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NC School Counselors Guidance Essential Standards 2012 Regional Summer Institutes.

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Presentation on theme: "NC School Counselors Guidance Essential Standards 2012 Regional Summer Institutes."— Presentation transcript:

1 NC School Counselors Guidance Essential Standards 2012 Regional Summer Institutes

2 Welcome and Introductions

3 Welcome & Connection Time Introductions Your Name – use alliteration School System or Charter School Name Position or Job Share one interesting event that occurred this year in your school or district

4 Housekeeping Sign-in Parking Lot Breaks Evaluation - Your input is essential and valued! Day 1 Content Session = will receive an Day 2 Summer Institute = will receive an Parking Lot

5 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?

6 Guidance Essential Standards Linda Brannan, K-12 Student Support Services Consultant Tara Patterson, Educator Recruitment and Development Melanie Honeycutt, Instructional Technology Cynthia Martin, Educator Recruitment and Development Kim Simmons, NC Educator Evaluation System Consultant

7 Summer Institute 3 July 12-13, 2012 West Stokes High School Stokes County Summer Institute 5 July 19-20, 2012 JH Rose High School Pitt County Summer Institute 1 June 21-22, 2012 Enka High School Buncombe County Summer Institute 6 July 24-25, 2012 SanLee Middle School Lee County Summer Institute 4 July 17-18, 2012 Croatan High School Carteret County Summer Institute 2 July 10-11, 2012 Maiden High School Catawba County Schools

8 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!

9 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)

10 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 The Big Picture

11 NC K-12 Guidance Essential Standards Mission 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.

12 Penzu Activity Create a Penzu Account Log into Online Journal Note-taking and reflection tool to capture your “aha” moments Write down a couple of big bucket items you would like to gain from our time together Share Time

13 “The digital tools used during the course of the NCDPI trainings 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 NCDPI trainings.”

14 Review Sunshine Packet Front-loaded material sent prior to Summer Institute –Guidance Essential Standards –Alignment with National Standards – ASCA, RBT, 21 st Century –Unpacking Documents – Wikispace & LiveBinders –Lesson Samples/Assessment Prototypes Where Are You with the Guidance Essential Standards? –Four Corners Activity

15 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)

16 Alignment with 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, 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

17 Alignment with National Standards for Students ASCA National Model Three Domains 1.Personal/Social 2.Academic 3.Career NC Guidance Essential Standards Three Strands 1.Socio-Emotional 2.Cognitive 3.Career

18 Alignment with National Standards for Students ASCA National Model Standards Competencies Indicators NC Guidance Essential Standards Standards Proficiency Levels (5) Clarifying Objectives

19 Crosswalk of Standards ASCA National Standards 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)

20 Understanding the Standards Preamble – Overview and purpose Preamble Scavenger Hunt Activity –Table Teams: Answer and Discuss the questions of the Scavenger Hunt

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22 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

23 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

24 Example: Essential Standard Readiness: RED.SE.1 Understand the meaning and importance of personal responsibility. Clarifying Objective: RED.SE.1.1Understand the importance of self- control 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.

25 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.

26 Understanding the Standards Table Team Activities: 1.Puzzle Card Matching Activity 2.Alignment Activity - Look at the Standards Sheet on your table. List guidance curriculum activities you are currently doing in your district that align with the clarifying objectives/standards/strands 3. Share Time

27 Standards are not…

28 Where do I find the Unpacking Documents School Counseling Wikispace/LiveBinders –Guidance Essential Standards –Unpacking Documents –Formative Assessment Examples

29 NC School Counseling Wiki NCDPI School Counseling WikiSpace NCDPI School Counseling LiveBinder

30 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)?

31 Penzu Reflection Time Record your “aha” moments and other reflections on the Preamble and the NC Guidance Essential Standards.

32 Revised Bloom’s Taxonomy

33 Go to Your Penzu Account What do you know about Revised Bloom’s Taxonomy? How do you incorporate RBT into your instruction?

34 Dr. Lorin W. Anderson RBT Module at NC Education

35 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

36 Remembering The learner is able to recall and restate learned information. Recognizing Listing Describing Identifying Naming Locating Can you recall information?

37 Remembering Teacher Directs Tells Shows Examines Questions Evaluates Student Responds Absorbs Remembers Recognizes Memorizes Defines Describes Retells Passive recipient

38 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?

39 Understanding Teacher Demonstrates Listens Questions Compares Contrasts Examines Student Explains Describes Outlines Restates Translates Demonstrates Interprets Active participant

40 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?

