Implementing the NC Guidance Essential
Standards
NC Professional Standards for School Counseling
New NC School Counselor Evaluation Rubric
Linda Brannan
K-12 Student Support Services Consultant
Curriculum & Instruction
NCDPI School Counseling Wikispace
http://schoolcounseling.ncdpi.wikispaces.net
• Click Professional Development on left
side bar
• Then click 2012-13 School Counselors
Guidance Essential Standards Training
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
• List favorite resource on an index card –
where to find it
• Make one/take one
4
Today’s Session…
NC Guidance Essential Standards
Alignment with National Standards
Alignment with NC Professional Standards
for School Counselors (2008)
New School Counselor Evaluation
“The Connected Counselor” is a
Partnership for 21st Century Skills
P21 website: http://www.p21.org/
Crosswalks, Pages 7-9
Life and Career Skills
Learning & Innovation Skills
Information, Media, and
Technology Skills
Flexibility & Adaptability
Creativity & Innovation
Information Literacy
Initiative & Self-Direction
Critical Thinking & Problem
Solving
Communication &
Collaboration
Media Literacy
Social & Cross-Cultural Skills
ICT Literacy
Productivity & Accountability
Leadership & Responsibility
Core Subjects & 21st Century Themes
Core Subjects: English, reading or language arts; World languages; Arts; Mathematics;
Economics; Science; Geography; History; Government and Civics
21st Century Themes: Global Awareness; Financial, Economic, Business and
Entrepreneurial Literacy; Civic Literacy; Health Literacy; Environmental Literacy
SBE 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.”
Graffiti Write
What does a 21st Century Counselor Do?
• Group Brainstorm
• Write as many ideas as possible on chart
paper
• Post chart paper on the wall
What does a
21st Century Counselor Do?
• Collaborates with all
stakeholders
• Establishes a data driven
school counseling program
• Leader in the school
• S.M.A.R.T Goals and
Strategies
• Provides input to leadership
team and PLCs
• Program aligns with
school/district mission and
SIP goals
– positively affect student
achievement
– Reinforce 21st Century
learning across curriculum
• Advocates for equity and
access for all students
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.”
Consistent Themes
A. Leadership
B. Advocacy
C. Collaboration
D. Systemic Change to support
Student Achievement
The old question was…
“What do counselors do?”
The new question is…
“How are students different as a
result of the school counseling
program?”
From Entitlement… to Performance
From a program that:
• Focuses generally on
the number of
activities
• Measures the amount
of effort & time
• Attends to the process
of doing work
• Works to maintain the
existing system
To a program that:
• Focuses on outcomes
and improved results
• Measures impact
related to goals
• Attends to goals,
objectives, and
outcomes
• Changes and adapts to
be more responsive
From Entitlement… to Performance
From counselors who:
To counselors who:
• Focus on good
intentions
• Focus on
accomplishments
• Talk about how hard
they work
• Talk about effectiveness
• Few changes to their
behavior or approach
not data-driven
• Know their future rests
on accomplishments
• Communicate goals and
objective
Implications
• What is the purpose of the school
counseling program?
• What are the desired outcomes or results?
• What is being done to achieve results?
• What evidence is there that the objectives
have been met?
• Is the program making a difference?
NC Guidance Essential
Standards
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
What is
the role of
the SC?
DuFour
DuFour’s Questions for Educator PLCs
about Student Learning
• What do we want students to learn? (NC Guidance
Essential Standards)
•
How will we know if they have learned it? (Data
Literacy)
• How will we respond when they don’t learn it?
(Connecting to Serve All Students)
• How will we respond when they already know it?
(Connecting to Serve All Students)
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)
– Information and
Technology*
– Science
– Social Studies
– World Languages
Knowledge: Where are we now?
Think/Pair/Share
• Summer Institute
sessions
• District sessions
• PLC/Department
meetings
• School level
meetings on
Common Core
• Literature review
• Other
workshops/NCSCA
Conference, etc.
• Webinars
• Not much
background
NC School Counseling Wiki
NCDPI School Counseling WikiSpace
http://schoolcounseling.ncdpi.wikispaces.net
NCDPI School Counseling LiveBinder
NC Guidance Essential Standards
Purpose: To define and communicate
the knowledge and skills a student must
master to be globally competitive.
Framework for NC School Counseling
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
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)
Preamble
• Deep Dive into the Preamble
• Discuss/Share/Report out by groups – using
the Google doc
Proficiency Levels
Revised Bloom’s Taxonomy link
to the Proficiency Levels of the
NC Guidance Essential Standards
GES Poster by Proficiency Level
Proficiency
Levels
Strands
Revised
Bloom’s
Taxonomy
Standards
Clarifying
Objectives by
Proficiency
Level
RBT Verbs
Remember
Understand
Apply
Analyze
P
EI
Evaluate
Create
I
R/E/D
E/EE
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?
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?
Where are we now?
How does what we currently do fit with
the new Guidance Essential Standards?
