Presentation on theme: "Implementing the NC Guidance Essential Standards NC Professional Standards for School Counseling New NC School Counselor Evaluation Rubric Linda Brannan."— Presentation transcript:
1Implementing the NC Guidance Essential Standards NC Professional Standards for School Counseling New NC School Counselor Evaluation RubricLinda BrannanK-12 Student Support Services ConsultantCurriculum & InstructionDescription: The new NC Standard Course of Study includes NC Guidance Essential Standards
2NCDPI School Counseling Wikispace Click Professional Development on left side barThen click School Counselors Guidance Essential Standards Training
3NC School Counseling Wiki NCDPI School Counseling WikiSpaceNCDPI School Counseling LiveBinderVisit wiki and acquaint participants with sign in, listserv sign up, training materials, and standards and resources pages. (Walk-through Wiki organization)Go through the LiveBinder siteGuidance Essential StandardsAlignment with ASCA National ModelUnpacking of the StandardsWhat do the standards mean?Lesson Samples/Assessment PrototypesFormative Assessment SamplesHow do I know my students learned the skill(s)?Do I need to change/diversify how I teach the lesson(s)?
4Wikispace ActivityFind one resource on the Wikispace or LiveBinder that you will either use and/or share with a school counselor in your districtList favorite resource on an index card – where to find itMake one/take one10 minutes to explore15 minutes to share
5Today’s Session…NC Guidance Essential Standards Alignment with National Standards Alignment with NC Professional Standards for School Counselors (2008) New School Counselor Evaluation
6At the end of this session, participants will: Learn about DPI resources and tools to support the initiatives within the RttT GrantUnderstand the Guidance Essential Standards in order to meet the learning needs of all studentsUnderstand how using the ASCA National Model will create opportunities to implement a comprehensive data-driven school counseling program.Preview the new School Counselor Evaluation InstrumentMake Connections!(*Data will be covered by your district leaders)The purpose of this session is to provide school counselors with information regarding NC Standard Course of Study which includes the new Common Core State Standards and the NC Essential State Standards as well as to increase awareness of the role of school counselors as leaders and advocates in supporting student learning and achievement . This information is important because it aligns with FRC Graduation Requirements and Career and College Readiness for NC students.The audience for this webinar is NC school counselors, administrators and central office supervisors who are working with school counselors in their district. The intent of sharing this information with school counselors is specifically to help meet their understanding of the NC Guidance Essential Standards and how to begin implementation of these standards through communication andcollaboration with administrators, parents, and students.Please recognize that is a transition year in many ways. All areas are implementing new standards, and it will take some time to adapt and adjust individual school counseling programs and general understanding as the standards are implemented.
7“The Connected Counselor” is a 21st Century School CounselorWhat does a Connected Counselor Do?