41 Applying Teacher Shows Facilitates Observes Evaluates Organizes Questions Student Solves problems Demonstrates use of knowledge Calculates Compiles Completes Illustrates Constructs Active recipient

42 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?

43 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

44 Analyzing Activity

45 Analyzing Breaking information down into its component elements 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

46 Analyzing Table Share

47 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?

48 Evaluating Teacher Clarifies Accepts Guides Student Judges Disputes Compares Critiques Questions Argues Assesses Decides Selects Justifies Active participant

49 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…

50 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?

51 Creating Teacher Facilitates Extends Reflects Analyzes Evaluates Student Designs Formulates Plans Modifies Creates Proposes Takes risks Active participant

52 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

53 Higher-Order Thinking Penzu Journal 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?

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

55 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

56 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...?

57 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?

58 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...?

59 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

60 RBT and Guidance Essential Standards

61 Reflection Penzu Journal Reflect on today’s session. What are two things that you will take back to use with your students?

62 Lunchtime Enjoy

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

64 What is Data Literate? A data literate person possesses the knowledge to: –Gather –Analyze –Graphically convey information –Support decision-making

65 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

66 Aspects of Data Use Data Location Data Comprehension Data Interpretation Instructional Decision Making Question Posing

67 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

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

69 Data Types Achievement or assessment data Demographic data Program data Perception data

70 Scenario Elementary Middle High

71 NC Wise Resource Graduation Resiliency Factors graduate/resiliency/ NC Wise Report: Early Warning Report

72 Life As a School Counselor

73 Implementation, Assessments and Professional Standards Implementing a data driven, evidenced-based comprehensive school counseling program to affect student achievement – ASCA National Model “Connecting to All Students” NC Professional Standards for School Counselors/ Update on School Counselor Evaluation Connected Counselor

74 Our Guiding Question?

75 ASCA National Model

76 School Counselors… ….

77 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

78 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

79 Join Me on A Journey Promising Practice of a Model School Counseling Program in North Carolina

80 Black: 405 Hispanic: 405 Asian: 130 Multi-racial: 116 American Indian: 15 White: 1212 Academically Gifted: 549 Free & Reduced Lunch: 781 (30+%) LEP: 153 Students with Disabilities: 299 Sunshine High School Student Population Total Students: 2283

81 Overall Student Performance –Composite: 89.9% per EOC data –School of Distinction – past 5 years SAT Score Composite –Reading/Math – 1089 –Reading/Math/Writing – 1588 –68% Participation rate Graduates: –90% of graduates attend a four-year or a two-year college –10% joining the military, workforce or other

82 Evaluate: What will you measure? Types of Outcome/Results Data Process DataPerception Data Strategies: goals & objectives Results Data 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

83 School Improvement Planning D3M (Data-driven Decision Making) 1.Transition – in and out 2.Intervention – Attendance/Academic Recovery/Socio-Emotional 3.Academic – course rigor; promotion from grade to grade; and graduation 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”

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85 Data-drive to Close the Achievement Gap Increase minority enrollment in honors & Advanced Placement courses by 5% in three years. Increase 9 th grade Promotion Rate above 90% in three years. Increase Average Daily Attendance Rate for all subgroups to 90% in three years.

86 Redesign of Leadership and School Improvement PlanFocus Administration-Counselor Teams Leadership Team/SIP Team Leaders School Improvement Teams Professional Learning Communities –Curriculum Alignment/Common Assessments –Student Achievement including Recovery Program –ASCA National Model – RAMP for Counselors

87 –Respect - even in times of disagreement –Time – diligent about time to collaborate (PLCs, Admin-Counselor Teams, LT, SIP Teams) –Data – review of schoolwide data to assess needs in order to develop a data-driven program –Collaboration – agreed upon/jointly created strategies to meet needs: Purposeful scheduling Increase course rigor Develop intervention strategies to: –Improve Attendance rate –Improve academic achievement –Improve 9 th grade promotion rate & graduation rate –Prevent suspension and dropouts Connections: How Did They Do It?