Divide into level groups: elementary,
middle and high
The Guidance Essential Standards
Collaborative Groups
1. List the school counseling activities that are currently being
done. How do these align with the objectives listed for each
proficiency level. (What are you already doing that fits?)
– What are some of the resources being used?
2. Where are the gaps?
– Brainstorm activities you could do to fill the gaps.
3. What curriculum areas might you collaborate with to integrate
the Guidance Essential Standards? Where do you begin?
– Who are your “peeps” and natural connections?
Fun times
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
I will…
• Write 3 things you will do when you return to
your school to begin the planning for/ or
implementing the Guidance Essential
Standards?
• Who do you need to connect with first?
21st Century
NC School Counseling Programs are:
• Data driven
• Comprehensive, preventive and developmental
• Provide equity and access to every student
• Promote student achievement for college and
career readiness
• Evaluate and seek continuous
improvement/Accountable to stakeholders
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.”
Shifts …
Then…. “Guidance
Counselor”
• Random Student Support Services
• Go-to person at school for other,
non-counseling related duties
Role of School Counselor in 21st
Century Learning
• New role supports 21st Century learning
• New role aligns with national standards from
ASCA approved by SBE in 2008
• Program services and curriculum align to
Common Core and NC Essential State
Standards
• Data-driven to support student achievement
Now….
21st Century School Counselor
Leadership
Advocacy
Collaboration
Implements a data driven, comprehensive,
developmental school counseling program to
promote systemic change.
Graffiti Write Part II
• Distinguish roles on the chart
– green dots (old role) “Guidance”
Counselor
– red dots (new role) “School Counselor”
• Post chart on wall
• Gallery Walk – observations
The performance evaluation rubric 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 or 8
Performance Appraisal Ratings
• Developing – an awareness or some knowledge
• Proficient – demonstrating/doing - implementation of standard. You are
a good counselor who is able to meet the requirements of your job role on
a routine basis
• Accomplished – mentor other counselors or share components of school
counseling program within school/district
• Distinguished - able to share successful strategies, programs you/team
developed on a wide-scale basis such as district, state or nationally
*******************************************************************************
Not Demonstrated– professional area to work on developing
Standard 1 – School counselors demonstrate
leadership, advocacy, and collaboration.
Four Elements:
A. Demonstrate leadership in their school
B. Enhance the counseling profession
C. Advocate for schools and students
D. Demonstrate high ethical standards
Standard 2 – School counselors promote a
respectful environment for a diverse population
of students
Five Elements:
A. Promote a respectful environment for diverse
population of students
B. Embrace diversity in the school community and
world
C. Treat students as individuals
D. Recognize students are diverse and adapt
their services accordingly
E. Work collaboratively with the families and
significant adults in the lives of students
Standard 3 – School counselors understand and
facilitate the implementation of a comprehensive
school counseling program
Four Elements:
A. Align their programs to support student
success in the NC Standard Course of Study
B. Understand how their professional knowledge
and skills support and enhance student success
C. Recognize the interconnectedness of the
comprehensive school counseling program with
academic content areas/disciplines
D. Develop comprehensive school counseling
programs that are relevant to students
Standard 4 – School counselors promote learning for
all students
Four Elements:
A. Know how students learn
B. Plan their programs for the academic, career
and personal/social development of all students
C. Use a variety of delivery methods
D. Help students develop critical thinking and
problem-solving skills
Standard 5 – School counselors actively
reflect on their practice.
Three Elements:
A. Analyze the impact of the school counseling
program
B. Link professional growth to the needs of their
school and their program goals
C. Function effectively in a complex dynamic
environment
Uniqueness
• Observations
• School Counseling Activities
• Professional Growth Plan
• Observables vs. Nonobservables
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
Reflection
• What are the benefits of the new school
counselor evaluation?
• Where will there be challenges in your
district?
• Solution-focused Sharing!
www.penzu.com
Pulling it all together….
Where
are we
going?
Pulling it together…
• Know & learn the 2008
Professional Standards
for School Counseling
• Review and learn the
Guidance Essential
Standards (GES)
• Start GES
implementation planning
in curriculum areas
where there are natural
alignments &
connections?
How do
we close
the gap?
Where
are we
now?
• Review your school’s
data
• What are the areas of
need indicated by the
data? Gaps? Use SIP!
• How do the strategies
align with the SIP?
Where
are we
going?
• Review all information
with your administrator
• Develop a program to
include in the annual
agreement
• Analyze Outcome
Results Data &
Publicize
• Use the ASCA National
Model as a framework
• Align program to meet
SC Evaluation
How do
we close
the gap?
Where
are we
now?
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 = data!
School District Work
• Where are we now?
• Where is the most pressing work/ our priorities?
• What are the next steps? Who do we need to
collaborate?
• What are some final products/deliverables we can
create to demonstrate our work?
• How do we communicate our plans/work in our
school and district?
Questions?
Linda Brannan linda.brannan@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