8Partnership for 21st Century Skills Visit the P21 website:Reference Pages 7-9 of each discipline’s Crosswalk – the Essential Standards were filtered through the Framework for 21st Century Skills. If you are not familiar with this website, you may want to visit and become familiar with the Framework and tools that are available here. (Visit the website, as time allows, look at the framework.)The Framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes(a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century.The key elements of 21st century learning are represented in the graphic. The graphic represents both 21st century skills student outcomes (as represented by the arches of the rainbow) and 21st century skills support systems (as represented by the pools at the bottom). While the graphic represents each element distinctly for descriptive purposes, the Partnership views all the components as fully interconnected in the process of 21st century teaching and learning.P21 website:Crosswalks, Pages 7-9
9Core Subjects & 21st Century Themes Life and Career SkillsLearning & Innovation SkillsInformation, Media, and Technology SkillsFlexibility & AdaptabilityCreativity & InnovationInformation LiteracyInitiative & Self-DirectionCritical Thinking & Problem SolvingMedia LiteracySocial & Cross-Cultural SkillsCommunication & CollaborationICT LiteracyProductivity & AccountabilityLeadership & ResponsibilityCore Subjects & 21st Century ThemesCore Subjects: English, reading or language arts; World languages; Arts; Mathematics; Economics; Science; Geography; History; Government and Civics21st Century Themes: Global Awareness; Financial, Economic, Business and Entrepreneurial Literacy; Civic Literacy; Health Literacy; Environmental LiteracyThis chart allows you to view the content of the 21st Century Framework by the specific skills areas (life and career skills, learning and innovation skills, and information, media, and technology skills) which are layered across the Core Subjects and 21st Century Themes (depicted as the inside of the rainbow on the P21 graphic).Core Subjects and 21st Century ThemesMastery of core subjects and 21st century themes is essential to student success. Core subjects include English, reading or language arts, world languages, arts, mathematics, economics, science, geography, history, government and civics.In addition, schools must promote an understanding of academic content at much higher levels by weaving21st century interdisciplinary themes into core subjects:• Global Awareness• Financial, Economic, Business and Entrepreneurial Literacy• Civic Literacy• Health Literacy• Environmental Literacy
10SBE 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.”The Guiding Mission of the State Board of Education calls on us to prepare students for life in the 21st century. You will see this mission reflected in the goals and policies of the SBE and reflected in work at the state and local school system levels.
11Graffiti Write What does a 21st Century Counselor Do? Group Brainstorm Write as many ideas as possible on chart paperPost chart paper on the wall4 posters = 2 minutesWe will return to this later today to see how your knowledge changes
12What does a 21st Century Counselor Do? Establishes a data driven school counseling programS.M.A.R.T Goals and Strategiespositively affect student achievementReinforce 21st Century learning across curriculumAdvocates for equity and access for all studentsCollaborates with all stakeholdersLeader in the schoolProvides input to leadership team and PLCsProgram aligns with school/district mission and SIP goals
13The new evaluation instrument which is based upon the NC Professional School Counseling Standards measures how school counselors demonstrate leadership, advocacy, collaboration and systemic change to positively affect student achievement.Look at Handout or on Wiki space/LiveBinder to review the standards for school counselors
14Vision of NC School Counselors NC State Board of Education, 2008 “The demands of twenty-first century education dictate newroles for school counselors. Schools need professionalschool counselors who are adept at creating systems forchange and at building relationships within the schoolcommunity. Professional School Counselors createnurturing relationships with students that enhanceacademic achievement and personal success as globallyproductive citizens in the twenty-first century. Utilizingleadership, advocacy, and collaboration,professional school counselors promote academic achievement andpersonal success by implementing a comprehensive schoolcounseling program that encompasses areas of academic,career, and personal/social development for all students.”These statements are the Beliefs and Philosophy of NC School Counselors are a part of the NC Professional School Counseling standards adopted by the NC State Board of Education in These professional standards are the basis of our school counseling practice in NC, the guidance essential standards and our new school counseling evaluation instrument; leading to alignment with the SBE Mission
15The new evaluation instrument measures how school counselors demonstrate leadership, advocacy, collaboration and systemic change to positively affect student achievement.
16D. Systemic Change to support Student Achievement Consistent ThemesA. LeadershipB. AdvocacyC. CollaborationD. Systemic Change to support Student AchievementConsistency in focus on role of school counselors from Professional Standards, Guidance Curriculum, new Evaluation Rubric
17The old question was…“What do counselors do?”The new question is…“How are students different as a result of the school counseling program?”
18From Entitlement… to Performance From a program that:Focuses generally on the number of activitiesMeasures the amount of effort & timeAttends to the process of doing workWorks to maintain the existing systemTo a program that:Focuses on outcomes and improved resultsMeasures impact related to goalsAttends to goals, objectives, and outcomesChanges and adapts to be more responsive
19From Entitlement… to Performance From counselors who:Focus on good intentionsTalk about how hard they workFew changes to their behavior or approach not data-drivenTo counselors who:Focus on accomplishmentsTalk about effectivenessKnow their future rests on accomplishmentsCommunicate goals and objective
20Implications 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?
