NC School Counselors
Guidance Essential Standards
2012 Regional Summer Institutes
•
Linda Brannan,
K-12 Student Support Services
Consultant
•
Cynthia Martin, Ed.D, Educator Recruitment
and Development Consultant
•
Tonya Jones, Counselor, Halifax County Schools
Guidance Essential Standards
Welcome and Introductions
Welcome & Connection Time
Introductions
• Your Name – use alliteration
• School Name
• Position or Job
• Share one interesting event that occurred
this year in your school or district
Housekeeping
Parking Lot
• Sign-in
• Parking Lot
• Breaks
• Evaluation - Your input is essential and valued!
Code of Cooperation
• Start on Time/End on Time
• Respectful cell phones (vibrate/silent)
• Fully Engage
• Respectfully agree/disagree
• “Your turn” Any others you want to add?
At the end of this Summer Institute,
participants will:
• Learn about DPI resources and tools to support the initiatives
within the RttT Grant
• Understand and dive deeply into the Guidance Essential
Standards in order to meet the learning needs of all students
• Connect the Guidance Essential Standards with Data
Literacy
• Continue to refine, develop, and plan for Professional
Development and the deployment of the new NCSCS across
the LEA
• Make Connections!
4 Questions of a PLC (DuFour)
• 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)
The Big Picture
How I teach
this standard
Differentiation
Standard
How this
standard is
assessed:
formative
benchmark
summative
Connections
How this
standard is
reflected in
student
behavior/work
NC K-12 Guidance Essential Standards
Our 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
Reflection
• Write down a couple of big bucket items you
would like to gain from our time together
• Share Time
Sunshine Packet
– Guidance Essential Standards
– Alignment with National Standards – ASCA, RBT, 21st Century
– Unpacking Documents – Wikispace & LiveBinders
– Lesson Samples/Assessment Prototypes
NC School Counseling Wiki
NCDPI School Counseling WikiSpace
NCDPI School Counseling LiveBinder
• 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)?
4-Corner Activity
Discuss the following question with your
“Corner Team”
Why does this picture represent where you are?
How do the Guidance Essential Standards align
with the ASCA National Standards for Students
and Revised Bloom’s Taxonomy?
(Report Out from your group)
Overview
Goal Alignment National Standards for Students
ASCA Competencies
“Identify and prioritize the
specific attitudes, knowledge
and skills students should be
able to demonstrate as a result
of the school counseling
program”
ASCA National Model, 3rd Edition
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”
GES Preamble, 2011
Both are Student Centered
Organizational Alignment with
National Standards for Students
Three Domains
NC Guidance Essential
Standards
Three Strands
1. Personal/Social
1. Socio-Emotional
2. Academic
2. Cognitive
3. Career
3. Career
ASCA National Model
Alignment with
National Standards for Students
ASCA National Model
NC Guidance Essential
Standards
• Standards
• Standards
• Competencies
• Proficiency Levels (5)
• Indicators
• Clarifying Objectives
Crosswalk of Standards
ASCA National Standards 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)
Understanding the Structure of the
Guidance Essential Standards
• Preamble – IMPORTANT~
• How to Read the Standards
– Standards
– Proficiency levels
– Clarifying objectives
• Unpacking documents – LiveBinders site
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
Dr. Lorin W. Anderson
RBT Module at NC Education
BLOOM’S REVISED 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
Remembering
The learner is able to recall and restate learned
information.
• Recognizing
• Listing
• Describing
• Identifying
• Naming
• Locating
Can you recall information?
Remembering
Teacher
Student
Directs
Tells
Shows
Examines
Questions
Evaluates
Responds
Absorbs
Remembers
Recognizes
Memorizes
Defines
Describes
Retells
Passive recipient
Understanding
The learner grasps the meaning of information by
interpreting and translating what has been learned.
• Interpreting
• Exemplifying
• Summarizing
• Inferring
• Classifying
• Comparing
Can you explain ideas and concepts?
Understanding
Teacher
Student
Demonstrates
Listens
Questions
Compares
Contrasts
Examines
Explains
Describes
Outlines
Restates
Translates
Demonstrates
Interprets
Active participant
Applying
The learner makes use of information in a context
different from the one in which it was learned.
• Implementing
• Carrying out
• Using
• Executing
Can you use the same information in a different
situation?
Applying
Teacher
Shows
Facilitates
Observes
Evaluates
Organizes
Questions
Student
Solves problems
Demonstrates use of
knowledge
Calculates
Compiles
Completes
Illustrates
Constructs
Active recipient
Analyzing
The learner breaks learned information into its parts to best
understand that information.
• Comparing
• Organizing
• Deconstructing
• Outlining
• Structuring
• Integrating
Can you break information into parts to explore
relationships?
Analyzing
Teacher
Probes
Guides
Observes
Evaluates
Acts as a resource
Questions
Organizes
Dissects
Student
Discusses
Uncovers
Argues
Debates
Tests
Examines
Questions
Calculates
Investigates
Inquires
Thinks deeply
Active participant
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
Analyzing
Table Share
Evaluating
The learner makes decisions based on in-depth
reflection, criticism and assessment.
