School Counselors as Leaders and Advocates: Implementing the NC

Guidance Essential Standards using the ASCA National ModelLinda Brannan K-12 Student Support Services ConsultantNCDPI Curriculum & Instruction DivisionCareer & College Ready Institute for School CounselorsMcKimmon Center, October 5, 2012

What do you need from today’s session?

Top 2-3 items: List each on a post it note

Post-It Note Graffiti

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

• Understand how using the ASCA National Model will create opportunities to implement a comprehensive data-driven school counseling program.

• Make Connections!

NC School Counseling Wiki

NCDPI School Counseling WikiSpace

http://schoolcounseling.ncdpi.wikispaces.net

NCDPI School Counseling LiveBinder

Graffiti Write

What does a 21st Century Counselor Do?

• Brainstorm & write as many ideas as possible on chart paper

• Post chart paper on the wall

Framework for NC School Counseling 3rd Edition

Foundation

2nd Edition 3rd Edition

1. Program FocusFoundation

Beliefs Vision Mission Program Goals

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.”

Vision of NC School CounselorsNC 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.”

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.

Good News!2011-2012 Graduation Rate• Highest graduation rate ever in NC

• 80.2 % = 89,126 students

Still Leaves…

21,975

DuFour ?

What is the role of the SC?

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

Framework for Change lead to Retooling NC Public Education System

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.

2. Student Competencies Foundation

ASCA Student Standards

Other Student Standards (NC

Guidance Essential Standards)

Understanding & Implementing the

NC Guidance Essential Standards

Standard

How I teach this

standard

How this standard is reflected in

student behavior/work

How this standard is assessed:

formative

benchmark

summative

Differentiation

Connections

Review of Implementing New Standards: The Big Picture

Connections

Framework?

Reflection

1. Login into your penzu.com account, use MSWord or “ole fashion paper/pen”

Answer the following questions & share 2. I think some of the benefits of implementing the

NC Guidance Essential Standards are:_____________________

3. My major concerns about implementing the Guidance Essential Standards are: ________

Program Focus: Student CompetenciesNC 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, 3rd Edition

NC Guidance Essential Standards

“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

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

• 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)

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

• Candy Teams – Discuss item from Preamble on your table and be ready to share with group

M&M’s Reese Cups

Twix 3 Musketeers

Hersey Kisses Carmel Candy

Preamble Candy

M & Ms = Philosophy

Twix = Purpose

3 Musketeers = Course of Study & Organization

Carmel Candy = Program Description, National Standards & Research

Hersey Kisses = Features

NC Guidance Essential Standards

Revised Bloom’s Taxonomy

Proficiency Levels

Strands

Standards

Clarifying Objectives by Proficiency Level

GES Poster by Proficiency Level

Revised Bloom’s Taxonomy

REVISED BLOOM’S TAXONOMYCreating

Generating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.

 Evaluating

Justifying a decision or course of actionChecking, hypothesizing, critiquing, experimenting, judging

  Analyzing

Breaking information into parts to explore understandings and relationshipsComparing, organizing, deconstructing, interrogating, finding

 Applying

Using information in another familiar situationImplementing, carrying out, using, executing

 Understanding

Explaining ideas or conceptsInterpreting, summarizing, paraphrasing, classifying, explaining

 Remembering

Recalling informationRecognizing, listing, describing, retrieving, naming, finding

Dr. Lorin W. Anderson

Remember

Understand

Apply

Analyze

Evaluate

Create

name tell list

describe

relate writefind

predict

explain

outline

discuss

restate

translateCompare

solve show

illustrate

complete

examine

useclassify

examine

compare

contrast

investigate

categorize

identifyexplain

choose

decide

recommend

assess

justify rateprioritize

create

invent

compose

plan

construct

designimagine

RBT Verbs

R/E/D E/EE P EI I

Higher Order ThinkingAnalyzing, Evaluating, Creating

• Aligns with GES Proficiency levels

– Early Independent

– Independent

Students must get to higher order thinking to be career and college ready!

Analyzing

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

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…

CreatingActivities 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

Diving Deeper Guidance Essential Standards

Understanding the Structure of the Guidance Essential

Standards

Revised Bloom’s Taxonomy

Proficiency Levels

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 post-secondary college or career?

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: 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: 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: 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.

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?