21Framework for NC School Counseling The professional and student competencies of the American School Counselor Association are the framework for the 2008 NC Professional School Counseling Standards approved by the State Board of Education and the new School Counselor Evaluation Rubric.Therefore, the ASCA National Model is an excellent resource/tool to help develop and implement a data-driven, comprehensive school counseling program. Briefly go through each component relating it back to the skills (leadership, advocacy and collaboration) the 21st Century school counselor must use.This graphic explains the various components of the ASCA National Model. The diamond logo has been updated to reflect new language within each of the four components of the ASCA National Model indicated in the 3rd edition.The four components are:FoundationDeliveryManagementAccountabilityThe themes of leadership, advocacy, collaboration and systemic change surround the model and are infused throughout each of the four components. These themes are also major components and themes throughout the new School Counselor Evaluation Rubric.2121
23NC 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.Our new Standard Course of Study, for guidance, and for all areas directly aligns with this mission.This is our goal & purpose – our mission!State Board of Education Goal: NC public schools will produce globally competitive students.Mission
24DuFour What is the role of the SC? Connections Abound! Connecting to Serve All not just for our students but as professionals ~ Each content area is a piece of the puzzle…we must collaborate to work together to make sure students are career and college ready as 21st century learners who practice the skills of problem solving, collaboration and reflective thinking for continuous improvement.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)DuFour
25DuFour’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)How do you use these questions now in your work at your school/district?Think/Pair/Share
26NC Standard Course of Study Common Core State StandardsEnglish Language Arts (and Literacy in History/Social Studies, Science, and Technical Subjects)MathematicsNC Essential StandardsArts EducationCareer and Technical EducationEnglish Language Development*Guidance*Healthful Living (Health & Physical Education)Information and Technology*ScienceSocial StudiesWorld LanguagesThe Framework for Change movement brought us to retooling the NC Public Education SystemThe NC Standard Course of Study includes the following:Common Core State Standards1. English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects2. MathematicsNorth Carolina Essential StandardsArts EducationCareer and Technical EducationEnglish Language Development*Guidance*Healthful Living (Health and Physical Education)Information and Technology*ScienceSocial StudiesWorld Languages*Note: English Language Development Standards and Information and Technology Essential Standards must be delivered through ALL content areas. Teachers must ensure collaboration with AIG, EC, and ESL teachers to design and deliver appropriate services and standards for students. Information and Technology Essential Standards are to be delivered by classroom teachers in all curriculum areas and grade levels. Classroom teachers, media coordinators and technology facilitators must also collaborate for this purpose. It is expected and intended that all school staff will be informed about and ready to implement the Guidance Standards as they relate to the classroom, under the leadership of school counselor staff.Academically and/or Intellectually Gifted Program StandardsNote: The NC AIG Program Standards serve as a statewide framework and guide LEAs to develop, coordinate, and implement thoughtful and comprehensive local AIG programs. These standards honor local flexibility and context.Extended Content StandardsNote: The No Child Left Behind Act requires that all students, including those with the most significant cognitive disabilities, have access to the standard course of study at grade level. The extended content standards provide entry point extensions so that all students have meaningful and functional access to grade level standards. These standards should be used to develop goals, learning experiences and materials for students with the most significant cognitive disabilities.Occupational Course of Study Common Core State Standards and North Carolina Essential StandardsNote: The Occupational Course of Study (OCS) is intended to meet the needs of a small group of students with disabilities who need a modified curriculum that focuses on post-school employment and independent living. The vast majority of students with disabilities will complete the Future-Ready Core Course of Study with accommodations, modifications, supplemental aids and other services as needed. The OCS is a modified standard course of study with 15 courses in English, mathematics, science, occupational preparation and social studies.• Students are required to complete career/technical education credits, healthful living, and electives to complete local graduation requirements.• Each student must complete 300 hours of school-based vocational training, 240 hours of community-based vocational training, and 360 hours of paid employment.• Each student must complete a career portfolio documenting completion of course of study requirements.• The IEP Team, which includes parents and the student, makes recommendations as to the appropriateness of the OCS for a particular student based on his/her post-school transition needs and goals. Final selection of the OCS is by student and parent choice.
