Implementing the NC Guidance Essential Standards NC Professional Standards for School Counseling New NC School Counselor Evaluation Rubric Linda Brannan.

Implementing the NC Guidance Essential Standards NC Professional Standards for School Counseling New NC School Counselor Evaluation Rubric Linda Brannan K-12 Student Support Services Consultant Curriculum & Instruction Description: The new NC Standard Course of Study includes NC Guidance Essential Standards

NCDPI School Counseling Wikispace
Click Professional Development on left side bar Then click School Counselors Guidance Essential Standards Training

NC School Counseling Wiki
NCDPI School Counseling WikiSpace NCDPI School Counseling LiveBinder Visit wiki and acquaint participants with sign in, listserv sign up, training materials, and standards and resources pages. (Walk-through Wiki organization) Go through the LiveBinder site Guidance Essential Standards Alignment with ASCA National Model 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)?

Wikispace Activity Find one resource on the Wikispace or LiveBinder that you will either use and/or share with a school counselor in your district List favorite resource on an index card – where to find it Make one/take one 10 minutes to explore 15 minutes to share

Today’s Session… NC Guidance Essential Standards Alignment with National Standards Alignment with NC Professional Standards for School Counselors (2008) New School Counselor Evaluation

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. Preview the new School Counselor Evaluation Instrument Make Connections! (*Data will be covered by your district leaders) The purpose of this session is to provide school counselors with information regarding NC Standard Course of Study which includes the new Common Core State Standards and the NC Essential State Standards as well as to increase awareness of the role of school counselors as leaders and advocates in supporting student learning and achievement . This information is important because it aligns with FRC Graduation Requirements and Career and College Readiness for NC students. The audience for this webinar is NC school counselors, administrators and central office supervisors who are working with school counselors in their district. The intent of sharing this information with school counselors is specifically to help meet their understanding of the NC Guidance Essential Standards and how to begin implementation of these standards through communication and collaboration with administrators, parents, and students. Please recognize that is a transition year in many ways. All areas are implementing new standards, and it will take some time to adapt and adjust individual school counseling programs and general understanding as the standards are implemented.

“The Connected Counselor” is a
21st Century School Counselor What does a Connected Counselor Do?

Partnership for 21st Century Skills
Visit the P21 website: Reference Pages 7-9 of each discipline’s Crosswalk – the Essential Standards were filtered through the Framework for 21st Century Skills. If you are not familiar with this website, you may want to visit and become familiar with the Framework and tools that are available here. (Visit the website, as time allows, look at the framework.) The Framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes(a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century. The key elements of 21st century learning are represented in the graphic. The graphic represents both 21st century skills student outcomes (as represented by the arches of the rainbow) and 21st century skills support systems (as represented by the pools at the bottom). While the graphic represents each element distinctly for descriptive purposes, the Partnership views all the components as fully interconnected in the process of 21st century teaching and learning. P21 website: Crosswalks, Pages 7-9

Core Subjects & 21st Century Themes
Life and Career Skills Learning & Innovation Skills Information, Media, and Technology Skills Flexibility & Adaptability Creativity & Innovation Information Literacy Initiative & Self-Direction Critical Thinking & Problem Solving Media Literacy Social & Cross-Cultural Skills Communication & Collaboration ICT Literacy Productivity & Accountability Leadership & Responsibility Core Subjects & 21st Century Themes Core Subjects: English, reading or language arts; World languages; Arts; Mathematics; Economics; Science; Geography; History; Government and Civics 21st Century Themes: Global Awareness; Financial, Economic, Business and Entrepreneurial Literacy; Civic Literacy; Health Literacy; Environmental Literacy This chart allows you to view the content of the 21st Century Framework by the specific skills areas (life and career skills, learning and innovation skills, and information, media, and technology skills) which are layered across the Core Subjects and 21st Century Themes (depicted as the inside of the rainbow on the P21 graphic). Core Subjects and 21st Century Themes Mastery of core subjects and 21st century themes is essential to student success. Core subjects include English, reading or language arts, world languages, arts, mathematics, economics, science, geography, history, government and civics. In addition, schools must promote an understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects: • Global Awareness • Financial, Economic, Business and Entrepreneurial Literacy • Civic Literacy • Health Literacy • Environmental Literacy

SBE 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.” The Guiding Mission of the State Board of Education calls on us to prepare students for life in the 21st century. You will see this mission reflected in the goals and policies of the SBE and reflected in work at the state and local school system levels.