Level Group Activity

• Divide into level groups – elementary, middle, high

• Complete the NCGES worksheet with school counseling and guidance activities you are already doing that meets the objectives in the standard.

Understanding the StandardsBeach 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

NC School Counseling Wiki

NCDPI School Counseling WikiSpace

http://schoolcounseling.ncdpi.wikispaces.net

NCDPI School Counseling LiveBinder

Delivery2nd Edition 3rd Edition

80%

Delivery

Direct Student Services

•In-person interactions with students

Indirect Student Services

•Interactions with others

With Students

For Students

Examples of Direct Student Services

Delivery

SC Core Curriculum (NC Guidance

Essential Standards)

Individual Student Planning

Responsive Services

Examples of Indirect Student ServicesDelivery

ReferralsConsultat

ion

Collaboration

Framework for NC School Counseling 3rd Edition

Management

2nd Edition 3rd Edition

Assessments p. 59

Program Assessment/Audit

Assessments p. 63

Use of Time Assessment

AssessmentsManagement

ToolsManagement

Annual Agreement

Advisory Council

Calendars

Curriculum Lesson Plan

School Data Profile

New

School Data Profile Template p. 66

New

Lesson Plan Template

Action Plan Templatesp. 69

Curriculum

Small Group

Closing the Gap

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

Annual Agreement/Work Plan

Page 64

Accountability2nd Edition 3rd Edition

Types of DataProcess DataWhat 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

AttendanceDiscipline referralsParent InvolvementHomework CompletionCourse EnrollmentFailing courses

EOG/EOCSAT/ACT Graduation ratesGPAAP testsCollege prep and CTE course completionRetention rates

Comprehensive School Counseling Program

AssessmentProces

s Data

•Percentage of time spent in non-counseling duties•Number of individual counseling session/month•Number of mental health team consultations

Perc

eption

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

Impact on Student Achievement

School Counselors: Leaders in School Improvement Planning

D3M (Data-driven Decision Making)

1. Transition – in and out (transition between levels/graduation)

2. Intervention – Attendance/Academic Recovery/Socio-Emotional

3. Academic – course rigor; promotion from grade to grade; and to graduate career & college ready

4. Data – school-wide; data needed by PLCs; school improvement data; assisting others in selecting and using appropriate data

5. Teacher Retention/Recruitment – collaboration and support efforts of the teachers since “high quality teaching yields high performing students”

Evaluation & Improvement

AccountabilitySC Competencies Assessment

(NC Professional School Counseling Standards,

2008)

SC Program Assessment & Analysis

showing Program

Outcomes/Results

SC Performance Appraisal

(NC School Counselor Evaluation Instrument)

Samples on pages 114-116 of ASCA National Model Book

The performance evaluation is based on the 2008NC 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

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

School Counselor…role ofSchool 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

Connected Counselors create Systemic Change

Graffiti 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.

Dot Legend• RED Foundation

• GREEN Delivery

• YELLOW Management

• BLUE Accountability

Where are we going?

Where are we going?

Where are we now?

Where are we now?

How do we close the gap?

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?

Where are we going?

Where are we going?

Where are we now?

Where are we now?

How do we close the gap?

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

Plan for Implementation of the

Guidance Essential Standards

Questions?

Linda Brannan linda.brannan@dpi.nc.gov

Useful Websites• School Counseling Wikispace:

www.schoolcounseling.ncdpi.wikispaces.net

• NCDPI School Counseling LiveBinders – link to this site from the wikispace

• NC Falcon: http://www.ncpublicschools.org/acre/falcon/ note the Professional Development tab on the left – formative assessments

• NC Education: RBT video https://center.ncsu.edu/nc/login/index.php

• American School Counselor Association (ASCA) http://www.schoolcounselor.org/

References & Resources• ASCA National Model: Framework for School Counseling (3rd ed.) (2012)., American School

Counselors Association. Alexandria, VA http://p.b5z.net/i/u/10045791/f/PDF/Draft_National_Model_3rd_Ed.pdf

• 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, 2008 http://rtinetwork.org/?gclid=CNati4-J2ZMCFQEQGgodmTvPaA

• Shaprio, E. S. Tiered Instruction and Intervention in a Response-to-Intervention Model. Retrieved June 5, 2008

• http://www.rtinetwork.org/Essential/TieredInstruction/ar/ServiceDelivery/1

• 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.”