Presentation on theme: "Cynthia Martin, Ed.D. Region 3 PD Lead"— Presentation transcript:
1New North Carolina SCOS Professional Development for Colleges and Universities Cynthia Martin, Ed.D.Region 3 PD LeadNCDPI Educator & Recruitment DivisionLinda BrannanK-12 Student Support Services ConsultantNCDPI Curriculum & Instruction DivisionDescription: The new NC Standard Course of Study includes NC Guidance Essential Standards
2“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.”
3What do you need from today’s session? Top 2-3 items: List each on a post it noteWall WisherObtain and discuss how will be met. 10 minutes for activity
4At the end of this session, participants will: Understand how the ASCA National Model serves as the foundation for implementing a comprehensive data-driven school counseling program.Understand how the Guidance Essential Standards are organized and delivered to students.Understand how the North Carolina School Counselor Evaluation Instrument will be used as a measure of professional competence.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.
5NC 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)?
6Graffiti Write What does a 21st Century Counselor Do? 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
7Framework for NC School Counseling 3rd EditionThis is the graphic which explains the various components of the ASCA National Model. The ASCA National Model was revised through the 3rd edition. The diamond logo has been updated to reflect new language within each of the four components of the ASCA National Model. The themes of leadership, advocacy, collaboration and systemic change surround the model and are infused throughout each of the four components.77
8Foundation 2nd Edition 3rd Edition In looking at using the ASCA National Model to develop your comprehensive school counseling program, I just demonstrated part of the Foundation Diamond to you with the Program Focus. The Program Focus (vision & mission) of the NC School Counseling Program aligns with the State Board Mission.The Foundation component of the 3rd edition has been organized into three sectionsProgram FocusStudent CompetenciesProfessional Competencies – we will not cover this section todayAll of the topics from the 2nd edition have been included within the three sections.We will cover the NC Professional Standards later today, The next few slides will show that the foundation and organization of the new guidance essential standards are rooted in the ASCA National Standards for students.
91. Foundation Program Focus Beliefs and PhilosophyMission StatementProgram FocusASCA Student Standards - The ASCA Student Standards identify and prioritize the specific knowledge, attitudes and skills that all students should be able to demonstrate as a result of the school counseling program. These standards were previously referred to as the National Standards. The title has changed, but there has been no change to the academic, career and personal/social domains nor to the competencies and indicators. These standards are likely to be revised over the next year.Other Student Standards - States and district initiatives often contain educational standards other than the ASCA Student Standards. This topic has been added to provide school counselors with flexibility to consider how these additional standards complement and inform their school counseling program. When appropriate, school counselors may select competencies from these other standards that align with the ASCA Student Standards and support the school counseling mission and goals. Examples include:Framework for 21st Century LearningThe National Career Development GuidelinesThe Six Pillars of CharacterState standards - GES
101. Program Focus Foundation BeliefsVisionMissionProgram GoalsThe focus of the school counseling program is established by defining beliefs and developing a vision statement, a mission statement and program goals. The school counseling vision and mission statement should align with the school’s vision and mission statement. Beliefs, Vision, and Mission all lead to program goals.Vision focuses on the preferred or desired future in terms of student outcomes. A vision statement describes a future where the school counseling goals and strategies are successfully achieved.While the belief and mission statement topics have few revisions, new topics of vision and program goals have been added.
11GUIDING 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.
12Vision 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
13School Counselors! Leaders in School Reform, Student Achievement and College Readiness
14DuFour ? What is the role of the SC? Spend time examining all areas.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 ?
152. Student Competencies Foundation ASCA Student StandardsOther Student Standards (NC Guidance Essential Standards)ASCA Student Standards - The ASCA Student Standards identify and prioritize the specific knowledge, attitudes and skills that all students should be able to demonstrate as a result of the school counseling program. These standards were previously referred to as the National Standards. The title has changed, but there has been no change to the academic, career and personal/social domains nor to the competencies and indicators. These standards are likely to be revised over the next year.Other Student Standards - States and district initiatives often contain educational standards other than the ASCA Student Standards. This topic has been added to provide school counselors with flexibility to consider how these additional standards complement and inform their school counseling program. When appropriate, school counselors may select competencies from these other standards that align with the ASCA Student Standards and support the school counseling mission and goals. Examples include:Framework for 21st Century LearningThe National Career Development GuidelinesThe Six Pillars of CharacterState standards - GES
16NC 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.Framework for Change lead to Retooling NC Public Education System
17NC 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.State Board of Education Goal: NC public schools will produce globally competitive students.Our new Standard Course of Study, for guidance, and for all areas directly aligns with this mission.This is our goal & purpose – our mission!Mission
18Review of Implementing New Standards: The Big Picture How I teach this standardHow this standard is reflected in student behavior/workHow this standard is assessed:formativebenchmarksummativeConnectionsDifferentiationHow are you planning to implement….Think about implementing the new essential standards at the classroom level – planning for instruction must include thought about 1) how the standard is taught, 2) how the standard is reflected in student work, 3) how the standard is assessed, 4) how the standard connects to other areas of the curriculum, to 21 century themes and skills, etc. and 5) how the standard may be differentiated for special populations (such as AIG, ELL, and EC) and/or multiple entry points.What do we want students to learn? (SI 2011)This is the center part of the graphic – the standards themselves are what we want students to know and learn. This was the focus from last summer.How will we know if they have learned it? (SI 2012 – Data Literacy)This is reflected in the big pieces surrounding the standard. Assessment let’s us know whether students have learned the standards or not, which informs our instruction, and how students reflect their learning through their work.If time allows: Discuss balanced assessment (add talking points)How will we respond when they don’t learn it? (SI 2012 – Connecting to Serve All Students)This is where differentiation for different types of learners is essential.How will we respond when they already know it? (SI 2012 – Connecting to Serve All Students)This, too, is where differentiation for different types of learners is essential.Connections were the focus of the Summer Institutes and the RESA trainings and will continue to be an important part of implementing the standards for all areas.ConnectionsFramework?
