1. Addressing Student Needs in an Era of New Content Standards Linda Brannan K-12 Student Support Services Consultant Curriculum & Instruction Cynthia Martin and Tara Patterson Professional Development Leads Education Recruitment & Development

2. What do you need from today’s session? What are the top 2-3 items you need information about today? Wall Wisher Please click and post on Wall Wisher

3. 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 how using the ASCA National Model will create opportunities to implement a comprehensive data-driven school counseling program. Preview the new School Counselor Evaluation Instrument Make Connections!

4. 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.”

5. Good News! 2011-2012 Graduation Rate Highest graduation rate ever in NC 80.2 % = 89,126 students

6. Still Leaves… 21,975

7. NC K-12 Guidance Essential Standards Mission State Board of Education 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.

8. 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.”

12. 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.

13. 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

14. Standard How I teach this standard How this standard is reflected in student behavior/work How this standard is assessed: formative benchmark summative Differentiation Connections Review of Implementing New Standards: The Big Picture

15. Reflection 1.Set up an account in penzu.com 2.Login into your penzu.com account 3.I think some of the benefits of implementing the NC Guidance Essential Standards are: 4.My major concerns about implementing the Guidance Essential Standards are:

16. NC Guidance Essential Standards

17. NC School Counseling Wiki NCDPI School Counseling WikiSpace http://schoolcounseling.ncdpi.wikispaces.net NCDPI School Counseling LiveBinder

18. Wikispace Activity Find one resource on the Wikispace that you will either use and/or share with a school counselor in your district Share 18

19. Framework for NC School Counseling 3 rd Edition

20. Graffiti Write You will have 30 seconds at each station On the posted chart paper, write everything you know about the components of the ASCA National Model

21. Foundation 2 nd Edition3 rd Edition

22. 1. Program Focus Foundation BeliefsVisionMission Program Goals

23. 2. Student Competencies Foundation ASCA Student Standards Other Student Standards (NC Guidance Essential Standards)

24. Program Focus Program Focus: Student Competencies NC Guidance Essential Standards Alignment with National Standards for Students ASCA Student 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, 3 rd Edition NC Guidance Essential Standards “The ultimate goal for 21 st 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

25. Organizational Alignment with ASCA National Standards for Students ASCA National ModelNC Guidance Essential Standards Domains: Personal/Social, Academic & Career Strands: Socio-Emotional, Cognitive & Career Standards for StudentsStandards for Students – 9 total Student CompetenciesProficiency Levels - 5 total IndicatorsClarifying Objectives

26. Crosswalk of K-12 Guidance Essential Standards ASCA National Competencies for Students Personal-Social Academic Career NC K-12 Guidance Essential Standards for Students Socio-Emotional Cognitive Career Revised Bloom’s Taxonomy Proficiency Levels Readiness/Exploratory/Discovery (RED) Early Emergent/Emergent (EEE) Progressing (P) Early Independent (EI) Independent (I)

27. NC Guidance Essential Standards

28. 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)

29. 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

32. Revised Bloom’s Taxonomy Proficiency Levels Strands Standards Clarifying Objectives by Proficiency Level GES Poster by Proficiency Level

33. Revised Bloom’s Taxonomy

34. 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

35. Remember Understand Apply Analyze Evaluate Create name tell list describe relate write find predict explain outline discuss restate translate Compare solve show illustrate complete examine use classify examine compare contrast investigate categorize identify explain choose decide recommend assess justify rate prioritize create invent compose plan construct design imagine RBT Verbs R/E/DE/EEPEI I

36. Higher Order Thinking Analyzing, Evaluating, Creating Aligns with Proficiency levels –Early Independent –Independent

37. 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

38. 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…

39. 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

40. Lower Level Questioning Remembering, Understanding, Applying Appropriate for: Evaluating students’ preparation and comprehension Diagnosing students’ strengths and weaknesses Reviewing and/or summarizing content

41. 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

43. 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?

44. 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

45. 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?

46. Diving Deeper Guidance Essential Standards

47. Understanding the Structure of the Guidance Essential Standards Revised Bloom’s Taxonomy Proficiency Levels

48. Our Guiding Question?

49. 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.

50. 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.

51. 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.

52. 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.

53. 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?

54. 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

56. The Guidance Essential Standards Collaborative Groups Using the Guidance Essential Standards Worksheet, discuss the student support services activities and school counseling activities that are currently being done that align with the clarifying objectives listed for each proficiency level. ( What are you already doing that fits?) With your group, brainstorm activities you could do to fill the gaps. What are some of the resources being used? What curriculum areas might you collaborate with to integrate the Guidance Essential Standards to fill the gaps?

57. Essential Standards are not… Intended to be the sole component of the comprehensive school counseling program – it is the curriculum one part of the entire school counseling program The same as the school counselor evaluation & appraisal instrument *************************************

58. Framework for NC School Counseling 3 rd Edition

59. Delivery 2 nd Edition3 rd Edition

61. Delivery In-person interactions with students Direct Student Services Interactions with others Indirect Student Services With Students For Students

62. Examples of Direct Student Services Delivery SC Core Curriculum (NC Guidance Essential Standards) Individual Student Planning Responsive Services

63. Examples of Indirect Student Services Delivery ReferralsConsultation Collaboration

64. Framework for NC School Counseling 3 rd Edition

65. Management 2 nd Edition3 rd Edition

66. Assessments p. 59 Program Assessment/ Audit

67. Assessments p. 63 Use of Time Assessment

68. Assessments Management

69. Tools Management Annual Agreement Advisory Council Calendars Curriculum Lesson Plan School Data Profile New

70. 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 Annual Agreement/ Work Plan