– Hypothesizing
- Monitoring
– Critiquing
– Experimenting
– Judging
– Testing
Can you justify a decision or course of
action?
Evaluating
Teacher
Clarifies
Accepts
Guides
Student
Judges
Disputes
Compares
Critiques
Questions
Argues
Assesses
Decides
Selects
Justifies
Active participant
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
The learner creates new ideas and information
using what has been previously learned.
- Designing
- Making
- Constructing
- Planning
- Producing
- Inventing
Can you generate new products, ideas, or ways of
viewing things?
Creating
Teacher
Facilitates
Extends
Reflects
Analyzes
Evaluates
Student
Designs
Formulates
Plans
Modifies
Creates
Proposes
Takes risks
Active participant
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
Higher-Order Thinking
• How can you get your students
to the highest levels of
thinking?
• What are you already doing
well?
• How do you need to change
your planning?
Table Share
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
Questioning: Analyzing
• Which events could not have happened?
• If. ..happened, what might the ending have been?
• How is...similar to...?
• What do you see as other possible outcomes?
• Can you explain what must have happened when...?
• Can you distinguish between...?
• What were some of the motives behind..?
• What was the turning point?
• What was the problem with...?
Questioning: Evaluating
• Is there a better solution to...?
• Can you defend your position about...?
• Do you think...is a good or bad thing?
• How would you have handled...?
• Do you believe...? How would you feel if. ..?
• What are the consequences..?
• What influence will....have on our lives?
• What are the pros and cons of....?
• What are the alternatives?
Questioning: Creating
• Can you design a...to...?
• Can you see a possible solution to...?
• If you had access to all resources, how would you deal with...?
• Why don't you devise your own way to...?
• What would happen if ...?
• How many ways can you...?
• Can you create new and unusual uses for...?
• Can you develop a proposal which would...?
Activity
• Choose one topic that you teach
students
• Write 3 analyzing level questions,
3 evaluating level questions, and
3 creating level questions to ask
your students
• Share with a partner
RBT and Guidance
Essential Standards
Reflection
Penzu Journal
Reflect on this RBT session. What are two
things new that you learned that may assist
you in working with your students?
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
Understanding the Standards
• Standards are for Students
– Proficiency Levels – based on student readiness,
NOT a grade level placement
– Clarifying Objectives indicate what students are
to know, understand, and be able to do
Understanding the Standards
Table Team Activities:
1. Puzzle Card Matching Activity - Each table
matches the Standards card with the Clarifying
Objective listed on the Worksheet.
2. Share Time
Review the difference in what the student needs to
“know, understand and be able to do” with the
various proficiency levels
Example: Essential Standard Readiness:
RED.SE.1 Understand the meaning and importance of
personal responsibility.
Clarifying Objective: RED.SE.1.1Understand the importance of selfcontrol and responsibility.
Activity: RED.SE.1: 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 Independent:
EI.SE.1 Understand the meaning and importance of
personal responsibility.
Clarifying Objective: EI.SE.1.1 Explain the impact of personal
responsibility on others.
Activity: EI.SE.1: 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 how this matter could affect your future.
Alignment of Current School Counseling
Activities/Lessons to The Guidance Essential
Standards
• 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.
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
**************************************
Reflection
Penzu Journal
Reflect on today’s session. What are two things
that you will take back to use with your
students?
How Do We Know They
Learned IT?
What is Data Literacy?
• Understanding how to:
–Find data
–Evaluate data
–Use data to inform decisions
What is Data Literate?
• A data literate person possesses
the knowledge to:
– Gather
– Analyze
– Graphically convey information
– Support decision-making
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
Aspects of Data Use
• Data Location
• Data Comprehension
• Data Interpretation
• Instructional Decision Making
• Question Posing
Multiple Uses of Data
•
Drives decisions and funding
•
Ensures that you are reaching EVERY student, so EVERY student benefits from your school
counseling program
•
Creates an urgency for change
•
Creates the energy for change
•
Serves as a catalyst for focused attention
•
Challenges existing policies
•
Engages decision makers, district leaders, school teams in data driven decision making
•
Surfaces evidence of access or equity issues
•
Focuses resources where they are most needed
•
Supports grant writing efforts
Dirty Data
Don’t want to be a D.R.I.P (Data Rich Information Poor)
Data Types
• Achievement or assessment data
• Demographic data
• Program data
• Perception data
• Results over time data
• 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
Result 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
Scenario
• Elementary
• Middle
• High
NC Wise Resource
Graduation Resiliency Factors
http://www.ncpublicschools.org/
graduate/resiliency/
NC Wise Report: Early Warning Report
School Counselors assist 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
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 – supporting teachers since “high
quality teaching yields high performing students”
ASCA National Model
School Counselors… ….
?