88 –Information Exchange - Vertical and Parallel ~ Improved Communication Admin-Counselor Teams – Annual Agreement of Work Plan Leadership Team/SIP Teams/PLC’s – continuous improvement model Collaboration with Teachers, Students, Parents to create supportive relationships –Shared Respect & Decision-Making Creates a Community Vision

89 Increasing course rigor for underrepresented students by enrollment in Advanced Placement (AP) courses. Strategies: Principal-Counselor led initiatives: AP Potential letters sent to qualified students and parents (based upon PSAT scores) Small group counseling for targeted students – future benefits of enrolling in Honors and AP courses; increase in research and study skills needed to succeed in honors/AP courses. Facilitated AP/Curriculum Fair for parents to understand expectations, benefits and future opportunities of enrolling in rigorous courses Collaboration with teachers - Established a task force of counselors and social studies teachers to review performance data & encourage underrepresented students to take more rigorous courses. (10 th grade heterogeneously grouped Civics & Econ classes)

90 Freshmen Promotion Rate Freshmen Orientation Camp – 1 day with breakout sessions for students & parents Review of grades at interim & marking periods – students with failing grades in classes Academic Recovery Program – after school, lunchtime and with individual teachers Attendance Recovery Program – total school program Student Support Team

91 Evaluate: What will you measure? Types of Outcome/Results Data Process DataPerception Data Strategies: goals & objectives Results Data How Many affected & process Competency- Skill Attainment DataStrategies leading to Skill development or Behavior Change Achievement- Related Data Achievement Data Guidance Lessons, groups, etc. Who? What? When? Where? How long? Attitudes Skills Knowledge Attendance Discipline referrals Parent Involvement Homework Completion Course Enrollment EOG/EOC SAT/ACT Graduation rates GPA PSAT/AP tests College prep and CTE course completion

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93 Unexpected Outcome Increase in proficiency scores for the US History End-of-Course test

94 Other Closing the Gap Results Promotion/Graduation Rate: 94% of first time 9 th graders promoted to 10 th grade in (78% 4 years ago) Attendance: Average Daily Attendance Rate for : Above 90% for all subgroups New Goal: Suspension/Dropout Prevention - school-wide collaboration to keep students in school

95 Challenges Role changes: staying “true” to profession with tasks; respect for confidentiality with collaboration, Understanding & respect of our individual and collective roles Shared vision for decision making Time to communicate –Admin-Counselor Teams –Vertically and across disciplines through PLCs/SIP Teams/Leadership Team

96 Alignment with ASCA National Model Delivery System: NCSCOS-GES to increase rigor; Individual student planning to progress from grade to grade, responsive services as student needs arise; system support for day to day operation of school counseling program Accountability: pre-post survey results of specific activities related to goals; results over time; school counselor evaluation; program audit Foundation: Common Philosophy & Beliefs that are student-centered Management System: Annual agreement with administrator to jointly decide on priorities and how time is spent; used student need and school-wide data to develop annual agreements and action plans to close gaps

97 ASCA National Model 3 rd Edition released June 18, 2012 by ASCA Framework for NC Guidance Essential Standards

98 Table Team Time Go to NCDPI School Counseling WikiSpaceNCDPI School Counseling WikiSpace Click on the LiveBinders link then click the ASCA National Model tab Discuss with your “Table Team” your district’s experience with the ASCA National Model. Share examples of how you might use this model to implement the new Guidance Essential Standards.

99 Connecting to Serve All Students Educating the whole child! Principle I: Multiple Means of Representation: Principle II: Multiple Means of Action and Expression Principle III: Multiple Means of Engagement

100 Educating the Whole Child

101 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?

102 By the time many students hit middle school, disengagement has become a learned behavior Keely Potter, Reading Specialist

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104 Universal Design

105 Universal Design for Learning (UDL) is Universal Design for Learning (UDL) A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners

106 Universal Design Individualized Instruction Differentiated Instruction Universal Design

107 UDL UDL Principles

108 Principal 1: Representation

109 UDL requires: Multiple Means of Representation Multiple Means of Representation Examples : Manipulatives Visual Displays Anticipatory Guides Graphic Organizers Artifacts Videos Music Movement Text Readers

110 Multiple Means of Representation for ELLs Non-verbal Modeling Pictures Realia/Concrete objects Gestures Manipulatives Demonstrations Hands-on Picture dictionaries Language Support Word banks Word walls Labels Graphic organizers Sentence starters Sentence frames

111 Principle II: Multiple Means of Action and Expression: Judy Augatti

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113 Action/Expression Quick Draw Directions Use a sheet of paper to create an image/drawing that depicts a way that you provide students with opportunities to act or express themselves or their ideas. Find a partner at another table and share ideas. Share an idea you like with the group.

