Addressing Student Needs in an Era of New Content Standards Linda Brannan K-12 Student Support Services Consultant Curriculum & Instruction Cynthia Martin and Tara Patterson Professional Development Leads Education Recruitment & Development

NCDPI School Counseling Wikispace Click Professional Development Click RESA Training Click Fall 2012 School Counselor’s RESA Training Agenda

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

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!

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.”

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

Still Leaves… 21,975

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.

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.”

DuFour ? What is the role of the SC?

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.

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

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 Framework?

Reflection 1.Set up an account in penzu.com 2.Login into your penzu.com account 3.I think some of the benefits of implementing the NC Guidance Essential Standards are: 4.My major concerns about implementing the Guidance Essential Standards are:

NC Guidance Essential Standards

NC School Counseling Wiki NCDPI School Counseling WikiSpace NCDPI School Counseling LiveBinder

Wikispace Activity Find one resource on the Wikispace that you will either use and/or share with a school counselor in your district Share 19

Framework for NC School Counseling 3 rd Edition

Graffiti Write What does a 21 st Century Counselor Do? Brainstorm & write as many ideas as possible on chart paper Post chart paper on the wall

Foundation 2 nd Edition3 rd Edition

1. Program Focus Foundation BeliefsVisionMission Program Goals

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.”

2. Student Competencies Foundation ASCA Student Standards Other Student Standards (NC Guidance Essential Standards)

Program Focus 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

Organizational Alignment with ASCA National Standards for Students ASCA National ModelNC Guidance Essential Standards Domains: Personal/Social, Academic & Career Strands: Socio-Emotional, Cognitive & Career Standards for StudentsStandards for Students – 9 total Student CompetenciesProficiency Levels - 5 total IndicatorsClarifying 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)

NC Guidance Essential Standards

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

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 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

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 R/E/DE/EEPEI I

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

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…

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

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?

Remodel the Lesson How could we remodel lesson to show higher order thinking and questioning skills related to school counseling. 1.Lesson that shows analyzing 2.Lesson that shows creating 3.Lesson that shows evaluating 4.Question that shows analyzing 5.Question that shows creating 6.Question that shows evaluating

Looking at Corduroy Differently Sharing Share questions and lessons Reflection 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 Revised Bloom’s Taxonomy Proficiency Levels

Our Guiding Question?

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?

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?

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

Essential Standards are not… Intended to be the sole component of the comprehensive school counseling program – it is the curriculum one part of the entire school counseling program The same as the school counselor evaluation & appraisal instrument *************************************

Framework for NC School Counseling 3 rd Edition

Delivery 2 nd Edition3 rd Edition

Delivery In-person interactions with students Direct Student Services Interactions with others Indirect Student Services 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 Services Delivery ReferralsConsultation Collaboration

Framework for NC School Counseling 3 rd Edition

Management 2 nd Edition3 rd Edition

Assessments p. 59 Program Assessment/ Audit

Assessments p. 63 Use of Time Assessment

Assessments Management

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

School Data Profile Template p. 66 New

Lesson Plan Template

Action Plan Templates p. 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

1.How does this content area prepare students to be future ready? 2.How does this area connect to other content areas? 3.What are the implications for meeting the needs of all learners as related to this content area? 4.What am I currently doing that will assist me to implement these standards effectively? Penzu Reflection

Accountability 2 nd Edition 3 rd Edition

What is Data Literacy? Understanding how to: –Find data –Evaluate data –Use data to inform decisions

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

Types of Data Achievement or assessment data Demographic data Program data Perception data Results over time data/Outcome data

Dirty Data Don’t want to be a D.R.I.P (Data Rich Information Poor)

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

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”

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 DataStrategies 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

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 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

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

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

Academic At-Risk Reports At-Risk Report –AYP at Risk –Graduation at Risk –Other at Risk

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. 92

Making Data Driven Decisions

Reflection Activity Using TRICIDERTRICIDER 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 95

Framework for NC School Counseling 3 rd Edition

Professional Competencies Foundation - Program Focus ASCA SC Competencies (NC Professional Standards for School Counseling & Evaluation) ASCA Ethical Standards

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)

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

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

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 Connected Counselors create Systemic Change

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

Graffiti Write Return to your group’s chart paper Use different colored dots to categorize 21 st professional behaviors that align with the components of the ASCA National Model.

Dot Legend RED GREEN YELLOW BLUE

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?

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

RttT Evaluation Complete the evaluation at the link provided on the SC Wikispace. Work as a group to plan your next steps with the Implementation Planning Worksheet

Plan for Implementation of the Guidance Essential Standards

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

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

NC School Counselors are Leaders in Student Achievement