Dr. Mary Czajkowski Superintendent, Barnstable Public Schools MASCA SPRING CONFERENCE MAKING CHANGE HAPPEN

AGENDA Aligning districts to the Massachusetts Model for School Counseling Programs (MA Model) Implementing the MA Model Former district Educator Evaluations PARCC Barnstable

FACTORS IN THE SCHOOL CONTEXT THAT SUPPORT STUDENT SUCCESS Study by Manpower Demonstration Research Corporation (MDRC) in : Variables in the educational environment are important in supporting and sustaining positive academic self-perceptions and engagement in school. Sense of Belonging and Caring Clear, High, and Consistent Expectations Meaningful and Challenging Educational Environments 1

SUPPORT STUDENT SUCCESS (CONT.) How capable a student feels in previous school years plays a primary role in predicting how well she or he will perform on subsequent assessments How engaged a student is in behavior associated with school success (such as doing homework and trying hard in school) plays a secondary but meaningful role

SUPPORT STUDENT SUCCESS (CONT.) Teacher support and expectations of conduct had an immediate influence on student engagement role in determining the level of achievement. Students who see themselves as academically competent become more engaged over time.

PROGRAM REVIEW Conducted an independent program review/ evaluation of services. Former District: 1 SAC at each elementary 1 SAC, 1 guidance counselor at the middle school 1 SAC, 2 guidance counselors at the junior high 4 guidance counselors, 2 SACs at the high school (1300 students)

PROGRAM REVIEW (CONT.) Team of 4 Evaluators spent 3 days in the district: Interviewing staff Reviewing documents

STUDENT SURVEY RESULTS Scale of 1-5, 5=strong agreement, 1=strong disagreement QuestionAnswer I feel comfortable meeting with my counselor3.7 My guidance counselor has helped me to select appropriate courses2.9 My guidance counselor has helped me with personal and/or school problems 2.7 My guidance counselor has provided me with information about careers and the world of work 2.5 My guidance counselor has been available to me when I have had questions or problems 3.6 My guidance counselor has helped me to learn about my strengths, abilities and learning styles 2.5

PROGRAM REVIEW RECOMMENDATIONS District-level coordination of the counseling program PK-12 Develop vision and mission statements for the counseling program Develop counseling performance standards at each school level Target staffing levels closer to the 250:1 recommended student-counselor ratio Build in supports and PD so all counselors have the skills to be successful

MA MODEL DELIVERY SYSTEM AND PROGRAM RECOMMENDATION 1.Guidance Curriculum Develop PK-12 scope and sequence of comprehensive developmental guidance Develop assessment strategies to ensure curriculum is working as intended 2.Responsive Services Develop a model where students are expected to see their assigned counselor when there is a need for responsive services Develop district and school-level crisis plans

MA MODEL DELIVERY SYSTEM AND PROGRAM RECOMMENDATION (CONT.) 3. Individual Planning Develop a 4 year academic/career plan for every student Use more group guidance where appropriate and indicated (e.g. scheduling) 4. System Support Provide common planning time for counselors to meet as a district-wide department and school- level departments Review the policies for the counselor’s role regarding special education students

IMPLEMENT A strong, sound, comprehensive, PK-12 school counseling program is about prevention: pro- active vs. reactive Educate staff, school committee and the parents about this shift in culture $1 million dollar federal grant to hire school counselors – sustained through operating budget Getting counselors out of offices and into classrooms; delivering lessons Evolving process: takes at least 3 years

AGENDA Implementing the MA Model Former district Educator Evaluations PARCC Barnstable

EDUCATOR EVALUATIONS All districts engaged in, RTTT or non-RTTT Time-consuming! Additional School Counselor indicators: ESE recommends that districts consider using these indicators in conjunction with the model Specialized Instructional Support Personnel (SISP) rubric or a comparable rubric aligned with the Standards and Indicators defined in the regulations, 603 CMR 35.03

D-1. Strategic Planning for Systemic Services D-2. School Counseling Curriculum D-3. Coherent Delivery E-1. Academic Advising E-2. Transitions E-3. Post-Secondary Planning E-4. College Planning E-5 Responsive Services

AGENDA Implementing the MA Model Former district Educator Evaluations PARCC Barnstable

New! Massachusetts Definition of College and Career Readiness ts/2013College&CareerReadinessDefin ition.pdf PARCC

1.Essential Competencies Academically prepared in ELA and Math MassCore 2.Workplace Readiness Work Ethic and Professionalism Effective Communication and Interpersonal Skills PARCC (CONT.)

3. Qualities and Strategies Higher order thinking skills of analysis, synthesis, and evaluation The ability to think critically, coherently, and creatively The ability to direct and evaluate their own learning, be aware of resources available to support their learning, and have the confidence to access these resources when needed. Motivation, intellectual curiosity, flexibility, discipline, self-advocacy, responsibility, and reasoned beliefs PARCC (CONT.)

MA MODEL – MISSION STATEMENT Goal 1: Academic/Technical Achievement: In order to improve student achievement and promote a commitment to lifelong learning for all students, school counselors will provide programs, classroom-based interventions and group and/or individual counseling… Goal 2: Workplace Readiness/Career Planning: To promote in all students a sense of purpose and an understanding of their unique interests, strengths and limitations, school counselors will provide programs, classroom-based interventions and group and/or individual counseling…

Goal 3: Personal and Social Development: To promote the positive personal and social development of all students within a safe learning environment, school counselors will provide programs, classroom-based interventions and group and/or individual counseling that allow students… MA MODEL – MISSION STATEMENT (CONT.)

AGENDA Implementing the MA Model Former district Educator Evaluations PARCC Barnstable

BARNSTABLE IMPLEMENT MA MODEL Change! Culture Shift Emerging medical and mental health issues across the district Students are demonstrating needs regarding anxiety, depression, substance abuse and other mental health issues Raises district concern regarding liability problems at having non-licensed, non- certified personnel working with students

BARNSTABLE School counselors existed at elementary schools; budget reductions caused elimination of positions & hiring of 5 unlicensed, uncertified Prevention Specialist Assistants Add Career Counselor Licensed & certified Alignment with MA Model and PARCC Add 5 Elementary School Counselors Licensed & certified

BARNSTABLE ELEMENTARY SCHOOL 21% of grade 1 students have not previously attended any schooling