New North Carolina SCOS
Professional Development for Colleges and
Universities
Cynthia Martin, Ed.D.
Region 3 PD Lead
NCDPI Educator &
Recruitment Division
Linda Brannan
K-12 Student Support
Services Consultant
NCDPI Curriculum &
Instruction Division
“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.”
What do you need from
today’s session?
Top 2-3 items: List each on a post it note
Wall Wisher
At the end of this session, participants will:
• Understand how the ASCA National Model serves as the
foundation for implementing a comprehensive data-driven
school counseling program.
• Understand how the Guidance Essential Standards are
organized and delivered to students.
• Understand how the North Carolina School Counselor
Evaluation Instrument will be used as a measure of
professional competence.
NC School Counseling Wiki
NCDPI School Counseling WikiSpace
http://schoolcounseling.ncdpi.wikispaces.net
NCDPI School Counseling LiveBinder
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. Foundation
Program Focus
Beliefs and
Philosophy
Mission
Statement
Program Focus
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.”
School Counselors! Leaders in School
Reform, Student Achievement and
College Readiness
What is
the role of
the SC?
DuFour ?
2. Student Competencies
Foundation
ASCA Student
Standards
Other Student
Standards (NC
Guidance Essential
Standards)
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
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
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
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)
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)
NC Guidance Essential Standards
GES Poster by Proficiency Level
Proficiency
Levels
Strands
Revised
Bloom’s
Taxonomy
Standards
Clarifying
Objectives by
Proficiency
Level
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
Diving Deeper Guidance Essential
Standards
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?
3. Professional Competencies
Foundation
ASCA National
Standards/
Competencies
NC Professional
Counseling
Standards
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.
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
Calendars
Curriculum
Lesson
Plan
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
Good News!
2011-2012 Graduation Rate
• Highest graduation rate ever in NC
• 80.2 % = 89,126 students
Still Leaves…
21,975
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
Framework for NC School Counseling
3rd Edition
Accountability
2nd Edition
3rd Edition
• A data literate person possesses
the knowledge to:
– Gather
– Analyze
– Graphically convey information
– Support 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
So what? – “Show Me The Money”
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
Evaluation & Improvement
Accountability
SC
Competencies
Assessment
(NC
Professional
School
Counseling
Standards,
2008)
SC Program
Assessment &
Analysis
showing
Program
Outcomes/Res
ults
SC
Performance
Appraisal
(NC School
Counselor
Evaluation
Instrument)
Samples on pages
114-116 of ASCA
National Model
Book
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
School Counselor…role of
School Leader & Advocate
• 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
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.
Marker Legend
• RED
Foundation
• GREEN Delivery
• YELLOW Management
• BLUE Accountability
Questions?
Linda Brannan linda.brannan@dpi.nc.gov
Useful Websites
• School Counseling Wikispace:
www.schoolcounseling.ncdpi.wikispaces.net
• NCDPI School Counseling LiveBinders
• NC Falcon: http://www.ncpublicschools.org/acre/falcon/ note the
Professional Development tab on the left – formative assessments
• NC Education: RBT 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