Addressing Student Needs in an Era of New Content Standards

Addressing Student Needs in an Era of New Content Standards
Linda Brannan K-12 Student Support Services Consultant Curriculum & Instruction Cynthia Martin Professional Development Lead Education Recruitment & Development Description: The new NC Standard Course of Study includes NC Guidance Essential Standards

What do you need from today’s session?
What are the top 2-3 items you need information about today? Wall Wisher Please click and post on Wall Wisher Obtain and discuss how will be met. 10 minutes for activity

At the end of this session, participants will:
Learn about DPI resources and tools to support the initiatives within the RttT Grant Understand the Guidance Essential Standards in order to meet the learning needs of all students Connect the Guidance Essential Standards with Data Literacy Understand how using the ASCA National Model will create opportunities to implement a comprehensive data-driven school counseling program. Preview the new School Counselor Evaluation Instrument Make Connections! 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 and collaboration 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.

GUIDING MISSION “The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.” The Guiding Mission of the State Board of Education calls on us to prepare students for life in the 21st century. You will see this mission reflected in the goals and policies of the SBE and reflected in work at the state and local school system levels.

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

Still Leaves… 21,975 From the class that did not graduate

NC K-12 Guidance Essential Standards
The Purpose of Standards: To define and communicate the knowledge and skills a student must master to be globally competitive. Our new Standard Course of Study, for guidance, and for all areas directly aligns with this mission. This is our goal & purpose – our mission! State Board of Education Goal: NC public schools will produce globally competitive students. Mission

Vision of NC School Counselors NC State Board of Education, 2008
“The demands of twenty-first century education dictate new roles for school counselors. Schools need professional school counselors who are adept at creating systems for change and at building relationships within the school community. Professional School Counselors create nurturing relationships with students that enhance academic achievement and personal success as globally productive citizens in the twenty-first century. Utilizing leadership, advocacy, and collaboration, professional school counselors promote academic achievement and personal success by implementing a comprehensive school counseling program that encompasses areas of academic, career, and personal/social development for all students.” 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

The 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

The new evaluation instrument measures how school counselors demonstrate leadership, advocacy, collaboration and systemic change to positively affect student achievement.

What do we want students to learn? (NC Guidance Essential Standards)
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)

NC School Counselors… Design data-driven comprehensive school counseling programs that promote student achievement. Deliver programs that are comprehensive in scope, preventive in design and developmental in nature. Are accountable for assuring that every student has the opportunity to learn, achieve and graduate college and career ready. 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.”

NC Standard Course of Study
Common Core State Standards English Language Arts (and Literacy in History/Social Studies, Science, and Technical Subjects) Mathematics NC Essential Standards Arts Education Career and Technical Education English Language Development* Guidance* Healthful Living (Health & Physical Education) Information and Technology* Science Social Studies World Languages The Framework for Change movement brought us to retooling the NC Public Education System The NC Standard Course of Study includes the following: Common Core State Standards 1. English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects 2. Mathematics North Carolina Essential Standards Arts Education Career and Technical Education English Language Development* Guidance* Healthful Living (Health and Physical Education) Information and Technology* Science Social Studies World 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 Standards Note: 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 Standards Note: 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 Standards Note: 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.

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

Reflection Set up an account in penzu.com
Login into your penzu.com account I think some of the benefits of implementing the NC Guidance Essential Standards are: My major concerns about implementing the Guidance Essential Standards are: Facilitator can pick any activity to get audience to reflect on information given thus far. – 6 minutes for activity

NC Guidance Essential Standards

NC School Counseling Wiki
NCDPI School Counseling WikiSpace NCDPI School Counseling LiveBinder Visit 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 site Guidance Essential Standards Alignment with ASCA National Model 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)?

Wikispace Activity Find one resource on the Wikispace that you will either use and/or share with a school counselor in your district Share 10 minutes to explore 15 minutes to share

Framework for NC School Counseling
3rd Edition This 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. 19 19

Graffiti Write You will have 30 seconds at each station
On the posted chart paper, write everything you know about the components of the ASCA National Model 4 posters = 2 minutes We will return to this later today to see how your knowledge changes

Foundation 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 sections Program Focus Student Competencies Professional Competencies – we will not cover this section today All 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.

1. Program Focus Foundation
Beliefs Vision Mission Program Goals The 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. 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.

