1. NC School Counselors Guidance Essential Standards

2. Guidance Essential Standards
Linda Brannan,
K-12 Student Support Services Consultant
Karen Meadows,
Supervisor of K-8 Counseling
Guilford County Schools
Fredricca Stokes,
Supervisor of High School Counseling
Guilford County
Note: This is the theme for SI 2012.
Description: Student Support Services leaders for school counselors will receive approximately 9 hours and 15 minutes of continued training on the NC Guidance Essential Standards, and three and one/half hours of facilitated team time with an overall focus of the institute on “Addressing Student Needs in an Era of New Content Standards” in preparation for full implementation of the standards in the school year.
Guidance Essential Standards

3. Objectives
Learn about DPI resources and tools to support the initiatives within the RttT Grant
Understand and dive deeply into the Guidance Essential Standards in order to meet the learning needs of all students
Connect the Guidance Essential Standards with Data Literacy
Continue to refine, develop, and plan for Professional Development and the deployment of the new NCSCS across the LEA
Make Connections!
The Guidance Essential Standards content sessions will focus on the 2nd and 3rd bullets for the overall goals of the institute. Day 1 will focus primarily on the theme of connecting to serve all with the Guidance Essential Standards and the changing role of the school counselor. Day 2 will provide an opportunity to focus on local PD plans specifically for implementation of the Guidance Essential Standards.
Emphasize role of local leaders with leading local standards implementation and the changing role of school counselors due to RttT.

4. Alignment Activity
Refer to: Proficiency Levels NC DPI Instruction Guidance Essential Standards Worksheets Look at the Standards Sheet on your table. List guidance curriculum activities you are currently doing in your district that align with the clarifying objectives/standards/strands

5. Alignment with National Standards for Students
ASCA National Model
Three Domains
NC Guidance Essential Standards
Three Strands
Personal/Social
Socio-Emotional
Academic
Cognitive
Career
Three broad domains to promote behaviors that enhance the learning process for all students.

6. Alignment with National Standards for Students
ASCA National Model
NC Guidance Essential Standards
Standards
Competencies
Proficiency Levels (5)
Readiness/Exploratory/Discovery (RED)
Early Emergent/Emergent (EEE)
Progressing (P)
Early Independent (EI)
Independent (I)
Indicators
ASCA Standards
Clarifying Objectives

7. Alignment with National Standards for Students
ASCA 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” Purpose of Standards: To define and communicate the knowledge and skills a student must master to be globally competitive GES Preamble, 2011
Both are Student Centered

8. Understanding the Standards
Preamble – Overview and purpose
Preamble Scavenger Hunt Activity
Table Teams: Answer and Discuss the questions of the Scavenger Hunt

10. Connections The Big Picture 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
Think about implementing the new essential standards at the classroom level – planning for instruction must include thought about 1) how the standard is taught, 2) how the standard is reflected in student work, 3) how the standard is assessed, 4) how the standard connects to other areas of the curriculum, to 21 century themes and skills, etc. and 5) how the standard may be differentiated for special populations (such as AIG, ELL, and EC) and/or multiple entry points.
What do we want students to learn? (SI 2011)
This is the center part of the graphic – the standards themselves are what we want students to know and learn. This was the focus from last summer.
How will we know if they have learned it? (SI 2012 – Data Literacy)
This is reflected in the big pieces surrounding the standard. Assessment let’s us know whether students have learned the standards or not, which informs our instruction, and how students reflect their learning through their work. Discuss balanced assessment (add talking points)
How will we respond when they don’t learn it? (SI 2012 – Connecting to Serve All Students)
This is where differentiation for different types of learners is essential.
How will we respond when they already know it? (SI 2012 – Connecting to Serve All Students)
This, too, is where differentiation for different types of learners is essential.
Connections were the focus of the most recent RESA trainings and will continue to be an important part of implementing the standards for all areas.
Connections

11. The same as the evaluation/appraisal
Standards are not…
Intended to be the comprehensive school counseling program – it is the curriculum not the entire program
The same as the evaluation/appraisal
School counselors are leaders in their school and advocates for creating positive systemic change
Comprehensive school counseling programs are data-driven and aligned with the needs of the school improvement plan and the school and district mission. GES are a part of the comprehensive school counseling program and the new proposed evaluation instrument.
School counselors perform duties that include but not limited to individual and group counseling, guidance, career development, consultation, coordination, program planning and professional development.
It is expected that all school staff will be informed about and ready to implement these Guidance Essential Standards as they relate to their classroom, under the leadership of the school counseling staff.