27Knowledge: Where are we now? Think/Pair/Share Summer Institute sessionsDistrict sessionsPLC/Department meetingsSchool level meetings on Common CoreLiterature reviewOther workshops/NCSCA Conference, etc.WebinarsNot much backgroundThink/Pair/Share – share current knowledge with each other
28NC School Counseling Wiki NCDPI School Counseling WikiSpaceNCDPI School Counseling LiveBinderFind the Guidance Essential Standards on the LiveBinder siteVisit wiki and acquaint participants with sign in, listserv sign up, training materials, and standards and resources pages. (Walk-through Wiki organization)Go through the LiveBinder siteGuidance Essential StandardsAlignment with ASCA National ModelUnpacking of the StandardsWhat do the standards mean?Lesson Samples/Assessment PrototypesFormative Assessment SamplesHow do I know my students learned the skill(s)?Do I need to change/diversify how I teach the lesson(s)?
29NC Guidance Essential Standards Purpose: To define and communicate the knowledge and skills a student must master to be globally competitive.Essential Standards are fewer yet deeper in content and what the student is to know, understand and be able to demonstrate. Also, these standards like Instructional Technology/Media are to be embedded within the other curriculum areas to offer students a balanced education in lifelong learning in order to be career and college ready.
30Framework for NC School Counseling The professional and student competencies of the American School Counselor Association are the framework for the 2008 NC Professional School Counseling Standards approved by the State Board of Education and the new School Counselor Evaluation Rubric.Therefore, the ASCA National Model is an excellent resource/tool to help develop and implement a data-driven, comprehensive school counseling program. Briefly go through each component relating it back to the skills (leadership, advocacy and collaboration) the 21st Century school counselor must use.This graphic explains the various components of the ASCA National Model. The diamond logo has been updated to reflect new language within each of the four components of the ASCA National Model indicated in the 3rd edition.The four components are:FoundationDeliveryManagementAccountabilityThe themes of leadership, advocacy, collaboration and systemic change surround the model and are infused throughout each of the four components. These themes are also major components and themes throughout the new School Counselor Evaluation Rubric.3030
31Both are Student Centered Program Focus: Student Competencies NC Guidance Essential Standards Alignment with National Standards for StudentsASCA Student CompetenciesNC Guidance Essential Standards“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“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, 2011We are continuing in the Program Focus area with the Student Competencies from the ASCA National Model This slide indicates the goal of the student competencies of both the American School Counselor Association and the NC Guidance Essential Standards.Both are student centered focusing on knowledge and skills students should be able to demonstrate in order to be lifelong learners in a global context.Both are Student Centered
32Crosswalk of K-12 Guidance Essential Standards ASCA National Competencies for StudentsNC K-12 Guidance Essential Standards for StudentsPersonal-SocialAcademicCareerSocio-EmotionalCognitiveCareerRevised Bloom’s Taxonomy Proficiency LevelsReadiness/Exploratory/Discovery (RED)Early Emergent/Emergent (EEE)Progressing (P)Early Independent (EI)Independent (I)Proficiency levels instead of grade levels. The proficiency levels align with Revised Bloom’s Taxonomy. Please keep in mind that the proficiency levels are developmental in nature which means they are intertwined and circular not an up/down hierarchy like grade levels where a student must be proficient at one level before moving to the next.