114 UDL requires: Multiple Means of Action and Expression Examples: Thumbs Up/Thumbs Down Gallery Walks Pair/Share Chalkboard/Whiteboard Splash Response Hold-Up Cards Quick Draws Numbered Heads Together Line-Ups and

115 Multiple Means of Expressing for ELLs Role-play Illustrations/ Drawings / Visuals Gestures First language

116 Principle III: Multiple Means of Engagement Taps into learners’ interests, offers appropriate challenges, and increases

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118 UDL requires: Multiple Means of Engagement Examples: Bounce Cards Air Writing Case Studies Role Plays Concept Charades Response Hold-Up Cards Networking Sessions Simulations

119 Engagement Make a video with Social Skills Example How could you use this tool to meaningfully engage your students? Represent Act/ Express Engage

120 Multiple Means of Engagement for ELLs Student Interaction –Oral comprehension supports reading and writing development –Differentiate Collaborative Activities Represent Act/ Express Engage

121 Just as there are strategies for assisting the ELL student, there are strategies to move the AIG student even farther…

122 Gifted Education and new NCSCOS An opportunity for growth and collaboration with regular education and within the field of gifted. Students may access more rigorous standards throughout the day, which would impact direct gifted education services and ensure access to more advanced education throughout the day. –A rising tide raises all ships. CC/ES standards align with and validate gifted education best practices, such as concept-based learning, integration of disciplines, and inquiry-based options.

123 What do gifted learners need in order to maximize their learning?

124 Why Gifted Students Need Differentiated Learning For most.… Faster pace of learning (2-3 repetitions) Precocity for information Ability to synthesize information within and across disciplines (conceptual understanding) Intensity of learning in area of interest Asynchronous development

125 Learning Needs of Gifted: Some, Not All Complexity: Abstract-thinking, Variety of concepts, subjects and strategies Depth: Higher levels of thinking, concepts Creativity: Open-endedness, choice Acceleration: Rapid pacing, Focus on Growth Relevance: Personal interest, Real-world problems and audiences, Connections

126 Non–Negotiables for Gifted Learners Gifted Children Vary in Needs and Strengths Mindset of Differentiation in Class, School, LEA Pre-assessment to understand needs and strengths; Flexible Grouping Social and Emotional Needs Addressed Academic and Cognitive Growth Addressed AIG: ALL DAY, EVERY DAY

127 NCDPI Arts Education Literacy Institute Serving All is a Process

128 Problems & Problem Solving Problem: Difference between expected/desired outcome and current outcome Problem identification: Finding a difference & determining if it is significant enough to require action now Problem solving: Figuring out how to eliminate or reduce difference (Newton et al, 2009)

129 RtI NC DPI has identified RtI as a research-based school improvement model and provides support to district and school implementation through professional development, technical assistance, and coaching.

130 Problem-Solving, Data, & Decision-Making Decision making is aided by access to data Providing instruction on a problem-solving model (TIPS) will result in problem solving that is –Thorough –Logical –Efficient –Effective Structure of meetings lays foundation for efficiency and effectiveness (Newton et al, 2009)

131 Team Initiated Problem Solving (TIPS) Model Collect & Use & UseData Develop Hypothesis Discuss & Select Solutions Develop & Implement Action Plan Evaluate & Revise Action Plan Problem Solving Meeting Foundations Identify Problems (Define & Clarify) (Newton et al, 2009)

132 The Problem-Solving “Mantra” Do we have a problem? What is the precise nature of our problem? Why does the problem exist, & what can we do about it? What are the actual elements of our plan? Is our plan being implemented, and is it working? What is the goal? (Newton et al, 2009)

133 133

134

135 Life As a School Counselor 135

136 “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 Connections

137 School Counselors Leaders in … School Reform Student Achievement College & Career Readiness Video from The National Office for School Counselor Advocacy

138

139 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

140 Table Team Activity How do the Guidance Essential Standards align and “fit” into the Professional Standards for School Counselors? What is missing? What are the school counselors in your district are doing?

141 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

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143 “The Connected Counselor”

144

145

146 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?

147 “The Connected Counselor” Penzu Reflection Activity What is on your mind? How can I best support my counselors with Professional Development on the Guidance Essential Standards What concepts from today am I going to take to my District Planning and Facilitative Team Time tomorrow?

148 PD Planning Time “Sand Box Chat” What am I already doing to embrace the GES and the revised role of school counselors? What conversations need to occur in my district about the GES and revised role for school counselors? What are the roadblocks? Who is the first person I need to have a crucial conversation with about this change? How can I best support the school counselors with PD on the GES, accountability and role revision?

