Benefits of Fully Implemented School Counseling Program including Classroom Guidance Higher grades More positive school climate Opportunities for social development Learn to problem solve Engage in meaningful discussions about important life skills Demonstration by adults of expectation for students’ success

Barriers to Classroom Guidance Time consumption of state and national assessments Teacher reluctance to lose instructional time Lack of value for the Noncognitive Factors of students; Mindsets and Behaviors

Crosswalking Standards Teachers are less likely to deny school counselors delivering classroom guidance when the lesson is tied to the teaching standards Enhances Teacher and school counselor relationship. Provides common effort to address standards

High Impact Strategies (identified via meta-analyses & listed by effect size) 1. Identify similarities & differences Enhances students’ understanding & ability to use knowledge. Classroom & homework tasks & opportunities that involve: comparing & contrasting, metaphors & analogies, classification. 2. Summarizing & Note-Taking Summarizing requires the ability to delete, substitute & keep some information in order to synthesize & distill. It also requires analysis at a deep level & awareness of structure of information. Can promote summarizing & note-taking by having students: generate verbal & written summaries, take notes & revise notes 3. Reinforcing Effort & Providing Recognition Students who believe that effort is the primary attribute achieve higher outcomes. Teachers can teach students to change their beliefs about success to an emphasis on effort by rewarding & recognizing student effort. Marzano, R. (2007). The art and science of teaching. Alexandria, VA: ASCD.

4. Homework & Practice Mastery of skill requires focused practice during which students adapt & shape their learning & should result in extending & refining knowledge. Homework & practice provide opportunities to deepen understanding & skills relative to identified content. Teachers should provide specific feedback on all assigned homework, assign homework for the purpose of students practicing skills & procedures that have been the focus of instruction. 5. Nonlinguistic presentations Two methods are used to store information-semantic & imagery; nonlinguistic presentations represent the imagery mode. Teachers may ask students to represent content by: generating mental images, drawing pictures or pictographs, constructing graphic organizers, making physical models of the content, making revisions of their images/pictures, etc. 6. Cooperative Learning Students are grouped based on a variety of criteria & may be informal (pair-share), formal (task specific), or time-based (created to provide support throughout year). Teachers may choose to use the following criteria to organize students in cooperative groups (interest, ability, demographics)

7. Setting Objectives & Providing Feedback Setting objectives establishes direction for learning & students benefit when they personalize goals set by teachers. Teachers should: set specific learning goals at beginning of unit, have students set their own goals & keep track of their progress toward the learning goal & assess themselves at the end of unit Feedback should be formative (provided through the unit), & summative (at the end of the unit) 8. Generating & Testing Hypotheses Involves the application of knowledge through inductive &/or deductive thinking. Students must be explicitly taught how to generate, test & explain hypotheses. Teachers engage students in projects that involve students in projects that generate & test hypothesis through tasks that involve: problem-solving, decision-making, investigations, experimental inquiry, systems analysis, invention 9. Cues, Questions, & Advanced Organizers Assist students to retrieve what they already know about a topic. Prior to presenting new content, teachers can: ask questions that help students recall what they already know about the content, provide students with direct links with what they have studied previously, & provide ways to organize to think about the topic

Curriculum Development Needs assessment- identified target based on student needs based on data not perception includes accessible data Scope and sequence articulation Horizontal Articulation: Depth and breadth of curriculum content Vertical Articulation: connection of information from one grade level to the next.

Additional Curriculum Considerations Learning profiles of students Differentiations techniques Student groupings Cultural awareness Methods of evaluation

Developmental Considerations Piaget theory of cognitive development Kohlberg’s theory of moral development Erikson’s theory of psychosocial development Super’s theory of career development

Classroom Guidance Delivery School Counselor Delivery Classroom Teacher Delivery Collaboration of Teacher and School Counselor Delivery

Classroom Guidance Differentiation Promotes focus on educational needs of individual students, multiple pathways for students to learn use of a variety of learning strategies consideration of students’ learning styles, cultural diversity, English Language proficiency, socio-economic background, learning challenges

Assessment and Evaluations Evaluate the impact of the school counseling lesson or unit. Assessment principles: Tied to educational stance Driven by learning goals Systematic Tied to instruction Inclusive of learners Integrated into a manageable system

Types of Classroom Guidance Assessments Technology based: Ex Polleverywhere.com Rounds Exit Ticket board blitz Gallery tour Role plays Journaling Student presentations

Lesson Planning Utilize Needs assessment data Review of literature on subject Search evidence-based curriculums Develop a proposal identify data to prove need review literature Crosswalk standards develop goals and objectives Identify baseline data Present to stakeholders

Developing Goals Overarching aspirations about what the students know, will be able to do, and the behaviors that will be. Intended to be broad and general Three domains: Cognitive, Affective, Psychomotor Involve the teacher in this planning

Objectives Statements about the expected outcome of the goals ABCD Model for development of objectives includes A = Audience B= Behaviors expected C= Conditions of how and when for measurement D=Description of expected performance

Intentional Classroom Delivery Strategies Attention getter for buy-in from the students List goals and objectives Review agenda Consider every step of the presentation From how you will divide students into groups to debriefing questions Create interactive and inductive activities for the lesson Debrief the activities and the lesson Assessing value of the lesson is a responsibility Use a variety of data; process data perception data Outcomes data

Classroom Management Follow teacher’s classroom behavior expectations Understand the delicate balance between disciplinarian or passive classroom presentation style Maintain relationship with the students Avoid power struggles Develop procedures to avoid confusion and negative behaviors Prepare for all transitions in the lesson to avoid difficulties

Connecting Strategies Understand the culture Validate students’ experiences Relate your lesson to the students’ world Know students names Be “real”

Respectful and Positive Classrooms Treat all learners with dignity and respect Actively prevent misbehaviors View discipline as an opportunity for students to gain independence and responsibility. Address discipline issues in many ways and multiple levels Understand the culture students are living in