34Preamble - IMPORTANT Overview, purpose & goals of the standards Organization and StructureBased upon the ASCA Standards for Students and Revised Bloom’s TaxonomyNot grade level but developmentally appropriate based upon proficiency levels of studentsExpectation that all school staff will be knowledgeable of the standards and ready to implementGuiding QuestionWhat 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)
35Preamble Deep Dive into the Preamble Discuss/Share/Report out by groups – using the Google doc
36Proficiency LevelsRevised Bloom’s Taxonomy link to the Proficiency Levels of the NC Guidance Essential Standards
37NC Guidance Essential Standards Essential Standards are fewer yet deeper in content and what the student is to know, understand and be able to demonstrate. Also, these standards like Instructional Technology/Media are to be embedded within the other curriculum areas to offer students a balanced education in lifelong learning in order to be career and college ready.
38GES Poster by Proficiency Level StandardsProficiencyLevelsClarifying Objectives by Proficiency LevelStrandsMany of you may remember our old Guidance Curriculum. It was divided by level (elem, middle and high) and was in a huge notebook or many cd’s electronically. This poster is a tool that summarizes on one place the NC Guidance Essential Standards. The actual NCDPI Guidance Essential Standards document may be found on the SC LiveBinder and the ACRE/Ready website.The poster outlines the new Guidance Essential Standards. Remember, the standards are fewer and deeper and they are K-12 standards with the proficiency levels which means they are developmentally appropriate for individual students no matter the gradeOn this poster, you will see the following:Lists the Proficiency Levels at the top and the RBT levels that align with each proficiency level at the bottom. Also, there are a few of the RBT verbs listed to assist you in determining the knowledge dimension of the student.Also listed are the 3 Strands, the standards within each strand and the clarifying objectives by proficiency level for each strand.This poster will be very helpful when you are working with other counselors and student support services staff, career development coordinators, teachers in their Professional Learning Communities, your administrators, parents, and students.You may order this poster from the NCDPI Publications Dept. They have an online catalogue and come in bundles of 10 posters for $8.Revised Bloom’sTaxonomy
39RBT Verbs R/E/D E/EE P EI I Remember Understand Apply Analyze Evaluate RememberUnderstandApplyAnalyzeEvaluateCreatename tell listdescribe relate writefindpredict explain outline discuss restate translateComparesolve show illustrate complete examine useclassifyexamine compare contrast investigate categorize identifyexplainchoose decide recommend assessjustify rateprioritizecreate invent compose plan construct designimagineR/E/DE/EEPEII
40Analyzing, Evaluating, Creating Higher Order ThinkingAnalyzing, Evaluating, CreatingAligns with Proficiency levelsEarly IndependentIndependentHigher Order thinking skills are more complex and students own some responsibility for their learning process.
41Analyzing Breaking information down into its component elements Complete a Decision Making Matrix to help you make an important decisionRole PlayConstruct a graph to illustrate selected informationDesign a questionnaire to gather informationBreaking information down into its component elementsDirections for activity – Counselors think of a concept they teach within their essential standards. Decide how to incorporate one of the analyzing activities into the lesson or unit.
42Evaluating Activities and Products Write a letter to the editor Prepare and conduct a debateEvaluate the character’s actions in the storyWrite a persuasive speech arguing for/against…
43Creating 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
44Lower Level Questioning Remembering, Understanding, ApplyingAppropriate for:Evaluating students’ preparation and comprehensionDiagnosing students’ strengths and weaknessesReviewing and/or summarizing contentStudents must learn basic knowledge….suggestion –short mini lessons so that students get the facts/concepts and have time to use the information to solve problems and participate in projects the majority of the time. Also, plan activities that allow students to “construct” their own knowledge and “discover” facts for themselves.
