addressing student needs in an era of new content standards linda brannan k-12 student support...
TRANSCRIPT
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!2011-2012 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 CounselorsNC 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 Standards NC 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
http://schoolcounseling.ncdpi.wikispaces.net
NCDPI School Counseling LiveBinder
Framework for NC School Counseling 3rd Edition
Foundation
2nd Edition 3rd Edition
Program Focus: Student CompetenciesNC 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, 3rd Edition
NC Guidance Essential Standards
“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
Both are Student Centered
Alignment with National Standards for Students
ASCA National Model
Three Domains
NC Guidance Essential Standards
Three Strands
Personal/Social Socio-Emotional
Academic Cognitive
Career Career
Alignment with National Standards for Students
ASCA National Model
NC Guidance Essential Standards
Standards Standards
Student Competencies
Proficiency Levels (5)•Readiness/Exploratory/Discovery (RED)•Early Emergent/Emergent (EEE)•Progressing (P)•Early Independent (EI)•Independent (I)
IndicatorsASCA 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
• CareerRevised 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
Understanding the Structure of the Guidance Essential Standards
Preamble ~ IMPORTANTIMPORTANT
•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
Preamble ~ IMPORTANTIMPORTANT
• 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 LevelsK-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 TAXONOMYCreating
Generating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of actionChecking, hypothesizing, critiquing, experimenting, judging
Analyzing
Breaking information into parts to explore understandings and relationshipsComparing, organizing, deconstructing, interrogating, finding
Applying
Using information in another familiar situationImplementing, carrying out, using, executing
Understanding
Explaining ideas or conceptsInterpreting, summarizing, paraphrasing, classifying, explaining
Remembering
Recalling informationRecognizing, 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/D E/EE P EI 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 decisionRole PlayConstruct a graph to illustrate selected informationDesign a questionnaire to gather information
Evaluating
Activities and ProductsWrite 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…
CreatingActivities and ProductsWrite 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 StandardsBeach 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
Delivery2nd Edition 3rd 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
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
Types of Data
• Achievement or assessment data
• Demographic data
• Program data
• Perception data
• Results over time data/Outcome data
Types of DataProcess DataWhat 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 Data Strategies
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
AttendanceDiscipline referralsParent InvolvementHomework CompletionCourse EnrollmentFailing courses
EOG/EOCSAT/ACT Graduation ratesGPAAP testsCollege prep and CTE course completionRetention rates
Comprehensive School Counseling Program
Assessment
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)
ReflectionProfessional Journaling
Reflect on today’s session. What are two things that you will take back to use with your students?
Life As a School Life As a School CounselorCounselor
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 Model3rd Edition
Framework for NC School Counseling 3rd Edition
Leadership p. 1
Advocacy p. 4
Collaboration p. 6
Systemic Change Process p. 8
Foundation2nd Edition 3rd Edition
1. Program FocusFoundation
SMART Goals p. 28
2. Student CompetenciesFoundation
Understanding the Structure of the Guidance Essential Standards
3. Professional Competencies
Foundation
North Carolina Professional School Counseling Standards
A S A P P R O V E D B Y T H E S TAT E B O A R D O F E D U C AT I O N O N D E C E M B E R 4 , 2 0 0 8
NC School Counselor Evaluation
2011-2012 – Developed and approved by SBE2012-2013 – Validation/Pilot Study 2013-2013 – Full implementation across all LEAs in NC
Tightly aligned with the NC Professional School Counseling Standards approved by SBE in 2008
Management
2nd Edition 3rd Edition
2nd Edition 3rd Edition
AssessmentsManagement
Assessments p. 59
Program Assessment/Audit
Assessments p. 63
Use of Time Assessment
ToolsManagement
New New
Lesson Plan Template
School Data Profile Template p. 66 Ne
w New
Program Results Datap. 51
Types of DataProcess DataWhat 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 Data Strategies
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
AttendanceDiscipline referralsParent InvolvementHomework CompletionCourse EnrollmentFailing courses
EOG/EOCSAT/ACT Graduation ratesGPAAP testsCollege prep and CTE course completionRetention rates
Action Plan Templatesp. 69
Delivery2nd Edition 3rd Edition
Delivery
Delivery
Delivery
Examples of Direct Student Services
Delivery
Examples of Indirect Student ServicesDelivery
Direct and Indirect Student Servicesp. 84
Use of Time Comparison p. 135-136
Accountability2nd Edition 3rd Edition
1. Data Analysis Accountability
New New New New
2. Program ResultsAccountability
Program ResultsAccountability
3. Evaluation & Improvement
Accountability
The performance evaluation is based on the 2008NC 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 ofSchool 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
NCDPI Contact
Linda BrannanSchool Counseling Consultant
NC Department of Public Instruction Division of K-12 Curriculum and Instruction
Useful Websites• School Counseling Wikispace:
www.schoolcounseling.ncdpi.wikispaces.net
• NCDPI School Counseling LiveBinders – link to this site from the wikispace
• NC Falcon: http://www.ncpublicschools.org/acre/falcon/ note the Professional Development tab on the left – formative assessments
• NC Education: RBT video https://center.ncsu.edu/nc/login/index.php
• American School Counselor Association (ASCA) http://www.schoolcounselor.org/
References & Resources• ASCA National Model: Framework for School Counseling (3rd ed.) (2012)., American School
Counselors Association. Alexandria, VA http://p.b5z.net/i/u/10045791/f/PDF/Draft_National_Model_3rd_Ed.pdf
• 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, 2008 http://rtinetwork.org/?gclid=CNati4-J2ZMCFQEQGgodmTvPaA
• Shaprio, E. S. Tiered Instruction and Intervention in a Response-to-Intervention Model. Retrieved June 5, 2008
• http://www.rtinetwork.org/Essential/TieredInstruction/ar/ServiceDelivery/1
• 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.”