71. School Data Profile Template p. 66 New

72. Lesson Plan Template

74. Action Plan Templates p. 69 Curriculum Small Group Closing the Gap

76. 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) 4.What am I currently doing that will assist me to implement these standards effectively? Penzu Reflection

77. Lunch Break Enjoy lunch!

78. Accountability 2 nd Edition 3 rd Edition

79. What is Data Literacy? Understanding how to: –Find data –Evaluate data –Use data to inform decisions

80. A data literate person possesses the knowledge to: –Gather –Analyze –Graphically convey information –Support decision-making

81. Types of Data Achievement or assessment data Demographic data Program data Perception data Results over time data/Outcome data

82. Dirty Data Don’t want to be a D.R.I.P (Data Rich Information Poor)

83. 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

84. 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”

85. Types of Data Process Data What did you do for whom? Perception Data What do people think they know, believe or can do? Strategies: goals & objectives Outcome/Results Data So what? – “Show Me The Money” How Many affected & process Competency- Skill Attainment DataStrategies leading to Skill development or Behavior Change Achievement -Related Data Achievement Data Guidance Lessons, groups, parent meetings, etc. Who? What? When? Where? How long? Attitudes Skills Knowledge Attendance Discipline referrals Parent Involvement Homework Completion Course Enrollment Failing courses EOG/EOC SAT/ACT Graduation rates GPA AP tests College prep and CTE course completion Retention rates

86. Comprehensive School Counseling Program Assessment Process Data Percentage of time spent in non- counseling duties Number of individual counseling session/month Number of mental health team consultations Perception Data Knowledge gained before compared to after an intervention (pre & post) 74% of students feel that fighting is wrong Every student 9- 12 has completed a 4 year graduation plan Outcome Data Retention rates by grade level Graduation rates by SES Graduation rates improved 14% over three years Expulsion rates by ethnicity Results data Impact on Student Achievement

87. Scenario Elementary Middle High

88. ASCA Model Data Tools School Data Profile Analysis Use of Time Analysis (GES) Curriculum Results Report Analysis Small Group Results Report Analysis Closing the Gap Results Report Analysis

89. NC Wise Resource Graduation Resiliency Factors http://www.ncpublicschools.org/ graduate/resiliency/ NC Wise Report: Early Warning Report

90. Academic At-Risk Reports At-Risk Report –AYP at Risk –Graduation at Risk –Other at Risk

91. DATA Be Proactive Use these tools to determine local policy for providing targeted intervention and support to students who are at risk for not meeting future academic milestones. 91

92. Making Data Driven Decisions

93. Reflection Activity Using TRICIDERTRICIDER Based on topics covered thus far (essential standards, data, RBT, ASCA model), what is one action you must complete when returning to your school/district?

94. Life As a Professional School Counselor 94

95. Framework for NC School Counseling 3 rd Edition

96. Professional Competencies Foundation - Program Focus ASCA SC Competencies (NC Professional Standards for School Counseling & Evaluation) ASCA Ethical Standards

97. Evaluation & Improvement Accountability SC Competencies Assessment (NC Professional School Counseling Standards, 2008) Program Assessment Audit & Analysis and Program Results ( Continuous Improvement model ) SC Performance Appraisal (NC School Counselor Evaluation Instrument)

99. 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

101. 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

102. NC School Counselor Evaluation 2011-2012 – Developed and approved by SBE 2012-2013 – Validation/Pilot Study 2013-2013 – Full implementation across all LEAs in NC Tightly aligned with the NC Professional School Counseling Standards approved by SBE in 2008

103. 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

105. Penzu Reflection What are the benefits of the new school counselor evaluation? Where will there be challenges in your district? Solution-focused Sharing!

107. Graffiti Write Go to the charts and circle any misconceptions you had originally Reflection: Post-It Note Graffiti - Share One way I will incorporate the ASCA National Model to improve my School Counseling Program is to……

108. Where are we going? Where are we now? How do we close the gap? Where Do I Begin? Use the ASCA National Model Review and learn the Guidance Essential Standards Start implementation planning in curriculum areas where there are natural alignments? Review your school’s data What are the areas of need indicated by the data? Gaps? Use SIP! How do the needs align with the SIP?

109. Where are we going? Where are we now? How do we close the gap? Review all information with your administrator Develop a program to include in the annual agreement Analyze Outcome Results Data & Publicize Align program to meet SC Evaluation 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

110. Plan for Implementation of the Guidance Essential Standards

111. NC School Counselors are Leaders in Student Achievement

112. Questions? Linda Brannan linda.brannan@dpi.nc.govlinda.brannan@dpi.nc.gov Cynthia Martin cynthia.martin@dpi.nc.govcynthia.martin@dpi.nc.gov

113. Useful Websites School Counseling Wikispace: www.schoolcounseling.ncdpi.wikispaces.net 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 assessmentshttp://www.ncpublicschools.org/acre/falcon/ NC Education: RBT video https://center.ncsu.edu/nc/login/index.php https://center.ncsu.edu/nc/login/index.php American School Counselor Association (ASCA) http://www.schoolcounselor.org/ http://www.schoolcounselor.org/

114. References & Resources ASCA National Model: Framework for School Counseling (3 rd 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 (2 nd 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=CNati4- J2ZMCFQEQGgodmTvPaA 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

115. “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.”

116. 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