12. Understanding the Standards (Refer to Proficiency Levels)
Standards are for Students
Proficiency Levels are based on student readiness, NOT a grade level placement
Clarifying Objectives indicate what students are to know, understand, and be able to do
Prototypical Performance Assessment
Proficiency Levels – school counselors are expected to apply these standards in an integrated, overlapping approach to each student’s needs and maturity level at the time the student is presenting himself or herself to the school counselor for assistance. Therefore, standards are sequenced according to a students maturity, understanding and application.
Standards should not be limited to discrete levels of understanding and application that isolate each standard and level into unrelated areas of implementation. The goal is to see each student as a composite of personal traits and needs that transcend a singular classification in order to expand the student’s potential for growth and development. Standards should not be implemented as “chunks” of unrelated information.

13. Proficiency Levels
RED = Readiness / Exploratory / Discovery
EEE = Early Emergent / Emergent
P = Progressing
EI = Early Independent
I = Independent

14. Strands, Standards & Clarifying Objectives…. No Grade Levels, Oh My!
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
Similar to DPI’s previous standard areas and ASCA Competency areas of Academic, Personal Social, and Career – less cumbersome since only 2-4 ES per Strand

15. Quiz (Work independently)
Write out the full name for the abbreviated identifier
RED.SE.2.1
I.CR.4.1
EEE.C.2.1
P.SE.2.2
EI.C.2.1
RED.C.1.2

16. Guidance Essential Standards Refer to: Proficient Levels NC Essential Standards Draft with Prototypical Performance Assessment
Review document in your packet to see how these proficiency levels align with the Guidance Essential Standards

17. 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.
Explain how 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”?

18. 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

19. 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 define 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”?

20. 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.
What approach would you use to address this student?
Identify how this student’s actions are affecting others in the group.
What examples can you give to show the student is not being responsible?
Develop an action plan as a group that would help everyone be 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”?

21. Example: Essential Standard Readiness: RED. SE
Example: Essential Standard Readiness: 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”?

22. Understanding the Standards
Beach Ball Activity
S – choose a standard and read aloud
CO/PL – read aloud a clarifying objective (CO) & proficiency level (PL) within this standard then state one proficiency level 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
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.

23. Unpacking Documents 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)?
Show these on the LiveBinders site

24. Performance Evaluation
Developing
Proficient
Accomplished
Distinguished
Not Demonstrated

25. The performance evaluation is based on the 2008
NC Professional School Counseling Standards (refer to front of notebook)
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.

26. Revised Bloom’s Taxonomy

27. Higher-order thinking
BLOOM’S REVISED 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
Higher-order thinking
Revised Bloom’s Taxonomy – compare to original for clarification

28. Remembering Teacher Student Directs Responds Tells Absorbs Shows
Examines
Questions
Evaluates
Student
Responds
Absorbs
Remembers
Recognizes
Memorizes
Defines
Describes
Retells
Passive recipient
Important to remember student is passive…teacher is the only real participant

29. Understanding Teacher Student Demonstrates Listens Questions Compares
Contrasts
Examines
Student
Explains
Describes
Outlines
Restates
Translates
Interprets
Active participant
Basic comprehension

30. Applying Teacher Shows Facilitates Observes Evaluates Organizes
Questions
Student
Solves problems
Demonstrates use of knowledge
Calculates
Compiles
Completes
Illustrates
Constructs
Active recipient
Applying knowledge to new situations

31. Analyzing Teacher Probes Guides Observes Evaluates Acts as a resource
Questions
Organizes
Dissects
Student
Discusses
Uncovers
Argues
Debates
Tests
Examines
Calculates
Investigates
Inquires
Thinks deeply
Active participant
No basic right answers. Requires students to think outside of basic knowledge and solve real problems. How can these skills be useful in real-life situations?

