1. Linda Brannan, K-12 Student Support Services Consultant Marchelle Horner, Career Development Coordinator Consultant, Career & Technical Education Division “The Connected Counselor”

2. Good News! 2011-2012 Graduation Rate Highest graduation rate ever in NC 80.2 % = 89,126 students

3. Still Leaves… 21,975

4. Graffiti Write What does a Connected Counselor Do? Brainstorm & write as many ideas as possible on chart paper Post chart paper on the wall

5. “The Connected Counselor”

6. The Connected Counselor Collaborates with all stakeholders Establishes a data driven school counseling program that aligns with school/district mission and SIP goals Advocates for equity and access for all students Leader in the school – provides input to leadership team to positively affect student achievement

7. Framework for NC School Counseling 3 rd Edition

8. Foundation 2 nd Edition3 rd Edition

9. 1. Program Focus Foundation BeliefsVisionMission Program Goals

10. 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.”

11. 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.”

14. NC Guidance Essential Standards Purpose: To define and communicate the knowledge and skills a student must master to be globally competitive.

15. 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

16. DuFour What is the role of the SC?

17. 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.

18. 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)

19. Understanding the Guidance Essential Standards Divide into Candy Teams Candy Teams – SnickersTootsie Rolls Twix3 Musketeers Reese Cups

20. Preamble Exploration Snickers = Philosophy Reese Cups= Purpose 3 Musketeers = Course of Study & Organization Twix = Program Description, National Standards & Research Tootsie Rolls = Features & Guiding Question

23. Our Guiding Question?

24. Revised Bloom’s Taxonomy Proficiency Levels Strands Standards Clarifying Objectives by Proficiency Level GES Poster by Proficiency Level

26. 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

28. 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?

29. 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

30. 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.

31. 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.

32. 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.

33. 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.

34. 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?

35. Revised Bloom’s Taxonomy Proficiency Levels Strands Standards Clarifying Objectives by Proficiency Level GES Poster by Proficiency Level

36. 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

40. Deployment: Your Children and Separation NC GRADUATION RATE IS HIGHEST IN NC HISTORY; SIXTH CONSECUTIVE YEAR OF IMPROVEMENT School attendance is a baseline factor in determining student success.

42. National Office of School Counselor Advocacy http://nosca.collegeboard.org/

43. Career & College: Ready, Set, Go!

44. NC School Counseling Wiki NCDPI School Counseling WikiSpace http://schoolcounseling.ncdpi.wikispaces.net NCDPI School Counseling LiveBinder

45. Alignment with Guidance Essential Standards How does what I currently do fit with the new Guidance Essential Standards? Who are my “peeps”? Where are my natural curriculum connections? (Divide into level groups: elementary, middle and high)

46. The Guidance Essential Standards Collaborative Groups Using the Guidance Essential Standards Worksheet, discuss the school counseling activities that are currently being done that align with the clarifying objectives listed for the proficiency levels. ( What are you already doing?) What curriculum areas or colleagues might you collaborate with to integrate the Guidance Essential Standards? As a group, choose one activity listed and create a lesson plan

50. “The Connected Counselor”

53. Water Cooler Chats What am I already doing to embrace the GES and the revised role of school counselors? Where are my “natural” curriculum connections? Which “connection” will I work/collaborate with first? Who are the people in my school that may assist me with implementing the GES?

54. Water Cooler Chats What conversations need to occur in my school/district about the GES and revised role for school counselors? What are the roadblocks? Who is the first person I need to have a conversation with about this change? What concepts from today am I going to take back to my school or district?

55. Gallery Walk Reflect on the questions? Answer the questions on each piece of chart paper? Gallery walk to review each other’s responses

56. “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.”

57. NCDPI Contact Linda Brannan School Counseling Consultant linda.brannan@dpi.nc.gov 919-807-3438 NC Department of Public Instruction Division of K-12 Curriculum and Instruction