Graffiti Write What does a 21st Century Counselor Do? Group Brainstorm
Write as many ideas as possible on chart paper Post chart paper on the wall 4 posters = 2 minutes We will return to this later today to see how your knowledge changes

What does a 21st Century Counselor Do?
Establishes a data driven school counseling program S.M.A.R.T Goals and Strategies positively affect student achievement Reinforce 21st Century learning across curriculum Advocates for equity and access for all students Collaborates with all stakeholders Leader in the school Provides input to leadership team and PLCs Program aligns with school/district mission and SIP goals

The new evaluation instrument which is based upon the NC Professional School Counseling Standards measures how school counselors demonstrate leadership, advocacy, collaboration and systemic change to positively affect student achievement. Look at Handout or on Wiki space/LiveBinder to review the standards for school counselors

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.” These statements are the Beliefs and Philosophy of NC School Counselors are a part of the NC Professional School Counseling standards adopted by the NC State Board of Education in These professional standards are the basis of our school counseling practice in NC, the guidance essential standards and our new school counseling evaluation instrument; leading to alignment with the SBE Mission

The new evaluation instrument measures how school counselors demonstrate leadership, advocacy, collaboration and systemic change to positively affect student achievement.

D. Systemic Change to support Student Achievement
Consistent Themes A. Leadership B. Advocacy C. Collaboration D. Systemic Change to support Student Achievement Consistency in focus on role of school counselors from Professional Standards, Guidance Curriculum, new Evaluation Rubric

The old question was… “What do counselors do?” The new question is… “How are students different as a result of the school counseling program?”

From Entitlement… to Performance
From a program that: Focuses generally on the number of activities Measures the amount of effort & time Attends to the process of doing work Works to maintain the existing system To a program that: Focuses on outcomes and improved results Measures impact related to goals Attends to goals, objectives, and outcomes Changes and adapts to be more responsive

From Entitlement… to Performance
From counselors who: Focus on good intentions Talk about how hard they work Few changes to their behavior or approach not data-driven To counselors who: Focus on accomplishments Talk about effectiveness Know their future rests on accomplishments Communicate goals and objective

Implications What is the purpose of the school counseling program?
What are the desired outcomes or results? What is being done to achieve results? What evidence is there that the objectives have been met? Is the program making a difference?

Framework for NC School Counseling
The professional and student competencies of the American School Counselor Association are the framework for the 2008 NC Professional School Counseling Standards approved by the State Board of Education and the new School Counselor Evaluation Rubric. Therefore, the ASCA National Model is an excellent resource/tool to help develop and implement a data-driven, comprehensive school counseling program. Briefly go through each component relating it back to the skills (leadership, advocacy and collaboration) the 21st Century school counselor must use. This graphic explains the various components of the ASCA National Model. The diamond logo has been updated to reflect new language within each of the four components of the ASCA National Model indicated in the 3rd edition. The four components are: Foundation Delivery Management Accountability The themes of leadership, advocacy, collaboration and systemic change surround the model and are infused throughout each of the four components. These themes are also major components and themes throughout the new School Counselor Evaluation Rubric. 21 21

NC Guidance Essential Standards

NC K-12 Guidance Essential Standards
The Purpose of Standards: To define and communicate the knowledge and skills a student must master to be globally competitive. Our new Standard Course of Study, for guidance, and for all areas directly aligns with this mission. This is our goal & purpose – our mission! State Board of Education Goal: NC public schools will produce globally competitive students. Mission

DuFour What is the role of the SC?
Connections Abound! Connecting to Serve All not just for our students but as professionals ~ Each content area is a piece of the puzzle…we must collaborate to work together to make sure students are career and college ready as 21st century learners who practice the skills of problem solving, collaboration and reflective thinking for continuous improvement. What do we want students to learn? (NC Guidance Essential Standards) How will we know if they have learned it? (Data Literacy) How will we respond when they don’t learn it? (Connecting to Serve All Students) How will we respond when they already know it? (Connecting to Serve All Students) DuFour

DuFour’s Questions for Educator PLCs about Student Learning
What do we want students to learn? (NC Guidance Essential Standards) How will we know if they have learned it? (Data Literacy) How will we respond when they don’t learn it? (Connecting to Serve All Students) How will we respond when they already know it? (Connecting to Serve All Students) How do you use these questions now in your work at your school/district? Think/Pair/Share