149 Questions? Linda Brannan Tara Patterson Melanie Honeycutt Cynthia Martin Kim Simmons

150 References & Resources ASCA National Model: Framework for School Counseling (3 rd ed.) (2012)., American School Counselors Association. Alexandria, VA 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, J2ZMCFQEQGgodmTvPaA Shaprio, E. S. Tiered Instruction and Intervention in a Response-to-Intervention Model. Retrieved June 5, Young, A., & Kaffenberger, C. (2009). Making Data Work. Alexandria, VA: American School Counselors Association

151 RBT Resources Anderson, Lorin & Krathwohl, David. (2001). A Tazonomy for Learning, Teaching, and Assessing. Addison Wesley Longman Inc. Knight, BA., S. Bailey, W. Wearne and D. Brown. (1999). Blooms Multiple Intelligences Themes and Activities. McGrath, H and T. Noble. (1995). Seven Ways at Once: Units of Work Based on the Seven Intelligences. Book 1. South Melbourne: Longman. Pohl, Michael. (2000). Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking. Cheltenham, Vic.: Hawker Brownlow.

152 “The digital tools used during the course of the NCDPI trainings 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 NCDPI trainings.”

153 NC School Counselors Guidance Essential Standards Day Regional Summer Institute

154 Guidance Essential Standards Linda Brannan, K-12 Student Support Services Consultant Tara Patterson, Educator Recruitment and Development Melanie Honeycutt, Instructional Technology Kim Simmons, NC Educator Evaluation System Consultant

155 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 deep dive 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 the deployment of the new NCSCS across the LEA

156 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)

157 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 The Big Picture

158 Table Team Discussion What is on your mind? What did you think about last night that we did not talk about yesterday? What were your “aha” moments from your district’s facilitative team time? How do you see the role of the school counselors in your district? Share Time

159 Formative Assessment for Guidance Essential Standards NC Falcon: Falcon Guide s/falconguide.pdf s/falconguide.pdf - NCDPI LiveBinders – showcases some Assessment Samples for the NC Guidance Essential Standardswww.schoolcounseling.ncdpi.wikispace.net

160 Formative Assessments for Guidance Essential Standards Where am I going? (What are my learning targets) Where am I now? (How did students respond?) How can I close the gap? (What do I do if they do not learn it?)

161 Sample Formative Assessments - NCDPI LiveBinders – showcases some Assessment Samples for the NC Guidance Essential Standardswww.schoolcounseling.ncdpi.wikispace.net

162 Evaluate: What will you measure? Types of Outcome/Results Data Process DataPerception Data Strategies: goals & objectives Results Data 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 EOG/EOC SAT/ACT Graduation rates GPA AP tests College prep and CTE course completion

163 “The Connected Counselor”

164 PD Planning Time “Sand Box Chat” What am I already doing to embrace the GES and the revised role of school counselors? What conversations need to occur in my district about the GES and revised role for school counselors? What are the roadblocks? Who is the first person I need to have a crucial conversation with about this change? How can I best support the school counselors with PD on the GES, accountability and role revision?

165

166 Summer Institute Useful Websites School Counseling Wikispace: NCDPI School Counseling LiveBinders – link to this site from the wikispace NC 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 Penzu: Goanimate:

167 More than just another student…Linus XhqlWUhttp://www.youtube.com/watch?v=eUyLw XhqlWU

168 Affirming the “Whole Child” for a Balanced Student 1VPoIhttp://www.youtube.com/watch?v=A4rccn 1VPoI

169 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 your thoughts to these questions to:

170 Questions? Linda Brannan Tara Patterson Melanie Honeycutt Cynthia Martin Kim Simmons

171 References & Resources ASCA National Model: Framework for School Counseling (3 rd ed.) (2012)., American School Counselors Association. Alexandria, VA 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, J2ZMCFQEQGgodmTvPaA Shaprio, E. S. Tiered Instruction and Intervention in a Response-to-Intervention Model. Retrieved June 5, Young, A., & Kaffenberger, C. (2009). Making Data Work. Alexandria, VA: American School Counselors Association

172 RBT Resources Anderson, Lorin & Krathwohl, David. (2001). A Tazonomy for Learning, Teaching, and Assessing. Addison Wesley Longman Inc. Knight, BA., S. Bailey, W. Wearne and D. Brown. (1999). Blooms Multiple Intelligences Themes and Activities. McGrath, H and T. Noble. (1995). Seven Ways at Once: Units of Work Based on the Seven Intelligences. Book 1. South Melbourne: Longman. Pohl, Michael. (2000). Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking. Cheltenham, Vic.: Hawker Brownlow.

173 “The digital tools used during the course of the NCDPI trainings 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 NCDPI trainings.”


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