45Higher Level Questioning Analyzing, Evaluating, CreatingAppropriate for:Encouraging students to think more deeply and criticallyProblem solvingEncouraging discussionsStimulating students to seek information on their own
47Let’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?Pass around Corduroy and ask children to see how it feels
48Remodel the LessonHow could we remodel lesson to show higher order thinking and questioning skills related to school counseling.Lesson that shows analyzingLesson that shows creatingLesson that shows evaluatingQuestion that shows analyzingQuestion that shows creatingQuestion that shows evaluatingRole Play: Have children hold up pictures of different toys and ask a mother and daughter to walk past shopping for the best toy. After a few minutes, stop and ask how the toys felt, ask what the child how she was choosing, then ask the mother how she was choosing.Compare perspectives of a mother (adult) and daughter (child) in a storyExplore the thoughts underlying the feelings regarding what makes things valuableGenerate and assess solutionsClarify values and develop criteria to evaluate toys
49Looking at Corduroy Differently SharingReflectionShare questions and lessonsWhat 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?
51Understanding the Structure of the Guidance Essential Standards ProficiencyLevelsProficiency Levels align with RBTRevised Bloom’sTaxonomy
52Our Guiding Question?What do students need to know, understand and be able to do, to ensure their success in the future, whether it is to continue with current study from grade-to-grade level or post- secondary college or career?Read aloud! Emphasis on students and skills students are to accomplish!
53Example: Essential Standard Readiness/Explorator/Discovery: RED. SE 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 of same standard at 2 different levels – notice the skill level differencesEnd of activity is your “post assessment” for the activity of the proficiency level – did the student “get it”?
54Example: Essential Standard Early Emergent/Emergent: EEE. SE 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 of same standard at 2 different levels – notice the skill level differencesEnd of activity is your “post assessment” for the activity of the proficiency level – did the student “get it”?
55Example: Essential Standard Progressing: P. SE 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 of same standard at 2 different levels – notice the skill level differencesEnd of activity is your “post assessment” for the activity of the proficiency level – did the student “get it”?
56Example: Essential Standard Early Independent: EI. SE 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.Analyze here vs. list with the other one
57Example: Essential Standard Independent: I. SE 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?Example of same standard at 2 different levels – notice the skill level differencesEnd of activity is your “post assessment” for the activity of the proficiency level – did the student “get it”?
58Divide into level groups: elementary, middle and high 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
60The Guidance Essential Standards Collaborative Groups 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?Where are the gaps?Brainstorm activities you could do to fill the gaps.What curriculum areas might you collaborate with to integrate the Guidance Essential Standards? Where do you begin?Who are your “peeps” and natural connections?Allow 15 minutes to work as a group and 10 minutes to shareForm “like groups”Use Worksheet whether digitally or paper copies. Allow “like” groups to work together to review their current “guidance” curriculum activities and determine alignment with the new standards….no need to reinvent the wheel; may need to tweak a bit to align instead of start from scratch.Share ideas and resources
62Fun times Understanding the Standards Beach Ball ActivityS – choose a strand/standard and read aloudCO/PL – read aloud a clarifying objective & proficiency level within this standard then state one PL verb for this specific COA – describe a counseling activity using the proficiency level verb that might help a student understand this standard and clarifying objectiveOptional Activity: Need 3 beach balls with the letters marked on them. Facilitator tosses each to a different person in the group to participate with answering the item portrayed by the letter on the ball. The second and third person receiving the beach balls, follow up in response to the person who responded ahead of them to demonstrate how the standards, proficiency levels, clarifying objectives and school counseling/guidance activities align.
63I 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?