**********************************************************
Leaders and Advocates to positively
affect Student Achievement
Components/Tools
• Foundation: Mission/Vision/Goals – align with
School/District/State Standards & Mission
• Management System :
– Calendars: individual and departmental (align with goals of annual
agreement/scope of work)
– Annual Agreement of Scope of Work with Principal
• Negotiate goals, action plans and priorities with administration
• Establish an Advisory Council
• Aligns with School Counselor Evaluation/Performance Appraisal
Instrument
Components/Tools
• Delivery System:
Guidance Essential Standards; individual & group
counseling, responsive services, classroom
• Accountability:
– Use Data: to review, reflect & revise
– Aligns with School Counselor Evaluation/Performance Appraisal Instrument
– Results Reports: formative (process/perception), summative (results over
time)
– Communication of Results: Program Audit,
Websites/Newsletters/Presentations
S.M.A.R.T Goals
•
•
•
•
•
Specific
Measureable
Attainable
Relevant
Time Bound
S.M.A.R.T. Goals
Specific – What? Why? & How?
•What do I want to accomplish? (Direct, coordinate,
develop…)
•Why is it important to do this?
•How are you going to do it? (By…)
Measureable
How much? How many? How will I know when it has
been accomplished?
S.M.A.R.T. Goals
Attainable
Will you commit to the goal? Is it important to you/your
school?
Realistic
Is it do-able?
Needs to be realistic for you for where you are at the
moment.
S.M.A.R.T. Goals
Time Bound
Set a time frame. It gives you a clear target to work
towards.
Must also be measureable, attainable, and realistic.
Writing S.M.A.R.T. Goals to
Close Achievement Gaps
• Attendance – all levels
• Academic – course planning, on time
graduation, study skills,
• Socio-Emotional – Bullying, teen pregnancy
• Career – non-traditional careers, leadership
skills, etc.
Writing S.M.A.R.T. Goals to
Close Achievement Gaps
• Attendance – all levels
• Academic – course planning, on time
graduation, study skills,
• Socio-Emotional – Bullying, teen pregnancy
• Career – non-traditional careers, leadership
skills, etc.
Life As a School Counselor
83
“School Counselor Connections
Toolbox”
• Advocacy: Being a voice for ALL students/equity for
each student
• Leadership: Stepping up in support of the academic
mission; a facilitative leader
• Systemic Change: Creating a responsive system for all
students and stakeholders/not done in isolation
Collaborative Connections
School Counselors
Leaders in …
• School Reform
• Student Achievement
• College & Career Readiness
Video from The National Office for School Counselor Advocacy
School Counselor
Performance Evaluation
A sneek peek
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
Table Team Activity
• How do the Guidance Essential Standards
align and “fit” into the Professional Standards
for School Counselors?
• What are the school counselors in your
district are doing?
Revised Role
The Connected Counselor
• Collaborates with all stakeholders
• Establishes a data driven school counseling program
that aligns with school/district mission and SIP goals
• Advocates for equity and access for all students
• Leader in the school – provides input to leadership
team to positively affect student achievement
1. How does this content area
prepare students to be future
ready?
2. How does this area connect to
other content areas?
3. What are the implications for
meeting the needs of all learners
as related to this content area?
Gallery Walk
Preview the many ways School Counselors
and the Guidance Essential Standards
Connect to help prepare students to be
career and college ready for the future?
“The Connected Counselor”
“The Connected Counselor”
As I reflect upon my connections in my school…
• Where are the connections? Write these by the arrows
: Great connections!
: Connections are there, but improvement is
needed.
: Needed connections, they are “gaps” or no
connections.
Summer 2012
Attended SI to gather resources
from NCDPI
Use tools from School
Counseling Wiki and Live Binder
site to develop PD
District Planning
Fall 2012
Review SBE Policies – GES &
Professional Stds – Conduct
Program Audit
PLCs for SCs - meeting on
regular basis to discuss
implementation plan of GES
and the natural curriculum
connections with GES
Review student data to
support GES implementation
plan as it aligns with Program
Audit
Conversations with Leaders &
SCs to start the
implementation process of
new SC Evaluation (share SBE
policies)
Where are
we going?
How do
we close
the gap?
Where
are we
now?
Spring 2013
Summer 2013
PLCs for SCs – develop plans at
different levels to align and
embed GES with other
curriculum areas – develop
products
Review and align duties with
NC Professional School
Counseling Stds in preparation
for SC Evaluation
Use the ASCA National Model
as Framework for SC Program
Attend SI
Conduct Program Audit to
review progress of previous
year’s implementation plan
Align duties with NC
Professional Stds for SC
Questions?
• Linda Brannan linda.brannan@dpi.nc.gov
• Cynthia Martin cynthia.martin@dpi.nc.gov
• Tonya Jones jonest@as.halifax.k12.nc.us
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 we improve the content or delivery?
Please email your thoughts to these questions to:
ncdpischoolcounseling@gmail.com
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
Summer Institute 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
Questions?
• Linda Brannan linda.brannan@dpi.nc.gov
• Cynthia Martin cynthia.martin@dpi.nc.gov
• Tonya Jones jonest@as.halifax.k12.nc.us