1. NC School Counselors Guidance Essential Standards Webinar September 13, 2012 3:30 – 4:30 p.m.

2. Presenter Linda Brannan School Counseling Consultant linda.brannan@dpi.nc.gov 919-807-3834

3. TIPS Question box –Participants will be muted during the webinar unless presenting –Please use the question box Questions/Answers –Questions will be used to develop an FAQ Follow-up –Email/phone –Presentation and FAQ posted on Website

4. Objectives To provide school counselors with information regarding NC Standard Course of Study which includes the new Guidance Essential Standards. Learn about DPI resources and tools to support the school counseling initiatives within the RttT Grant.

5. NCDPI Wikispaces http://schoolcounseling.ncdpi. wikispaces.net http://www.ncdpi.wikispaces.net NCDPI Curriculum & Instruction Collaborative Workspaces

6. 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.”

7. NC K-12 Guidance Essential Standards Mission State Board of Education Goal: NC public schools will produce globally competitive students. The Purpose of Standards: To define and communicate the knowledge and skills a student must master to be globally competitive.

8. Beliefs & Philosophy 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.”

9. Vision for NC School Counseling School counselors design and deliver comprehensive school counseling programs that promote student achievement. These programs are comprehensive in scope, preventive in design and developmental in nature. School counselors are accountable for assuring that every student has the opportunity to learn, achieve and graduate college and career ready.

10. Policy and Legislation Basic Education Program (§ 115C-81) The NC Standard Course of Study Common Core State StandardsNC Essential Standards

11. 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

13. NC Guidance Essential Standards

14. Guidance Essential Standards 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)?

15. NC School Counseling Wiki NCDPI School Counseling WikiSpace NCDPI School Counseling LiveBinder http://schoolcounseling.ncdpi.wikispaces.net

16. The ASCA National Model 3 rd Edition

17. Framework for NC School Counseling 3 rd Edition

18. Foundation 2 nd Edition3 rd Edition

19. Understanding the Structure of the Guidance Essential Standards

20. Program Focus: Student Competencies NC Guidance Essential Standards Alignment with National Standards for Students ASCA Student Competencies “Identify and prioritize the specific attitudes, knowledge and skills students should be able to demonstrate as a result of the school counseling program” ASCA National Model, 3 rd Edition NC Guidance Essential Standards “The ultimate goal for 21 st Century students is to be informed about the knowledge and skills that prepare them to be lifelong learners in a global context ” GES Preamble, 2011 Both are Student Centered

21. Alignment with National Standards for Students ASCA National Model Three Domains NC Guidance Essential Standards Three Strands Personal/SocialSocio-Emotional AcademicCognitive Career

22. Alignment with National Standards for Students ASCA National Model NC Guidance Essential Standards Standards Student Competencies Proficiency Levels (5) Readiness/Exploratory/Discovery (RED) Early Emergent/Emergent (EEE) Progressing (P) Early Independent (EI) Independent (I) Indicators ASCA Standards Clarifying Objectives

23. Crosswalk of K-12 Guidance Essential Standards ASCA National Competencies for Students Personal-Social Academic Career NC K-12 Guidance Essential Standards for Students Socio-Emotional Cognitive Career Revised Bloom’s Taxonomy Proficiency Levels Readiness/Exploratory/Discovery (RED) Early Emergent/Emergent (EEE) Progressing (P) Early Independent (EI) Independent (I)

24. Understanding the new Guidance Essential Standards IMPORTANT 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

25. IMPORTANT Preamble ~ IMPORTANT Expectation that all school staff will be knowledgeable of the standards and ready to implement Integration into other curriculums 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)

26. Strands, Standards, Proficiency Levels & Clarifying Objectives….

27. K-12 Proficiency Levels RED = Readiness / Exploratory / Discovery EEE = Early Emergent / Emergent P = Progressing EI = Early Independent I - Independent

28. Revised Bloom’s Taxonomy Proficiency Levels Strands Standards Clarifying Objectives by Proficiency Level GES Poster by Proficiency Level

29. Revised Bloom’s Taxonomy

30. 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

31. 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 RBT Verbs

32. Understanding the Structure of the Guidance Essential Standards Revised Bloom’s Taxonomy Proficiency Levels

33. Higher Order Thinking Analyzing, Evaluating, Creating Aligns with Proficiency levels –Early Independent –Independent

34. Understanding the NC Guidance Essential Standards

35. 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.

36. 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 (Show) to me what you consider to be your “personal space”. Role Play how you can approach and talk with student.

37. 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.

38. 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.

39. 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?

40. Standards are not… Intended to be the sole component of the comprehensive school counseling program – it is the curriculum not the entire school counseling program The same as the evaluation/appraisal **************************************

41. Delivery 2 nd Edition3 rd Edition

43. Delivery Direct Services Indirect Services

44. Delivery In-person interactions with students Direct Student Services Interactions with others Indirect Student Services

45. Delivery WITH students Direct Student Services FOR students Indirect Student Services

46. Direct Student Services Delivery SC Core Curriculum NC Guidance Essential Standards Individual Student Planning Responsive Services

47. Indirect Student Services Delivery ReferralsConsultation Collaboration

48. Use of Time Comparison p. 135-136

49. Where Do I Begin? Resources &Tips

50. Where do I begin? Use the ASCA National Model as a framework to implement school counseling program Review and learn the Guidance Essential Standards using the unpacking documents & other resources Where are there natural curriculum alignments with the standards? (Healthful Living, CTE, Social Studies, Arts) Review your school’s data –(EVAAS, Attendance, Discipline referrals, SES, Promotion/Retention, Suspensions, etc.)

51. Where do I begin? What are the areas of need indicated by the data? (disaggregated data) Where are the gaps? How do the needs align with other curriculum areas in the school? (align w/School Improvement Plan) Is this need being addressed already? If so, document on Program Assessment (ASCA National Model)

52. Where do I begin? Review this information with your administrator Develop a plan to implement standards (include in annual agreement) –Assure other curriculum areas understand the Guidance Essential Standards Work with teachers through PLC’s/PLT’s –Include in Direct Services to Students Classroom Guidance, Individual, & Small Groups Parent Sessions

53. NC School Counseling Wiki NCDPI School Counseling WikiSpace NCDPI School Counseling LiveBinder http://schoolcounseling.ncdpi.wikispaces.net

54. 1.How does this content area prepare students to be future ready? (College & Career Ready) 2.How does this area connect to other content areas? (NC Guidance Essential Standards integrated across curriculum areas) 3.What are the implications for meeting the needs of all learners as related to this content area? (Balanced learning/educating of the whole child to meet all students’ needs)

55. NCDPI Contact Linda Brannan School Counseling Consultant linda.brannan@dpi.nc.gov 919-807-3438 NC Department of Public Instruction Division of K-12 Curriculum and Instruction

56. “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.”

57. TIPS Review the resources offered on the NCDPI School Counseling LiveBinder & Wikispace Work with other School Counselors, Administrators, teachers and Central Office Staff to develop an implementation plan Use the ASCA National Model as the framework to develop & implement your plan Share resources across school systems to see examples of how others are implementing the new standards