WV Student Success Standards
Math Integration
Dr. Barb Brady
School Counseling Coordinator
&
Office of Secondary Programs Staff
College and Career and Citizenship Ready
means that students exit high school qualified to enroll in highquality postsecondary opportunities in college and career,
including the U.S. Military, without need for remediation and
equipped with the knowledge, skills and dispositions to make
that transition successfully. This means that all students must
graduate having mastered rigorous content knowledge and
demonstrated their ability to apply that knowledge through
higher-order skills including but not limited to critical thinking
and complex problem solving, working collaboratively,
communicating effectively, and learning how to learn. Students
must also be prepared to navigate the pathways and systems
that will allow them to gain access to positive postsecondary
opportunities.
School Success – College and Career Ready
Core Skills
Beyond
academics
Key skills and
dispositions
supported by
research as
strongly predictive
of academic
and lifelong
success. (Pk-12
school success,
college retention,
graduation, etc.)
Initiative
Intellectual
Curiosity
Social &
Personal
Responsibility
Self–Control
Adaptability
Study Skills
Problem Solving Collaboration
Time and Goal
Management
Critical Thinking
Communication
Leadership
Self–Awareness
Self–Control
Applied
Knowledge
Integrity
Self-Efficacy
Social &
Personal
Responsibility
Knowledge, Skills, and Dispositions: The Innovation Lab Network State Framework for
College,
Career, and Citizenship Readiness, and Implications for State Policy
Beyond
academics
School Success –
College and Career Ready
Knowledge, Skills, and Dispositions: The Innovation Lab Network State Framework for
College,
Career, and Citizenship Readiness, and Implications for State Policy
Chief Council of State School Officers – Feb 2013
School Success: College and Career Ready
Knowledge, Skills, and Dispositions: The Innovation Lab Network State Framework for
College,
Career, and Citizenship Readiness, and Implications for State Policy
Chief Council of State School Officers – Feb 2013
Global Competence
Global competence is the capacity and
disposition to understand and act on
issues of global significance.
Educating for Global Competence: Preparing Our Youth to Engage the World
Council of Chief State School Officers’ EdSteps Initiative & Asia Society Partnership
for Global Learning (2011)
Global Competence
• Recognize perspectives and communicating with diverse audiences
• Understand the work individuals in society carry out, civic
participation, self-expression, social life, and health unfold in a global
scenario.
• Appreciate cultural diversity and the importance of intercultural
understanding and acceptance of differences of opinion
• Investigate the world beyond their immediate environment, framing
significant problems and conducting well-crafted and age-appropriate
research.
• Take action to improve conditions, viewing themselves as players in
the world and participating reflectively.
Educating for Global Competence: Preparing Our Youth to Engage the World
CCSSO
Delivery Systems
5.1.b. Integrated Delivery of WV Student Success
Standards – The WVSSS (see incorporated documents)
describe the attitudes, knowledge, skills and behaviors all
students shall develop in relation to academic and learning
development; career and life planning; personal and social
development; and global citizenship. The WVSSS are critical
to the holistic development of all students and require
integration into all aspects of each student’s educational
experience utilizing a variety of delivery modalities. The
WVSSS are the foundational standards for each CSCP. The
integrated delivery of these standards is coordinated by the
school leadership team, the school counselor and teachers.
CSCP Four Student Standards
areas:
– ACADEMIC and LEARNING DEVELOPMENT
– CAREER DEVELOPMENT and LIFE PLANNING
– PERSONAL and SOCIAL DEVELOPMENT
– GLOBAL CITIZENSHIP
Programmatic Level Competencies (Elementary [3
levels], Middle and High School)
– Competencies grouped by overarching Learner Outcomes
How the Student Success
Standards were Developed
• Reviewed the current standards in Policy 2315 and
the revised version from the Model Task Force.
• Reviewed other state and national standards and
documents including:
• ASCA National Standards (same as 2001 Policy 2315)
• Utah Office of Education Comprehensive Counseling and
Guidance Program (global citizenship)
• Connecticut State Board of Education Comprehensive School
Counseling Program (programmatic levels)
• Council of Chief State School Officers (Global Competence
Matrix)
• National Association of School Psychologists (School Mental
Health)
• National Association for the Education of Young Children
(developmentally appropriate practices)
• National Endowment for Financial Education
• College Board: National Office for School Counselor Advocacy
• National High School Center - College and Career Readiness
Mapping the Landscape
West Virginia Student Success Standards
• REPLACE school counseling program standards
• Identify programmatic level competencies
• Everyone owns the responsibility to ensure student
success and college and career readiness
West Virginia Student Success Standards
• Course Integration
– Cross walk tools – NxtGen Standards
• Standards-based advisory systems (6-12)
• Course Integration
• coordinated by the school leadership team, the
school counselor and teachers
WVSSS Integration
• School leadership team determines priorities and
delivery schedule (who, what, when, how)
– Student data (Middle and high school needs assessments, discipline
referrals, bullying incidences, dropout rate, culture survey, etc.)
– Community data (crime, violence, poverty rate, disasters
– Systemically embedded in early learning framework
– Programmatic level indicators designed to be purposefully within each
programmatic level
Student Success Standards (continued)
Composite Cross-Walk
Cross-walk Integration Guide
SAMPLE – English/Language Arts
West Virginia Student Success Standards
(WVSSS) for Adolescent Level Programming
(Grades 9-12)
Competency 3.2 - Goal Setting and Attainment:
ALP.SS.3.2.1
• analyze the relationship between behaviors, choices and
consequences and apply a decision making model to
achieve desired goals.
• HE.HS.5.01: apply a decision-making process for various
life situations
Some mathematical content lends itself
will to SSS Learning Outcomes
For example: Learning Outcome:
Practice Financial Responsibility
Middle School Objectives Related to
“Practice Financial Responsibility”
• M.7.RP2 represent proportional relationships by
equations. For example, if total cost t is proportional to the number
n of items purchased at a constant price p, the relationship between the
total cost and the number of items can be expressed as t = pn.
• M.8.EE.5 graph proportional relationships,
interpreting the unit rate as the slope of the graph.
Compare two different proportional relationships
represented in different ways. For example, compare the
cost of a cell phone plan represented by a graph to the cost of another
represented by an equation.
WV School
Counseling Model
and Implementation Tools
GROUP DIALOGUE
• Give examples of how the WVSSS are being integrated
in your schools.
• Discuss your role in coordinating integrated delivery of
the standards
• Describe your leadership team and the process for
ensuring integrated delivery of the WVSSS within your
programmatic level
Questions
Dr. Barb Brady barbbrady@k12.wv.us
S