6421st Century NC School Counseling Programs are: Data drivenComprehensive, preventive and developmentalProvide equity and access to every studentPromote student achievement for college and career readinessEvaluate and seek continuous improvement/Accountable to stakeholders
65The new evaluation instrument which is based upon the NC Professional School Counseling Standards measures how school counselors demonstrate leadership, advocacy, collaboration and systemic change to positively affect student achievement.Look on Wiki space/LiveBinder to review the standards for school counselors
66Vision of NC School Counselors NC State Board of Education, 2008 “The demands of twenty-first century education dictate newroles for school counselors. Schools need professionalschool counselors who are adept at creating systems forchange and at building relationships within the schoolcommunity. Professional School Counselors createnurturing relationships with students that enhanceacademic achievement and personal success as globallyproductive citizens in the twenty-first century. Utilizingleadership, advocacy, and collaboration,professional school counselors promote academic achievement andpersonal success by implementing a comprehensive schoolcounseling program that encompasses areas of academic,career, and personal/social development for all students.”These statements are the Beliefs and Philosophy of NC School Counselors are a part of the NC Professional School Counseling standards adopted by the NC State Board of Education in These professional standards are the basis of our school counseling practice in NC, the guidance essential standards and our new school counseling evaluation instrument; leading to alignment with the SBE Mission
67Shifts … Then…. “Guidance Counselor” Random Student Support Services Go-to person at school for other, non-counseling related dutiesPoints and directs as a “Service oriented” professional in the schoolsFilled gaps for school service needs – test coordinator, planning period for teachers, duties, etc
68Role of School Counselor in 21st Century Learning New role supports 21st Century learningNew role aligns with national standards from ASCA approved by SBE in 2008Program services and curriculum align to Common Core and NC Essential State StandardsData-driven to support student achievementThis reform was catalyst for change in roles.21st Century learning. Focus no longer just on good grades in subjects, but now a wider focus on global awareness, financial literacy, information, media, and technology skills, and critical thinking.2008—Now there is a connection…accountabilityWe are at the table now. We are collaborating with others to find commonalities in how our curriculum is taught.Data is now apart of everything we do. It is the foundation for decision making and our evaluation instrument reflects it.
69Now…. 21st Century School Counselor LeadershipAdvocacyCollaborationImplements a data driven, comprehensive, developmental school counseling program to promote systemic change.Demonstrates leadership to develop a data driven comprehensive developmental school counseling program to promote student achievement.School counselors work with conditions that interfere with a student's social, emotional, and learning process.A school counselor encourages successful academic, career, and personal/social development to ensure every child succeeds. (advocacy)This is accomplished through a variety of methods but mainly through individual counseling, group counseling, and classroom guidance.School counselors also work collaboratively with students, teachers, parents, administration, and community members.
70Graffiti Write Part II Distinguish roles on the chart green dots (old role) “Guidance” Counselorred dots (new role) “School Counselor”Post chart on wallGallery Walk – observationsAs you complete gallery walk, self reflect on if your counselors are 21st century “school counselors” (new role) or 19th century “guidance counselors” (old role)Gallery Walk aha’s
71This graphic indicates some of the duties and roles the 21st Century school counselor might have in a schoolStress:Membership of Leadership teamCounseling PLCsData-driven programContributor to ProfessionAdvisory Council
72No Standard 6 or 8 NC Professional School Counseling Standards The performance evaluation rubric is based on the 2008NC Professional School Counseling StandardsStandard 1 – School counselors demonstrate leadership,advocacy, and collaboration.Standard 2 – School counselors promote a respectfulenvironment for a diverse population of students.Standard 3 – School counselors understand and facilitate theimplementation of a comprehensive schoolcounseling program.Standard 4 – School counselors promote learning for all studentsStandard 5 – School counselors actively reflect on their practice.No Standard 6 or 8Our standards mirror teacher standards.Review each of the standards – briefly as they will deep dive with activitySchool Counselors are to be leaders in their schools, advocates for all students to positively affect systemic change!
74Performance Appraisal Ratings Developing – an awareness or some knowledgeProficient – demonstrating/doing - implementation of standard. You are a good counselor who is able to meet the requirements of your job role on a routine basisAccomplished – mentor other counselors or share components of school counseling program within school/districtDistinguished - 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 developingParadigm shift in our thinking – Proficient is GREAT! We are doing our job. You will be able to demonstrate the how students are different as a result of the school counseling program. Briefly show page in User Guide regarding “Scoring the Rubric”Artifacts = evidence! Examples of how school counselors and school counseling program are affecting student achievement, supporting your school’s mission/vision, School Improvement Plan, collaborating with school staff and key stakeholders, etc.
