Addressing Student Needs in an Era of New Content Standards Linda Brannan K-12 Student Support Services Consultant

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 Preview the new School Counselor Evaluation Instrument Understand how using the ASCA National Model will create opportunities to implement a comprehensive data-driven school counseling program. 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.

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.”

Vision for School Counseling in NC 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.

Policy and Legislation A common core of knowledge and skills which every child shall command when he or she graduates from high school… Basic Education Program (§ 115C-81) The NC Standard Course of Study Common Core State StandardsNC Essential Standards

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

NC Guidance Essential Standards

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)?

Where do I find the Unpacking Documents –Guidance Essential Standards –Unpacking Documents –Formative Assessment Examples

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

Framework for NC School Counseling 3 rd Edition

Foundation 2 nd Edition3 rd Edition

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

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

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

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)

Understanding the Structure of the 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

IMPORTANT Preamble ~ IMPORTANT Expectation that all school staff will be knowledgeable of the standards and ready to implement Integration into other curriculums to support the needs of educating the “whole child” 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

Strand 1(S1): Socio-Emotional (SE) Strand 2 (S2): Cognitive (C) Strand 3 (S3): Career (CR) 2-4 Essential Standards per strand with clarifying objectives for students to master within the proficiency levels for each standard

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

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 Breaking information down into its component elements How could you incorporate one of these ideas into a guidance lesson?  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

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

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

Diving Deeper Guidance Essential Standards

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?

Alignment of Current School Counseling Activities/Lessons to The Guidance Essential Standards (Pre-test) Using the Guidance Essential Standards Worksheet, list the student support services activities and school counseling activities you are currently doing in your school that align with the clarifying objectives listed for each proficiency level. ( What are you already doing that fits?) Brainstorm with your group activities you could do to fill the gaps. The activities may fit into more than one proficiency level.

Understanding the Standards Beach Ball Activity S – choose a 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

Delivery 2 nd Edition3 rd Edition

Essential 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 school counselor evaluation & appraisal instrument *************************************

How Do We Know They Learned It?

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

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

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

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

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

Scenario Elementary Middle High

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”

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

Reflection Professional Journaling Reflect on today’s session. What are two things that you will take back to use with your students?

Life As a School Counselor 63

Implementation, Assessments and Professional Standards Implementing a data driven, evidenced-based comprehensive school counseling program to affect student achievement – ASCA National Model NC Professional Standards for School Counselors/ Update on School Counselor Evaluation Connected Counselors

Our Guiding Question?

The ASCA National Model 3 rd Edition

Framework for NC School Counseling 3 rd Edition

Leadership p. 1

Advocacy p. 4

Collaboration p. 6

Systemic Change Process p. 8 Maintenance of Old System AwarenessExploration Transition Emergence of New Infrastructure Predominance of New System

Foundation 2 nd Edition 3 rd Edition

1. Program Focus Foundation BeliefsVisionMission Program Goals

SMART Goals p. 28

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

Understanding the Structure of the Guidance Essential Standards

3. Professional Competencies Foundation ASCA SC Competencies (NC Professional Standards for School Counseling & Evaluation) ASCA Ethical Standards

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

Management 2 nd Edition3 rd Edition 2 nd Edition3 rd Edition

Assessments Management

Assessments p. 59 Program Assessment/ Audit

Assessments p. 63 Use of Time Assessment

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

Lesson Plan Template

School Data Profile Template p. 66 New

Program Results Data p. 51 Process Numbers impacted Perception Pre/Post Surveys Outcome Achievemen t Attendance Behavior

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

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

Delivery 2 nd Edition3 rd Edition

Delivery Direct Services Indirect Services

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

Delivery WITH students Direct Student Services FOR students Indirect Student Services

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

Direct and Indirect Student Services p. 84

Use of Time Comparison p

Accountability 2 nd Edition 3 rd Edition

1. Data Analysis Accountability School Data Profile Analysis Use of Time Analysis New

2. Program Results Accountability ProcessPerceptionOutcomes

Program Results Accountability (GES) Curriculum Results Report Analysis Small Group Results Report Analysis Closing the Gap Results Report Analysis Impact on student achievement

3. Evaluation & Improvement Accountability SC Competencies Assessment (NC Professional School Counseling Standards, 2008) Program Assessment Analysis (Continuous Improvement all data) SC Performance Appraisal (NC School Counselor Evaluation Instrument)

The performance evaluation is based on the 2008 NC Professional 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.

NC Professional School Counseling Evaluation

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 of School Leader & Advocate Advocacy: Being a voice for ALL students/equity for each student Leadership: Stepping up in support of the academic mission; a facilitative leader Systemic Change: Creating a responsive system for all students and stakeholders/not done in isolation Video from The National Office for School Counselor Advocacy Connected Counselors

Questions? Linda Brannan

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

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.”