseling LiveBinder
• Guidance Essential Standards
• 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)?
Understanding the Structure of the
Guidance Essential Standards
Understanding the Structure of the
Guidance Essential Standards
• Preamble – overview and purpose ~ IMPORTANT
• Reading the Guidance Standard Course of Study
– NC Guidance Essential Standards (fewer/deeper)
– Proficiency levels related to RBT (K-12 not grade
level)
– Clarifying objectives – skills students are to know,
understand and demonstrate
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
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
Understanding the Structure of the
Guidance Essential Standards
Proficiency
Levels
Revised
Bloom’s
Taxonomy
Higher Order Thinking
Analyzing, Evaluating, Creating
• Aligns with Proficiency levels
– Early Independent
– Independent
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
Analyzing
Breaking information
down into its
component elements
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
Activity
Using the Standards poster and the
RBT question stems handout, choose
one topic that you teach students
• Write 1 analyzing level question,
1 evaluating level question, and
1 creating level question to ask your
students
• Share with a partner
Diving Deeper Guidance Essential
Standards
Proficiency Levels, Strands, Standards
and Clarifying Objectives….
, 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
K-12 Proficiency Levels
RED = Readiness / Exploratory / Discovery
EEE = Early Emergent / Emergent
P = Progressing
EI = Early Independent
I - Independent
Alignment of Current School Counseling
Activities/Lessons to The Guidance Essential
Standards (Pre-test)
• 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.
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?
Understanding the Standards
Beach Ball Activity
S – choose a 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
ASCA National
Model 3rd Edition
Framework for NC School Counseling
3rd Edition
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
• Knowledge
gained before
compared to after
an intervention
• 74% of students
feel that fighting is
wrong
• Every student 912 has completed
a 4 year
graduation plan
Results 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 Evaluation
• Retention rates by
grade level
• Graduation rates
by SES
• Graduation rates
improved 14%
over three years
• Expulsion rates
by ethnicity
Program Assessment
Comprehensive School
Counseling Program Evaluation
Process Data
Perception
Data
Results Data
School Counselors: Leaders in School
Improvement Planning
D3M (Data-driven Decision Making)
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”
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
**************************************
1. How does this content area
prepare students to be future
ready? (CCR)
2. How does this area connect to
other content areas? (NC Guidance
Essential Standards embedded across
curriculum areas)
3. What are the implications for
meeting the needs of all learners
as related to this content area?
(Balanced learning/educating the
whole child)
The performance evaluation is based on the 2008
NC Professional 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.
Future Ready Core Graduation
Requirements
NC School Counseling LiveBinder
Curriculum Wikispaces
• http://www.ncdpi.wikispaces.net/
• Math
http://maccss.ncdpi.wikispaces.net/home
• Arts
http://ances.ncdpi.wikispaces.net/home
• World Languages
http://wlnces.ncdpi.wikispaces.net/home
FRC
Frequently Asked Questions
• NCDPI Mathematics Wikispace
• Mathematics NC Public Schools site
• Arts, World Languages, ESL
• Exceptional Children's Program
• Revised NC Academic Scholars Program
Reflection
Professional Journaling
Reflect on today’s session. What are two things
that you will take back to use with your
students?
Questions?
Linda Brannan linda.brannan@dpi.nc.gov
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 the content or delivery be improved?
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
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
“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.”