75Standard 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
76Standard 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
77D. Recognize students are diverse and adapt their services accordingly E. Work collaboratively with the families and significant adults in the lives of students
78Standard 3 – School counselors understand and facilitate the implementation of a comprehensive school counseling programFour 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
79C. 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
80Standard 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
81Standard 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
82Uniqueness Observations School Counseling Activities Professional Growth PlanObservables vs. NonobservablesObservations-confidentiality; different from teachers’ observation because school counselors must abide by the ethical practices and laws of confidentialitySchool Counseling Activities – instead of lessons/lesson plans – school counselors are not teachers. They will not do lessons and lesson plans except when collaborating with teachers to implement the NC Guidance Essential standards across curriculum areas.Examples of school counseling activities include: SC program goals, small group counseling sessions, closing gap goals, etc.Professional Growth Plan / - counselors will do a PGP. It is very similar to the Annual Agreement referenced in the Evaluation Rubric that they create with their administratorsAction Plan - LEA decision
83Timeline 2011-2012 – Developed and approved by SBE – Validation/Pilot StudyHR Directors contactTraining for participants in November/December– Full implementation across all LEAs in NCIf you are interested in participating in the Validation/Pilot Study, let your HR Director know who will contact Jean Williams at Jean WilliamsTraining:One SC & one evaluator per LEA11/16/12 Durham Staff Development Center – Durham, NC11/27/12 Stone Center in Wilkesboro, NCAll Participants12/4/12 Webinar for everyone participating
84ReflectionWhat are the benefits of the new school counselor evaluation?Where will there be challenges in your district?Solution-focused Sharing!
86Where are we going?Where are we now?How do we close the gap?Pulling it together…Know & learn the Professional Standards for School CounselingReview and learn the Guidance Essential Standards (GES)Start GES implementation planning in curriculum areas where there are natural alignments & connections?Review your school’s dataWhat are the areas of need indicated by the data? Gaps? Use SIP!How do the strategies align with the SIP?Where do I begin to start developing a comprehensive school counseling program that aligns with the new school counselor evaluation instrument?86
87Review all information with your administrator Where are we going?Where are we now?How do we close the gap?Review all information with your administratorDevelop a program to include in the annual agreementAnalyze Outcome Results Data & PublicizeUse the ASCA National Model as a frameworkAlign program to meet SC EvaluationProgram PlanningAssure other curriculum areas understand the Guidance Essential StandardsWork with teachers through PLC’s/PLT’sInclude Direct and Indirect Services to StudentsAlign with SIP goals of the school & district = data!87
88School 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?
90Useful WebsitesSchool Counseling Wikispace:NCDPI School Counseling LiveBinders – link to this site from the wikispaceNC Falcon: note the Professional Development tab on the left – formative assessmentsNC Education: RBT video https://center.ncsu.edu/nc/login/index.phpAmerican School Counselor Association (ASCA)
91References & Resources ASCA National Model: Framework for School Counseling (3rd ed.) (2012)., American School Counselors Association. Alexandria, VADahir, C.A. & Stone, C.B. (2012) The transformed school counselor (2nd ed.). Belmont, CA: Brooks/ColeDimmitt, C., Carey, J.C. & Hatch, T. (2007). Evidence-based school counseling: Making a difference with data-driven practices. Thousand Oaks, CA: Corwin PressEhren, B. EdD, Montgomery, J., PhD, Rudebusch, J., EdD, Whitmire, K., PhD, New Roles in Response to Intervention: Creating Success for Schools and Children, November 2006RTI Action Network. Retrieved June3, J2ZMCFQEQGgodmTvPaAShaprio, E. S. Tiered Instruction and Intervention in a Response-to-Intervention Model. Retrieved June 5, 2008Young, A., & Kaffenberger, C. (2009). Making Data Work. Alexandria, VA: American School Counselors Association
92“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.”
93NCDPI Contact Linda Brannan School Counseling Consultant NC Department of Public InstructionDivision of K-12 Curriculum and Instruction