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 The Framework for Change movement brought us to retooling the NC Public Education System The NC Standard Course of Study includes the following: Common Core State Standards 1. English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects 2. Mathematics North Carolina Essential Standards Arts Education Career and Technical Education English Language Development* Guidance* Healthful Living (Health and Physical Education) Information and Technology* Science Social Studies World Languages *Note: English Language Development Standards and Information and Technology Essential Standards must be delivered through ALL content areas. Teachers must ensure collaboration with AIG, EC, and ESL teachers to design and deliver appropriate services and standards for students. Information and Technology Essential Standards are to be delivered by classroom teachers in all curriculum areas and grade levels. Classroom teachers, media coordinators and technology facilitators must also collaborate for this purpose. It is expected and intended that all school staff will be informed about and ready to implement the Guidance Standards as they relate to the classroom, under the leadership of school counselor staff. Academically and/or Intellectually Gifted Program Standards Note: The NC AIG Program Standards serve as a statewide framework and guide LEAs to develop, coordinate, and implement thoughtful and comprehensive local AIG programs. These standards honor local flexibility and context. Extended Content Standards Note: The No Child Left Behind Act requires that all students, including those with the most significant cognitive disabilities, have access to the standard course of study at grade level. The extended content standards provide entry point extensions so that all students have meaningful and functional access to grade level standards. These standards should be used to develop goals, learning experiences and materials for students with the most significant cognitive disabilities. Occupational Course of Study Common Core State Standards and North Carolina Essential Standards Note: The Occupational Course of Study (OCS) is intended to meet the needs of a small group of students with disabilities who need a modified curriculum that focuses on post-school employment and independent living. The vast majority of students with disabilities will complete the Future-Ready Core Course of Study with accommodations, modifications, supplemental aids and other services as needed. The OCS is a modified standard course of study with 15 courses in English, mathematics, science, occupational preparation and social studies. • Students are required to complete career/technical education credits, healthful living, and electives to complete local graduation requirements. • Each student must complete 300 hours of school-based vocational training, 240 hours of community-based vocational training, and 360 hours of paid employment. • Each student must complete a career portfolio documenting completion of course of study requirements. • The IEP Team, which includes parents and the student, makes recommendations as to the appropriateness of the OCS for a particular student based on his/her post-school transition needs and goals. Final selection of the OCS is by student and parent choice.

Knowledge: Where are we now? Think/Pair/Share
Summer Institute sessions District sessions PLC/Department meetings School level meetings on Common Core Literature review Other workshops/NCSCA Conference, etc. Webinars Not much background Think/Pair/Share – share current knowledge with each other

NC School Counseling Wiki
NCDPI School Counseling WikiSpace NCDPI School Counseling LiveBinder Find the Guidance Essential Standards on the LiveBinder site Visit wiki and acquaint participants with sign in, listserv sign up, training materials, and standards and resources pages. (Walk-through Wiki organization) Go through the LiveBinder site Guidance Essential Standards Alignment with ASCA National Model 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)?

Purpose: To define and communicate the knowledge and skills a student must master to be globally competitive. Essential Standards are fewer yet deeper in content and what the student is to know, understand and be able to demonstrate. Also, these standards like Instructional Technology/Media are to be embedded within the other curriculum areas to offer students a balanced education in lifelong learning in order to be career and college ready.

Framework for NC School Counseling
The professional and student competencies of the American School Counselor Association are the framework for the 2008 NC Professional School Counseling Standards approved by the State Board of Education and the new School Counselor Evaluation Rubric. Therefore, the ASCA National Model is an excellent resource/tool to help develop and implement a data-driven, comprehensive school counseling program. Briefly go through each component relating it back to the skills (leadership, advocacy and collaboration) the 21st Century school counselor must use. This graphic explains the various components of the ASCA National Model. The diamond logo has been updated to reflect new language within each of the four components of the ASCA National Model indicated in the 3rd edition. The four components are: Foundation Delivery Management Accountability The themes of leadership, advocacy, collaboration and systemic change surround the model and are infused throughout each of the four components. These themes are also major components and themes throughout the new School Counselor Evaluation Rubric. 30 30

Both are Student Centered
Program Focus: Student Competencies NC Guidance Essential Standards Alignment with National Standards for Students ASCA Student Competencies NC Guidance Essential Standards “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 “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 We are continuing in the Program Focus area with the Student Competencies from the ASCA National Model This slide indicates the goal of the student competencies of both the American School Counselor Association and the NC Guidance Essential Standards. Both are student centered focusing on knowledge and skills students should be able to demonstrate in order to be lifelong learners in a global context. Both are Student Centered

Crosswalk of K-12 Guidance Essential Standards
ASCA National Competencies for Students NC K-12 Guidance Essential Standards for Students Personal-Social Academic Career 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) Proficiency levels instead of grade levels. The proficiency levels align with Revised Bloom’s Taxonomy. Please keep in mind that the proficiency levels are developmental in nature which means they are intertwined and circular not an up/down hierarchy like grade levels where a student must be proficient at one level before moving to the next.