2. Student Competencies Foundation
ASCA Student Standards Other 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 Learning The National Career Development Guidelines The Six Pillars of Character State standards - GES

Both are Student Centered
Program Focus: Student Competencies NC Guidance Essential Standards Alignment with National Standards for Students ASCA Student Competencies NC 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, 2011 We 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

Organizational Alignment with ASCA National Standards for Students
ASCA National Model NC Guidance Essential Standards Domains: Personal/Social, Academic & Career Strands: Socio-Emotional, Cognitive & Career Standards for Students Standards for Students – 9 total Student Competencies Proficiency Levels - 5 total Indicators Clarifying Objectives

Crosswalk of K-12 Guidance Essential Standards
ASCA National Competencies for Students NC K-12 Guidance Essential Standards for Students Personal-Social Academic Career 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) 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.

NC 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.

Preamble - IMPORTANT Overview, purpose & goals of the standards
Organization and Structure Based upon the ASCA Standards for Students and Revised Bloom’s Taxonomy Not grade level but developmentally appropriate based upon proficiency levels of students Expectation that all school staff will be knowledgeable of the standards and ready to implement Guiding Question What do students need to know, understand and be able to do to ensure their success in the future, whether it be the next class, post-secondary study, the military or the world of work? (CCR)

Understanding the Guidance Essential Standards
Preamble – Review the overview and purpose Preamble Scavenger Hunt Activity Table Teams: Answer and discuss the questions of the Scavenger Hunt Divide into groups and discuss these topics as they relate to the Preamble and implementing the Guidance Essential Standards. 10 minutes to discuss the assigned Question as a group minutes to share

Divide into groups and discuss these topics as they relate to the Preamble and implementing the Guidance Essential Standards.

GES Poster by Proficiency Level
Standards Proficiency Levels Clarifying Objectives by Proficiency Level Strands Many 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. 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 grade On 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’s Taxonomy

Revised Bloom’s Taxonomy

Higher-order thinking
REVISED BLOOM’S TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesizing, critiquing, experimenting, judging Analyzing Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding Dr. Lorin W. Anderson Higher-order thinking Revised 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.

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

Analyzing, Evaluating, Creating
Higher Order Thinking Analyzing, Evaluating, Creating Aligns with Proficiency levels Early Independent Independent Higher Order thinking skills are more complex and students own some responsibility for their learning process.

Analyzing Breaking information down into its component elements
Complete a Decision Making Matrix to help you make an important decision Role Play Construct a graph to illustrate selected information Design a questionnaire to gather information Breaking information down into its component elements Directions for activity – Counselors think of a concept they teach within their essential standards. Decide how to incorporate one of the analyzing activities into the lesson or unit.

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…

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

Lower Level Questioning
Remembering, Understanding, Applying Appropriate for: Evaluating students’ preparation and comprehension Diagnosing students’ strengths and weaknesses Reviewing and/or summarizing content Students must learn basic knowledge….suggestion –short mini lessons so that students get the facts/concepts and have time to use the information to solve problems and participate in projects the majority of the time. Also, plan activities that allow students to “construct” their own knowledge and “discover” facts for themselves.

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

Let’s Look at Corduroy Original Lesson:
Who is Corduroy? Where is he? How did he get his name? Does anyone know what the material called corduroy looks and feels like? Why did Corduroy go out into the store? Why was it important to find his button? How did the story end? Pass around Corduroy and ask children to see how it feels

Remodel the Lesson How could we remodel lesson to show higher order thinking and questioning skills related to school counseling. Lesson that shows analyzing Lesson that shows creating Lesson that shows evaluating Question that shows analyzing Question that shows creating Question that shows evaluating Role Play: Have children hold up pictures of different toys and ask a mother and daughter to walk past shopping for the best toy. After a few minutes, stop and ask how the toys felt, ask what the child how she was choosing, then ask the mother how she was choosing. Compare perspectives of a mother (adult) and daughter (child) in a story Explore the thoughts underlying the feelings regarding what makes things valuable Generate and assess solutions Clarify values and develop criteria to evaluate toys

Looking at Corduroy Differently
Sharing Reflection Share questions and lessons What level of questioning did the original lesson focus on? How was the remodeled lesson and questions different? What is the benefit of the difference to students?

Diving Deeper Guidance Essential Standards

Understanding the Structure of the Guidance Essential Standards
Proficiency Levels Proficiency Levels align with RBT Revised Bloom’s Taxonomy

Our 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 postsecondary college or career? Read aloud! Emphasis on students and skills students are to accomplish!

Example: 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 differences End of activity is your “post assessment” for the activity of the proficiency level – did the student “get it”?