19Both 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
20Organizational Alignment with ASCA National Standards for Students ASCA National ModelNC Guidance Essential StandardsDomains: Personal/Social, Academic & CareerStrands: Socio-Emotional, Cognitive & CareerStandards for StudentsStandards for Students – 9 totalStudent CompetenciesProficiency Levels - 5 totalIndicatorsClarifying Objectives
21Crosswalk 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.
23Preamble - 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)
25Divide into groups and discuss these topics as they relate to the Preamble and implementing the Guidance Essential Standards.
26NC 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.
27GES 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
28Higher-order thinking REVISED BLOOM’S TAXONOMYCreating 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, findingDr. Lorin W. AndersonHigher-order thinkingRevised Bloom’s Taxonomy – This chart helps you to understand what a student is able to understand and do at the various levels along the taxonomy. However, it does not mean this is the level they are at in every strand or standard. This is truly a developmental model and may be different from student to student and within each student from topic to topic.
29RBT 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
31Our 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!
32Example: 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”?
33Example: 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”?
34Example: 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”?
35Example: 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
36Example: 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”?
373. Professional Competencies Foundation ASCA National Standards/ CompetenciesNC Professional Counseling Standards
38The 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
39The new evaluation instrument measures how school counselors demonstrate leadership, advocacy, collaboration and systemic change to positively affect student achievement.
40NC 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.This is the Vision for School Counseling in NC,“In today’s globally competitive world, innovative thinking and building relationships are essential for all school children. High quality, standards-based instruction develops these skills and effectively engages, retains, and prepares future-ready students for graduation and success in an entrepreneurial economy. School Counselors are highly trained educators who serve as leaders in their schools, advocates for students, and facilitators of the integration of the school counseling program and the guidance curriculum in their schools. All of these are critical to North Carolina’s 21st century education.”
41Framework for NC School Counseling 3rd EditionThis is the graphic which explains the various components of the ASCA National Model. The ASCA National Model was revised through the 3rd edition. The diamond logo has been updated to reflect new language within each of the four components of the ASCA National Model. The themes of leadership, advocacy, collaboration and systemic change surround the model and are infused throughout each of the four components.4141
42Delivery 2nd Edition 3rd Edition The Delivery component of the 3rd edition has been organized into two sectionsDirect ServicesIndirect ServicesThe changes in this component are likely to get the most attention in the 3rd edition.
4380%It is recommended that a school counselor spend 80% or more of their time in the delivery of a comprehensive school counseling program and 20% or less in foundation, management, accountability and fair share responsibilities. Test Coordination is not delivery. We will discuss the Delivery component later today.School counselors can use the suggested percentages of time if they find them helpful but it is recommended that they make these decisions based on student needs as demonstrated through school data.
44With Students For Students Direct Student Services DeliveryIn-person interactions with studentsDirect Student ServicesInteractions with othersIndirect Student ServicesWith StudentsFor StudentsThe 3rd edition provides more specific definitions of direct and indirect student services. Direct student services are face-to-face with students. Indirect student services are provided on behalf of students through interactions with others.
45Examples of Direct Student Services Delivery SC Core Curriculum(NC Guidance Essential Standards)Individual Student PlanningResponsive ServicesSchool Counseling Core Curriculum – Previously called the Guidance Curriculum. This curriculum consists of a planned, written instructional program that is comprehensive in scope, preventative in nature and developmental in design. It is delivered through instruction and group activities.Individual Student Planning – School counselors assist students as they evaluate educational, career and personal goals. Strategies include appraisal and advisement.Responsive Services – Includes activities designed to meet students’ immediate needs and concerns. Strategies include counseling in individual or group settings or crisis response.
