dr. mary czajkowski superintendent, barnstable public schools masca spring conference making change...
TRANSCRIPT
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Dr. Mary CzajkowskiSuperintendent, Barnstable
Public Schools
MASCA SPRING CONFERENCE
MAKING CHANGE HAPPEN
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AGENDAAligning districts to the Massachusetts Model for School Counseling Programs (MA Model)•Implementing the MA Model• Former district• Educator Evaluations• PARCC• Barnstable
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FACTORS IN THE SCHOOL CONTEXT THAT SUPPORT STUDENT SUCCESS
Study by Manpower Demonstration Research Corporation (MDRC) in 20061:Variables in the educational environment are important in supporting and sustaining positive academic self-perceptions and engagement in school.•Sense of Belonging and Caring•Clear, High, and Consistent Expectations•Meaningful and Challenging Educational Environments
1 http://www.mdrc.org/sites/default/files/full_519.pdf
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SUPPORT STUDENT SUCCESS (CONT.)• How capable a student feels in previous
school years plays a primary role in predicting how well she or he will perform on subsequent assessments
• How engaged a student is in behavior associated with school success (such as doing homework and trying hard in school) plays a secondary but meaningful role
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SUPPORT STUDENT SUCCESS (CONT.)
• Teacher support and expectations of conduct had an immediate influence on student engagement role in determining the level of achievement.
• Students who see themselves as academically competent become more engaged over time.
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PROGRAM REVIEWConducted an independent program review/ evaluation of services.
Former District:• 1 SAC at each elementary• 1 SAC, 1 guidance counselor at the middle
school• 1 SAC, 2 guidance counselors at the junior high• 4 guidance counselors, 2 SACs at the high
school (1300 students)
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PROGRAM REVIEW (CONT.)
Team of 4 Evaluators spent 3 days in the district:• Interviewing staff• Reviewing documents
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STUDENT SURVEY RESULTSScale of 1-5, 5=strong agreement, 1=strong disagreement
Question Answer
I feel comfortable meeting with my counselor 3.7
My guidance counselor has helped me to select appropriate courses
2.9
My guidance counselor has helped me with personal and/or school problems
2.7
My guidance counselor has provided me with information about careers and the world of work
2.5
My guidance counselor has been available to me when I have had questions or problems
3.6
My guidance counselor has helped me to learn about my strengths, abilities and learning styles
2.5
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PROGRAM REVIEW RECOMMENDATIONS• District-level coordination of the counseling
program PK-12• Develop vision and mission statements for the
counseling program• Develop counseling performance standards at
each school level• Target staffing levels closer to the 250:1
recommended student-counselor ratio• Build in supports and PD so all counselors have
the skills to be successful
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MA MODEL DELIVERY SYSTEM AND PROGRAM RECOMMENDATION1. Guidance Curriculum• Develop PK-12 scope and sequence of
comprehensive developmental guidance• Develop assessment strategies to ensure
curriculum is working as intended2. Responsive Services• Develop a model where students are expected to
see their assigned counselor when there is a need for responsive services
• Develop district and school-level crisis plans
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MA MODEL DELIVERY SYSTEM AND PROGRAM RECOMMENDATION (CONT.)
3. Individual Planning• Develop a 4 year academic/career plan for every student• Use more group guidance where appropriate and
indicated (e.g. scheduling)4. System Support• Provide common planning time for counselors to meet as
a district-wide department and school-level departments• Review the policies for the counselor’s role regarding
special education students
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IMPLEMENT• A strong, sound, comprehensive, PK-12
school counseling program is about prevention: pro-active vs. reactive
• Educate staff, school committee and the parents about this shift in culture
• $1 million dollar federal grant to hire school counselors – sustained through operating budget
• Getting counselors out of offices and into classrooms; delivering lessons
• Evolving process: takes at least 3 years
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AGENDA• Implementing the MA Model• Former district• Educator Evaluations• PARCC• Barnstable
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EDUCATOR EVALUATIONS• All districts engaged in, RTTT or non-RTTT• Time-consuming!• Additional School Counselor indicators:• ESE recommends that districts consider
using these indicators in conjunction with the model Specialized Instructional Support Personnel (SISP) rubric or a comparable rubric aligned with the Standards and Indicators defined in the regulations, 603 CMR 35.03
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D-1. Strategic Planning for Systemic Services D-2. School Counseling CurriculumD-3. Coherent Delivery E-1. Academic Advising
E-2. TransitionsE-3. Post-Secondary PlanningE-4. College PlanningE-5 Responsive Services
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AGENDA• Implementing the MA Model• Former district• Educator Evaluations• PARCC• Barnstable
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New! Massachusetts Definition of College and Career Readiness http://www.mass.edu/library/documents/2013College&CareerReadinessDefinition.pdf
PARCC
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1. Essential Competencies• Academically prepared in ELA and
Math• MassCore
2. Workplace Readiness• Work Ethic and Professionalism • Effective Communication and
Interpersonal Skills
PARCC (CONT.)
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3. Qualities and Strategies• Higher order thinking skills of analysis, synthesis, and
evaluation • The ability to think critically, coherently, and
creatively • The ability to direct and evaluate their own learning,
be aware of resources available to support their learning, and have the confidence to access these resources when needed.
• Motivation, intellectual curiosity, flexibility, discipline, self-advocacy, responsibility, and reasoned beliefs
PARCC (CONT.)
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MA MODEL – MISSION STATEMENTGoal 1: Academic/Technical Achievement: In order to improve student achievement and promote a commitment to lifelong learning for all students, school counselors will provide programs, classroom-based interventions and group and/or individual counseling…Goal 2: Workplace Readiness/Career Planning: To promote in all students a sense of purpose and an understanding of their unique interests, strengths and limitations, school counselors will provide programs, classroom-based interventions and group and/or individual counseling…
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Goal 3: Personal and Social Development: To promote the positive personal and social development of all students within a safe learning environment, school counselors will provide programs, classroom-based interventions and group and/or individual counseling that allow students…
MA MODEL – MISSION STATEMENT (CONT.)
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AGENDA• Implementing the MA Model• Former district• Educator Evaluations• PARCC• Barnstable
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BARNSTABLE IMPLEMENT MA MODEL• Change!• Culture Shift• Emerging medical and mental health issues
across the district • Students are demonstrating needs regarding
anxiety, depression, substance abuse and other mental health issues
• Raises district concern regarding liability problems at having non-licensed, non-certified personnel working with students
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BARNSTABLE• School counselors existed at elementary
schools; budget reductions caused elimination of positions & hiring of 5 unlicensed, uncertified Prevention Specialist Assistants
• Add Career Counselor• Licensed & certified• Alignment with MA Model and PARCC
• Add 5 Elementary School Counselors• Licensed & certified
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BARNSTABLE ELEMENTARY SCHOOL
Grade Level
Total Students
% High Risk
1 83 78.3%2 77 53.2%3 67 35.8%
21% of grade 1 students have not previously attended any schooling
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