Example: 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 differences End of activity is your “post assessment” for the activity of the proficiency level – did the student “get it”?

Example: 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 differences End of activity is your “post assessment” for the activity of the proficiency level – did the student “get it”?

Example: 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

Example: 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 differences End of activity is your “post assessment” for the activity of the proficiency level – did the student “get it”?

Understanding the Standards
Beach Ball Activity S – choose a strand/standard and read aloud CO/PL – read aloud a clarifying objective & proficiency level within this standard then state one PL verb for this specific CO A – describe a counseling activity using the proficiency level verb that might help a student understand this standard and clarifying objective Optional Activity: Need 3 beach balls with the letters marked on them. Facilitator tosses each to a different person in the group to participate with answering the item portrayed by the letter on the ball. The second and third person receiving the beach balls, follow up in response to the person who responded ahead of them to demonstrate how the standards, proficiency levels, clarifying objectives and school counseling/guidance activities align.

The Guidance Essential Standards Collaborative Groups
Using the Guidance Essential Standards Worksheet, discuss the student support services activities and school counseling activities that are currently being done that align with the clarifying objectives listed for each proficiency level. (What are you already doing that fits?) With your group, brainstorm activities you could do to fill the gaps. What are some of the resources being used? What curriculum areas might you collaborate with to integrate the Guidance Essential Standards to fill the gaps? Allow 15 minutes to work as a group and 10 minutes to share Form “like groups” Use Worksheet whether digitally or paper copies. Allow “like” groups to work together to review their current “guidance” curriculum activities and determine alignment with the new standards….no need to reinvent the wheel; may need to tweak a bit to align instead of start from scratch. Share ideas and resources

Delivery 2nd Edition 3rd Edition
The Delivery component of the 3rd edition has been organized into two sections Direct Services Indirect Services The changes in this component are likely to get the most attention in the 3rd edition.

80% 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.

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

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

Examples of Indirect Student Services Delivery
Referrals Consultation Collaboration School 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.

Management 2nd Edition 3rd Edition
The Management component of the 3rd edition has been organized into two sections Assessments Tools All of the topics from the 2nd edition have been included within the two sections and new tools have been added to support implementation.

Assessments 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.

Assessments 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.

Assessments 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 development School Administrators – Guide recruitment and selection of school counselors and develop or inform meaningful school counselor performance appraisal School 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

Curriculum Lesson Plan
Tools Management Annual Agreement Advisory Council Calendars Curriculum Lesson Plan School Data Profile New Minor Changes Annual 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 Plan School Data Profile

Important Tool for Shared Vision
Annual Agreement/Work Plan Important Tool for Shared Vision Develop preliminary school counseling program based upon data & School Improvement Plan (SIP) Meet with Administrator to discuss & finalize goals & plan for the school year Goals/Plan should support student achievement, align with SIP and School Counselor evaluation instrument

School Data Profile Template p. 66
New The 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.

Lesson Plan Template A 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.

You could have counselors review one of the school counseling activities listed on your worksheet then have them work in small groups to complete a draft lesson plan for the selected activity.

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

All three action plans have the same format
All three action plans have the same format. Brief descriptions were added to the process, perception and outcome data columns to help school counselors complete these sections.

Penzu Reflection How does this content area prepare students to be future ready? (CCR) How does this area connect to other content areas? (NC Guidance Essential Standards embedded across curriculum areas) What are the implications for meeting the needs of all learners as related to this content area? (Balanced learning/educating the whole child) What am I currently doing that will assist me to implement these standards effectively? Reflection: As you implement the NC Standard Course of Study for the Guidance Curriculum, please keep these questions in mind to help address the overall theme of our work: “Addressing Student Needs in an Era of New Content Standards.” Discuss with your colleagues how your LEA or Charter School is making sure that students receive all areas of the Standard Course of Study. Where are the gaps? How are teachers integrating instruction across the curriculum to help students learn content and make connections? What support is needed? How are we differentiating to meet the needs of all learners? What strategies and infrastructure is in place to support meeting students’ needs? NOTE: It is suggested that this slide be revisited during facilitated team time on Day 2 (to allow for cross-curricular discussions among teams) and/or at the end of the content session.

Lunch Break Enjoy lunch!

Accountability 2nd Edition 3rd Edition
The Accountability component of the 3rd edition has been organized into three sections Data Analysis Program Results Evaluation and Improvement All of the topics from the 2nd edition have been included within the three sections and new topics have been added.