46Examples of Indirect Student Services Delivery ReferralsConsultationCollaborationSchool counselors provide indirect services as a means to support student achievement and promote equity and access for all students. Strategies include referrals, consultation and collaboration.
47Framework for NC School Counseling 3rd EditionThis is the graphic which explains the various components of the ASCA National Model. The ASCA National Model was revised through the 3rd edition. The diamond logo has been updated to reflect new language within each of the four components of the ASCA National Model. The themes of leadership, advocacy, collaboration and systemic change surround the model and are infused throughout each of the four components.4747
48Management 2nd Edition 3rd Edition The Management component of the 3rd edition has been organized into two sectionsAssessmentsToolsAll of the topics from the 2nd edition have been included within the two sections and new tools have been added to support implementation.
49Assessments p. 59 Program Assessment/Audit The School Counseling Program Assessment is a revision of the Program Audit from the 2nd edition. The title was changed from audit to assessment as audit implies an outside auditor, and assessment implies an internal review. The assessment has been condensed and streamlined compared to the previous version.
50Assessments p. 63 Use of Time Assessment The Use of Time Assessment was created to assist school counselors analyze their use of time. It is recommended that school counselors assess their use of time at least 2 weeks during each school year, such as one week in the fall and one in the spring.
51Assessments Management The School Counselor Competencies Assessment helps school counselors self-assess their knowledge, skills and attitudes necessary to perform the range of responsibilities in all four components of a comprehensive school counseling program.The competencies can be used in a variety of ways, including:School Counselors – Self-assess their own competencies and develop a plan professional developmentSchool Administrators – Guide recruitment and selection of school counselors and develop or inform meaningful school counselor performance appraisalSchool Counselor Education Programs – Establish benchmarks for ensuring school counseling students graduate with the knowledge, attitudes and skills needed for developing a comprehensive school counseling program
52Curriculum Lesson Plan Tools ManagementAnnual AgreementAdvisory CouncilCalendarsCurriculum Lesson PlanSchool Data ProfileNewMinor ChangesAnnual Agreement – This was previously called the Management Agreement. In some states, the term “management” caused some complications, so the title was changed to alleviate the problem and to emphasize that the agreement should be updated each year. There are a few minor updates to the form.Advisory Council – Additional information was included to help school counselors develop and implement an advisory council. It is recommended that the advisory council meet at least two times per year, with an agenda and minutes for each meeting.Calendars – It is recommended that there be one annual calendar for the program. In addition, each school counselor creates and makes available a weekly calendar that includes information about their activities for the week.Two new tools have been added (see next slides)Curriculum Lesson PlanSchool Data Profile
53School Data Profile Template p. 66 NewThe school data profile can be used to help school counselors organize and disaggregate data, particularly if the school’s student information system does not produce reports in a disaggregated format. This tool is designed to help school counselors track achievement, attendance, behavior and school safety data for multiple years to identify any gaps or issues of equity at the school. Data for this document is frequently pulled from existing data sources or student information systems at the school.
54Lesson Plan TemplateA lesson plan template has been included in the 3rd edition. It includes the ASCA Student Standards chosen to guide the lesson and offers a place to indicate what data will be collected for the lesson. School counselors can’t collect data on all lessons, but should collect data on some lessons, particularly those that are closely related to important initiatives and program goals.
55Action Plan Templates p. 69 CurriculumSmall GroupClosing the GapPage 70 – 72 There have been minor revisions to the curriculum and closing the gap action plan templates. However, a small group action plan template has been created to help school counselors organize and facilitate small groups.
56Good News! 2011-2012 Graduation Rate Highest graduation rate ever in NC80.2 % = 89,126 students
57Still Leaves…21,975From the class that did not graduate
58Important Tool for Shared Vision Annual Agreement/Work PlanImportant Tool for Shared VisionDevelop preliminary school counseling program based upon data & School Improvement Plan (SIP)Meet with Administrator to discuss & finalize goals & plan for the school yearGoals/Plan should support student achievement, align with SIP and School Counselor evaluation instrumentTemplate handout on Wikispace
60Framework for NC School Counseling 3rd EditionThis is the graphic which explains the various components of the ASCA National Model. The ASCA National Model was revised through the 3rd edition. The diamond logo has been updated to reflect new language within each of the four components of the ASCA National Model. The themes of leadership, advocacy, collaboration and systemic change surround the model and are infused throughout each of the four components.6060
61Accountability 2nd Edition 3rd Edition The Accountability component of the 3rd edition has been organized into three sectionsData AnalysisProgram ResultsEvaluation and ImprovementAll of the topics from the 2nd edition have been included within the three sections and new topics have been added.