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)

Preamble Deep Dive into the Preamble
Discuss/Share/Report out by groups – using the Google doc

Proficiency Levels Revised Bloom’s Taxonomy link to the Proficiency Levels of the NC Guidance Essential Standards

Essential Standards are fewer yet deeper in content and what the student is to know, understand and be able to demonstrate. Also, these standards like Instructional Technology/Media are to be embedded within the other curriculum areas to offer students a balanced education in lifelong learning in order to be career and college ready.

GES Poster by Proficiency Level
Standards Proficiency Levels Clarifying Objectives by Proficiency Level Strands Many of you may remember our old Guidance Curriculum. It was divided by level (elem, middle and high) and was in a huge notebook or many cd’s electronically. This poster is a tool that summarizes on one place the NC Guidance Essential Standards. The actual NCDPI Guidance Essential Standards document may be found on the SC LiveBinder and the ACRE/Ready website. The poster outlines the new Guidance Essential Standards. Remember, the standards are fewer and deeper and they are K-12 standards with the proficiency levels which means they are developmentally appropriate for individual students no matter the grade On this poster, you will see the following: Lists the Proficiency Levels at the top and the RBT levels that align with each proficiency level at the bottom. Also, there are a few of the RBT verbs listed to assist you in determining the knowledge dimension of the student. Also listed are the 3 Strands, the standards within each strand and the clarifying objectives by proficiency level for each strand. This poster will be very helpful when you are working with other counselors and student support services staff, career development coordinators, teachers in their Professional Learning Communities, your administrators, parents, and students. You may order this poster from the NCDPI Publications Dept. They have an online catalogue and come in bundles of 10 posters for $8. Revised Bloom’s Taxonomy

RBT Verbs R/E/D E/EE P EI I Remember Understand Apply Analyze Evaluate
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 R/E/D E/EE P EI I

Analyzing, Evaluating, Creating
Higher Order Thinking Analyzing, Evaluating, Creating Aligns with Proficiency levels Early Independent Independent Higher Order thinking skills are more complex and students own some responsibility for their learning process.

Analyzing Breaking information down into its component elements
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 Directions for activity – Counselors think of a concept they teach within their essential standards. Decide how to incorporate one of the analyzing activities into the lesson or unit.

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 Students must learn basic knowledge….suggestion –short mini lessons so that students get the facts/concepts and have time to use the information to solve problems and participate in projects the majority of the time. Also, plan activities that allow students to “construct” their own knowledge and “discover” facts for themselves.

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? Pass around Corduroy and ask children to see how it feels

Remodel the Lesson How could we remodel lesson to show higher order thinking and questioning skills related to school counseling. Lesson that shows analyzing Lesson that shows creating Lesson that shows evaluating Question that shows analyzing Question that shows creating Question that shows evaluating Role Play: Have children hold up pictures of different toys and ask a mother and daughter to walk past shopping for the best toy. After a few minutes, stop and ask how the toys felt, ask what the child how she was choosing, then ask the mother how she was choosing. Compare perspectives of a mother (adult) and daughter (child) in a story Explore the thoughts underlying the feelings regarding what makes things valuable Generate and assess solutions Clarify values and develop criteria to evaluate toys

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

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 postsecondary college or career? Read aloud! Emphasis on students and skills students are to accomplish!

Example: Essential Standard Readiness/Explorator/Discovery: RED. SE
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 of same standard at 2 different levels – notice the skill level differences End of activity is your “post assessment” for the activity of the proficiency level – did the student “get it”?

Example: Essential Standard Early Emergent/Emergent: EEE. SE
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 of same standard at 2 different levels – notice the skill level differences End of activity is your “post assessment” for the activity of the proficiency level – did the student “get it”?

Example: Essential Standard Progressing: P. SE
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 of same standard at 2 different levels – notice the skill level differences End of activity is your “post assessment” for the activity of the proficiency level – did the student “get it”?

Example: Essential Standard Early Independent: EI. SE
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. Analyze here vs. list with the other one

Example: Essential Standard Independent: I. SE
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? Example of same standard at 2 different levels – notice the skill level differences End of activity is your “post assessment” for the activity of the proficiency level – did the student “get it”?