What is Data Literacy? Understanding how to: Find data Evaluate data
Use data to inform decisions Data literacy refers to one's level of understanding of how to find, evaluate, and use data to inform instruction.

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

Types of Data Achievement or assessment data Demographic data
Program data Perception data Results over time data/Outcome data The five basic data types are described below. Achievement or assessment data is used to determine the level of student achievement in a particular content area (such as performance-based assessments, written exams, or quizzes). Demographic data is descriptive information about the school community such as enrollment, gender, ethnicity, economic status, student attendance, grade levels, school suspensions, and behavioral problems. Program data define the programs, instructional strategies, and classroom practices of the teachers. Program data collected may be useful in making informed decisions about future program and curriculum choices. Perception data tells us what students, parents, staff and others think about the learning environment. They include questionnaires, interviews, surveys, and observations. Collecting and evaluating perception data allows educations to pay attention to the opinions and ideas of the community. Outcome data – results data over time Brainstorm types of data in small groups with post it notes – share out.

Dirty Data Don’t want to be a D.R.I.P (Data Rich Information Poor)
Whole Group question: How can you ensure that you are not gathering dirty data? 5 minutes

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 Data-Driven Decision-Making (D3M) is about collecting appropriate data, analyzing the data, getting the data to the people who need it, using the data to increase school efficiencies and improve students achievement and communicating those decisions to key stakeholders. Data is a powerful tool for districts to use, it can narrow achievement gaps, improve teacher quality, improve curriculum development, locate problems, share best practices, communicate needs, motivate students and increase parental involvement. Today’s educational leaders face an environment that requires real-time decisions and accurate, reliable and timely data. As a result of this, educational leaders face a growing need to gather, analyze and monitor more data than ever before in their oversight of schools (Mills, 2011). In order to utilize data properly, we must establish strong correlations between data and the decision made. Data-driven decisions must be based on data, not on personal opinion or belief. Data can be used to assess instructional practices, teacher effectiveness, student progress and organizational needs.

School Counselors: Leaders in School Improvement Planning D3M (Data-driven Decision Making)
Transition – in and out (transition between levels/graduation) Intervention – Attendance/Academic Recovery/Socio-Emotional Academic – course rigor; promotion from grade to grade; and to graduate career & college ready Data – school-wide; data needed by PLCs; school improvement data; assisting others in selecting and using appropriate data Teacher Retention/Recruitment – collaboration and support efforts of the teachers since “high quality teaching yields high performing students” Some examples of school counselors as leaders and advocates with data to support activities of the school counseling comprehensive program.

Strategies leading to Skill development or Behavior Change
Types of Data Process Data What did you do for whom? Perception Data What do people think they know, believe or can do? Strategies: goals & objectives Outcome/Results Data So what? – “Show Me The Money” How Many affected & process Competency-Skill Attainment Data Strategies 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 Student Achievement Data Measures students’ academic progress Achievement Related Data Measures data related to academic achievement Standards and competency related data Measures student competency Disaggregate Data Separation 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.

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

Scenario Elementary Middle High

ASCA Model Data Tools School Data Profile Analysis
Use of Time Analysis (GES) Curriculum Results Report Analysis Small Group Results Report Analysis Closing the Gap Results Report Analysis School Data Profile Analysis – Tips for analyzing school data profile are included. Data from the profile informs school counseling goals and may identify a need for systemic change. The analysis helps school counselors track achievement, attendance, behavior and school safety data to identify gaps. Use of Time Analysis - Tips for analyzing the use of time template are presented. The analysis informs program decisions about how to best meet student needs in the future.

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

Academic At-Risk Reports
AYP at Risk Graduation at Risk Other at Risk These reports may be used to determine local policy for providing targeted intervention and support to students who are at risk for not meeting future academic milestones. At Risk reports for EOG and EOC subj. include students with a 0-70% probability of scoring in the level 3 range. The range for writing in 0-80%. The reports are presented in 3 categories: AYP AT Risk- at risk for not meeting the academic indicators for AYP. EOG M & R grades 4-8. EOC Alg. I and Eng. I. For EOG tests students w/at least 3 prior data points (or test scores) will have projections in M & R in the next grade. These scores are not content specific. Projections for Alg. I and Eng. I may be made as early as 6th grade with sufficient data. Graduation at Risk-reports for students as risk for not making a level 3 on EOC subjs. Like Alg. 2, Chem., Geom. Phys. Sci, and Pysics. Students that have taken these tests buut have not scored at least level 3 will still have projections to these subjects. Under Reports – Click Academic At Risk Reports These are reports that you will want to spend some time really pouring through.