62A data literate person possesses the knowledge to: GatherAnalyzeGraphically convey informationSupport decision-makingA data literate person possesses the knowledge to gather, analyze, and graphically convey information and data to support decision-making.Schools are often "data rich and information poor" (DRIP). Our schools are full of spreadsheets, reports, grade books, surveys, and databases that all hold “data” that might be important for our work. But how do we know whether our students are learning? What can we do? Educators must become data literate to answer these questions.Becoming data literate means developing skills that help to ask significant questions, devise sensible and efficient ways to answer these questions, and then respond to the answers with changes to learning environments and instructional practices. A data literate person considers relevant data when making important decisions. This process is often called data-driven decision making and refers to teachers, principals, and administrators systematically collecting and analyzing various types of data to guide a range of decisions with the aim of helping to improve the success of students and schools.
63Strategies leading to Skill development or Behavior Change Types of DataProcess DataWhat did you do for whom?Perception Data What do people think they know, believe or can do?Strategies: goals & objectivesOutcome/Results DataSo what? – “Show Me The Money”How Many affected & processCompetency-Skill Attainment DataStrategies leading to Skill development or Behavior ChangeAchievement-Related DataAchievement DataGuidance Lessons, groups, parent meetings, etc.Who?What?When?Where?How long?AttitudesSkillsKnowledgeAttendanceDisciplinereferralsParentInvolvementHomeworkCompletionCourseEnrollmentFailing coursesEOG/EOCSAT/ACTGraduationratesGPAAP testsCollege prep and CTEcoursecompletionRetention ratesStudent Achievement DataMeasures students’ academic progressAchievement Related DataMeasures data related to academic achievementStandards and competency related dataMeasures student competencyDisaggregate DataSeparation of data by variables to see if there are groups of students who may not be doing as well as others.Evaluate the process, change in student’s attitudes, skills and knowledge; behavior change – did it meet our goals & objectives, review and move to more concrete systemic change data or results/outcomes with achievement related data then the actual achievement assessment/test data.
64Comprehensive School Counseling Program Assessment Process DataPercentage of time spent in non-counseling dutiesNumber of individual counseling session/monthNumber of mental health team consultationsPerception DataKnowledge gained before compared to after an intervention (pre & post)74% of students feel that fighting is wrongEvery student 9-12 has completed a 4 year graduation planOutcome DataRetention rates by grade levelGraduation rates by SESGraduation rates improved 14% over three yearsExpulsion rates by ethnicityResults dataEvaluation data shows how the school counseling program has impacted students’ academic achievement, their personal social skills, and/or their career readiness skills. Together these data types tell how a program is impacting students.Impact on Student Achievement
65Evaluation & Improvement Accountability SC Competencies Assessment(NC Professional School Counseling Standards, 2008)SC Program Assessment & Analysis showingProgram Outcomes/ResultsSC Performance Appraisal(NC School Counselor Evaluation Instrument)Tips are included to help school counselors analyze their school counselor competencies assessment and program assessment.A performance appraisal template aligned with the ASCA National Model is included. This may be especially helpful for districts or states that do not have a specific performance appraisal instrument for school counselors. NC does have the 2008 Professional School Counseling Standards and the new Professional School Counselor Evaluation which is being piloted in with full implementation next year.
66Samples on pages 114-116 of ASCA National Model Book
67The 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
68No Standard 6 NC Professional School Counseling Standards The performance evaluation 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 6School Counselors are to be leaders in their schools, advocates for all students to positively affect systemic change!
70Performance Appraisal Ratings Developing – an awareness or some knowledgeProficient – 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 basisAccomplished – mentor other counselors or share components of counseling program within school/districtDistinguished – “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 developingArtifacts=EvidenceParadigm 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.Artifacts = evidence! Start your portfolio of how you are affecting student achievement, supporting your school’s mission/vision, School Improvement Plan, collaborating with school staff and key stakeholders, etc.
71School Counselor…role of School Leader & Advocate Leadership: Stepping up in support of the academic mission; a facilitative leaderAdvocacy: Being a voice for ALL students/equity for each student. Acting with students and on behalf of studentsCollaboration: Creating a responsive system for all students and stakeholders/not done in isolationSchool Counselor Roles - How do school counselors do this yet remain true to their profession?We are at our best when making connections!What we have been trained to do!Connected Counselors create Systemic Change
72Graffiti Write Return to your group’s chart paper Use different colored dots to categorize 21st professional behaviors that align with the components of the ASCA National Model.
73Marker Legend RED Foundation GREEN Delivery YELLOW Management BLUE Accountability
75Useful WebsitesSchool Counseling Wikispace:NCDPI School Counseling LiveBindersNC Falcon: note the Professional Development tab on the left – formative assessmentsNC Education: RBT https://center.ncsu.edu/nc/login/index.phpAmerican School Counselor Association (ASCA)
76References & 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