Divide into level groups: elementary, middle and high
Where are we now? How does what we currently do fit with the new Guidance Essential Standards? Divide into level groups: elementary, middle and high

The Guidance Essential Standards Collaborative Groups
List the school counseling activities that are currently being done. How do these align with the objectives listed for each proficiency level. (What are you already doing that fits?) What are some of the resources being used? Where are the gaps? Brainstorm activities you could do to fill the gaps. What curriculum areas might you collaborate with to integrate the Guidance Essential Standards? Where do you begin? Who are your “peeps” and natural connections? Allow 15 minutes to work as a group and 10 minutes to share Form “like groups” Use Worksheet whether digitally or paper copies. Allow “like” groups to work together to review their current “guidance” curriculum activities and determine alignment with the new standards….no need to reinvent the wheel; may need to tweak a bit to align instead of start from scratch. Share ideas and resources

Fun times 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 Optional Activity: Need 3 beach balls with the letters marked on them. Facilitator tosses each to a different person in the group to participate with answering the item portrayed by the letter on the ball. The second and third person receiving the beach balls, follow up in response to the person who responded ahead of them to demonstrate how the standards, proficiency levels, clarifying objectives and school counseling/guidance activities align.

I will… Write 3 things you will do when you return to your school to begin the planning for/ or implementing the Guidance Essential Standards? Who do you need to connect with first?

21st Century NC School Counseling Programs are:
Data driven Comprehensive, preventive and developmental Provide equity and access to every student Promote student achievement for college and career readiness Evaluate and seek continuous improvement/Accountable to stakeholders

The new evaluation instrument which is based upon the NC Professional School Counseling Standards measures how school counselors demonstrate leadership, advocacy, collaboration and systemic change to positively affect student achievement. Look on Wiki space/LiveBinder to review the standards for school counselors

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.” These statements are the Beliefs and Philosophy of NC School Counselors are a part of the NC Professional School Counseling standards adopted by the NC State Board of Education in These professional standards are the basis of our school counseling practice in NC, the guidance essential standards and our new school counseling evaluation instrument; leading to alignment with the SBE Mission

Shifts … Then…. “Guidance Counselor” Random Student Support Services
Go-to person at school for other, non-counseling related duties Points and directs as a “Service oriented” professional in the schools Filled gaps for school service needs – test coordinator, planning period for teachers, duties, etc

Role of School Counselor in 21st Century Learning
New role supports 21st Century learning New role aligns with national standards from ASCA approved by SBE in 2008 Program services and curriculum align to Common Core and NC Essential State Standards Data-driven to support student achievement This reform was catalyst for change in roles. 21st Century learning. Focus no longer just on good grades in subjects, but now a wider focus on global awareness, financial literacy, information, media, and technology skills, and critical thinking. 2008—Now there is a connection…accountability We are at the table now. We are collaborating with others to find commonalities in how our curriculum is taught. Data is now apart of everything we do. It is the foundation for decision making and our evaluation instrument reflects it.

Now…. 21st Century School Counselor
Leadership Advocacy Collaboration Implements a data driven, comprehensive, developmental school counseling program to promote systemic change. Demonstrates leadership to develop a data driven comprehensive developmental school counseling program to promote student achievement. School counselors work with conditions that interfere with a student's social, emotional, and learning process. A school counselor encourages successful academic, career, and personal/social development to ensure every child succeeds. (advocacy) This is accomplished through a variety of methods but mainly through individual counseling, group counseling, and classroom guidance. School counselors also work collaboratively with students, teachers, parents, administration, and community members.

Graffiti Write Part II Distinguish roles on the chart
green dots (old role) “Guidance” Counselor red dots (new role) “School Counselor” Post chart on wall Gallery Walk – observations As you complete gallery walk, self reflect on if your counselors are 21st century “school counselors” (new role) or 19th century “guidance counselors” (old role) Gallery Walk aha’s

This graphic indicates some of the duties and roles the 21st Century school counselor might have in a school Stress: Membership of Leadership team Counseling PLCs Data-driven program Contributor to Profession Advisory Council

No Standard 6 or 8 NC Professional School Counseling Standards
The performance evaluation rubric 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 or 8 Our standards mirror teacher standards. Review each of the standards – briefly as they will deep dive with activity School Counselors are to be leaders in their schools, advocates for all students to positively affect systemic change!