DATA Be Proactive Use these tools to determine local policy for providing targeted intervention and support to students who are at risk for not meeting future academic milestones. for EOG and EOC subjects include students with a 0-70% probability of scoring in the Level III range or 0-80% for writing

Making Data Driven Decisions
2% of achieving a level 3 on EOC in Alg. I EVAAS can show growth so teachers may want to take on this child to show some on this child to show some serious growth. Have programs in place show great growth for the students. EVERY Kid matters measuring growth not proficiency. Talk about the “clickables” and ways to disaggregate this data: students are listed alpha. w/demographic and other info. You can sort the report by clicking on the underlined column heading. A key to each column headings appears below the report. To see a student report, click on the students name. All students in the report have a 0-70% probability of scoring level 3 in the subject you have chosen (0-80% writing) assuming they have the avg. schooling experience in NC. These students will need support and intervention to provide them with a better than average schooling experience if they are to be successful. Consider different strategy Talk about the defaults

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

Life As a Professional School Counselor
Juggling act – many balls in the air….Write down 3-5 school counseling items you are juggling now. Table Talk: talk to your partner about the challenges of these items, how are you managing them, what would help you manage them better, & are you using the ASCA National Model to help you manage these?

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. We will go back to Program Focus to cover the Professional Standards which include the NC Professional Standards for School Counseling and the new School Counselor Evaluation Rubric. 95 95

Professional Competencies Foundation - Program Focus
ASCA SC Competencies (NC Professional Standards for School Counseling & Evaluation) ASCA Ethical Standards ASCA School Counselor Competencies – The school counseling competencies are new to the ASCA National Model but not new to the profession. Developed in 2007, these competencies outline the knowledge, attitudes and skills that ensure school counselors are equipped to meet the rigorous demands of the school counseling profession and the needs of our preK-12 students. ASCA Ethical Standards – The Ethical Standards are also not new to the profession but are part of the foundation of the profession. These standards specify the principles of ethical behavior necessary to maintain the highest standard of integrity, leadership and professionalism. They guide school counselors’ decision making and help standardize professional practice to protect both students and school counselors. An ethical decision-making model is also included

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

The 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

No Standard 6 NC Professional School Counseling Standards
The performance evaluation is based on the 2008 NC Professional School Counseling Standards Standard 1 – School counselors demonstrate leadership, advocacy, and collaboration. Standard 2 – School counselors promote a respectful environment for a diverse population of students. Standard 3 – School counselors understand and facilitate the implementation of a comprehensive school counseling program. Standard 4 – School counselors promote learning for all students Standard 5 – School counselors actively reflect on their practice. No Standard 6 School Counselors are to be leaders in their schools, advocates for all students to positively affect systemic change!

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 Paradigm 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.

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

School Counselor…role of School Leader & Advocate
Leadership: Stepping up in support of the academic mission; a facilitative leader Advocacy: Being a voice for ALL students/equity for each student. Acting with students and on behalf of students Collaboration: Creating a responsive system for all students and stakeholders/not done in isolation School 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

School Counselors cannot work in isolation…
School Counselors cannot work in isolation….must collaborate and make connections to positively affect student achievement

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

NC School Counseling Framework for

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

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

Review all information with your administrator
Where are we going? Where are we now? How do we close the gap? Review all information with your administrator Develop a program to include in the annual agreement Analyze Outcome Results Data & Publicize Align program to meet SC Evaluation Program Planning Assure other curriculum areas understand the Guidance Essential Standards Work with teachers through PLC’s/PLT’s Include Direct and Indirect Services to Students Align with SIP goals of the school & district 109

Plan for Implementation of the Guidance Essential Standards
Work in your LEA group to complete this plan…Share time with full group

NC School Counselors are Leaders in Student Achievement

Questions? Linda Brannan Cynthia Martin

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 assessments NC Education: RBT video American School Counselor Association (ASCA)

References & Resources
ASCA National Model: Framework for School Counseling (3rd ed.) (2012)., American School Counselors Association. Alexandria, VA Dahir, C.A. & Stone, C.B. (2012) The transformed school counselor (2nd 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, 2008 Young, A., & Kaffenberger, C. (2009). Making Data Work. Alexandria, VA: American School Counselors Association

“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.”

NCDPI Contact Linda Brannan School Counseling Consultant
NC Department of Public Instruction Division of K-12 Curriculum and Instruction

Addressing Student Needs in an Era of New Content Standards

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