32. Evaluating Teacher Clarifies Accepts Guides Student Judges Disputes
Compares
Critiques
Questions
Argues
Assesses
Decides
Selects
Justifies
Active participant
See a real shift from a teacher-led classroom to a student-led classroom (teacher/counselor facilitating).

33. Creating Teacher Facilitates Extends Reflects Analyzes Evaluates
Student
Designs
Formulates
Plans
Modifies
Creates
Proposes
Takes risks
Active participant

34. Dr. Lorin W. Anderson
RBT Module at NC Education

35. How Do We Know They Learned It?
Data! Data! Data!

36. Dirty Data Don’t want to be a D.R.I.P (Data Rich Information Poor)
Whole Group question:
How can you ensure that you are not gathering dirty data?
5 minutes

37. What is Data Literacy? Understanding how to: Find data Evaluate data
Use data to inform decisions
Data literacy refers to one's level of understanding of how to find, evaluate, and use data to inform instruction.

38. A data literate person possesses the knowledge to:
Gather
Analyze
Graphically convey information
Support decision-making
A data literate person possesses the knowledge to gather, analyze, and graphically convey information and data to support decision-making.
Schools are often "data rich and information poor" (DRIP). Our schools are full of spreadsheets, reports, grade books, surveys, and databases that all hold “data” that might be important for our work. But how do we know whether our students are learning? What can we do? Educators must become data literate to answer these questions.
Becoming data literate means developing skills that help to ask significant questions, devise sensible and efficient ways to answer these questions, and then respond to the answers with changes to learning environments and instructional practices. A data literate person considers relevant data when making important decisions. This process is often called data-driven decision making and refers to teachers, principals, and administrators systematically collecting and analyzing various types of data to guide a range of decisions with the aim of helping to improve the success of students and schools.

39. 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
Data-Driven Decision-Making (D3M) is about collecting appropriate data, analyzing the data, getting the data to the people who need it, using the data to increase school efficiencies and improve students achievement and communicating those decisions to key stakeholders. Data is a powerful tool for districts to use, it can narrow achievement gaps, improve teacher quality, improve curriculum development, locate problems, share best practices, communicate needs, motivate students and increase parental involvement. Today’s educational leaders face an environment that requires real-time decisions and accurate, reliable and timely data. As a result of this, educational leaders face a growing need to gather, analyze and monitor more data than ever before in their oversight of schools (Mills, 2011). In order to utilize data properly, we must establish strong correlations between data and the decision made. Data-driven decisions must be based on data, not on personal opinion or belief. Data can be used to assess instructional practices, teacher effectiveness, student progress and organizational needs.

40. Types of Data
Student Achievement Data
Measures students’ academic progress
Achievement Related Data
Measures data related to academic achievement
Standards and competency related data
Measures student competency
Disaggregate Data
Separation of data by variables to see if there are groups of students who may not be doing as well as others

41. Program Evaluation Data 1. Process
What did you do for whom?/What was the process?
Ex: Conducted 7 professional development sessions with an average of 120 individuals per session.
2. Perception
What do people think they know, believe or can do?
Ex: 90% of GCS counselors can define and demonstrate knowledge of HBD procedures, interventions/preventions.
3. Results
So what? – “Show Me The Money”
Ex: Sessions on bully prevention increased by 50%

42. Scenario
Elementary
Middle
High

43. NC Wise Resource Graduation Resiliency Factors
NC Wise Report: Early Warning Report

44. Where do I find the Unpacking Documents
School Counseling Wikispace/LiveBinders
Guidance Essential Standards
Unpacking Documents
Formative Assessment Examples
Discuss contents and go to Wiki space

45. 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 for SI 2012, and standards and resources pages. (Walk-through Wiki organization)
Go through the LiveBinder site