Standards Elements Ratings Descriptors

Performance Appraisal Ratings
Developing – an awareness or some knowledge Proficient – demonstrating/doing - implementation of standard. You are a good counselor who is able to meet the requirements of your job role on a routine basis Accomplished – mentor other counselors or share components of school counseling program within school/district Distinguished - able to share successful strategies, programs you/team developed on a wide-scale basis such as district, state or nationally ******************************************************************************* Not Demonstrated– professional area to work on developing Paradigm shift in our thinking – Proficient is GREAT! We are doing our job. You will be able to demonstrate the how students are different as a result of the school counseling program. Briefly show page in User Guide regarding “Scoring the Rubric” Artifacts = evidence! Examples of how school counselors and school counseling program are affecting student achievement, supporting your school’s mission/vision, School Improvement Plan, collaborating with school staff and key stakeholders, etc.

Standard 1 – School counselors demonstrate leadership, advocacy, and collaboration.
Four Elements: A. Demonstrate leadership in their school B. Enhance the counseling profession C. Advocate for schools and students D. Demonstrate high ethical standards

Standard 2 – School counselors promote a respectful environment for a diverse population of students
Five Elements: A. Promote a respectful environment for diverse population of students B. Embrace diversity in the school community and world C. Treat students as individuals

D. Recognize students are diverse and adapt their services accordingly
E. Work collaboratively with the families and significant adults in the lives of students

Standard 3 – School counselors understand and facilitate the implementation of a comprehensive school counseling program Four Elements: A. Align their programs to support student success in the NC Standard Course of Study B. Understand how their professional knowledge and skills support and enhance student success

C. Recognize the interconnectedness of the comprehensive school counseling program with academic content areas/disciplines D. Develop comprehensive school counseling programs that are relevant to students

Standard 4 – School counselors promote learning for all students
Four Elements: A. Know how students learn B. Plan their programs for the academic, career and personal/social development of all students C. Use a variety of delivery methods D. Help students develop critical thinking and problem-solving skills

Standard 5 – School counselors actively reflect on their practice.
Three Elements: A. Analyze the impact of the school counseling program B. Link professional growth to the needs of their school and their program goals C. Function effectively in a complex dynamic environment

Uniqueness Observations School Counseling Activities
Professional Growth Plan Observables vs. Nonobservables Observations-confidentiality; different from teachers’ observation because school counselors must abide by the ethical practices and laws of confidentiality School Counseling Activities – instead of lessons/lesson plans – school counselors are not teachers. They will not do lessons and lesson plans except when collaborating with teachers to implement the NC Guidance Essential standards across curriculum areas. Examples of school counseling activities include: SC program goals, small group counseling sessions, closing gap goals, etc. Professional Growth Plan / - counselors will do a PGP. It is very similar to the Annual Agreement referenced in the Evaluation Rubric that they create with their administrators Action Plan - LEA decision

Timeline 2011-2012 – Developed and approved by SBE
– Validation/Pilot Study HR Directors contact Training for participants in November/December – Full implementation across all LEAs in NC If you are interested in participating in the Validation/Pilot Study, let your HR Director know who will contact Jean Williams at Jean Williams Training: One SC & one evaluator per LEA 11/16/12 Durham Staff Development Center – Durham, NC 11/27/12 Stone Center in Wilkesboro, NC All Participants 12/4/12 Webinar for everyone participating

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

Pulling it all together….

Where are we going? Where are we now? How do we close the gap? Pulling it together… Know & learn the Professional Standards for School Counseling Review and learn the Guidance Essential Standards (GES) Start GES implementation planning in curriculum areas where there are natural alignments & connections? Review your school’s data What are the areas of need indicated by the data? Gaps? Use SIP! How do the strategies align with the SIP? Where do I begin to start developing a comprehensive school counseling program that aligns with the new school counselor evaluation instrument? 86

Review all information with your administrator
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 Use the ASCA National Model as a framework 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 = data! 87

School District Work Where are we now?
Where is the most pressing work/ our priorities? What are the next steps? Who do we need to collaborate? What are some final products/deliverables we can create to demonstrate our work? How do we communicate our plans/work in our school and district?

Questions? Linda Brannan

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

References & Resources
ASCA National Model: Framework for School Counseling (3rd ed.) (2012)., American School Counselors Association. Alexandria, VA 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, J2ZMCFQEQGgodmTvPaA Shaprio, E. S. Tiered Instruction and Intervention in a Response-to-Intervention Model. Retrieved June 5, 2008 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

Implementing the NC Guidance Essential Standards NC Professional Standards for School Counseling New NC School Counselor Evaluation Rubric Linda Brannan.

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