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NC School CounselorsGuidance Essential Standards
2012 Regional Summer Institutes
Welcome and Introductions
Welcome & Connection Time
Introductions
• Your Name – use alliteration
• School System or Charter School Name
• Position or Job
• Share one interesting event that occurred this year in your school or district
Housekeeping
• Sign-in
• Parking Lot
• Breaks
• Evaluation - Your input is essential and valued!
• Day 1 Content Session = will receive an email
• Day 2 Summer Institute = will receive an email
Parking Lot
?
Code of Cooperation• Start on Time/End on Time
• Respectful cell phones (vibrate/silent)
• Fully Engage
• Respectfully agree/disagree
• “Your turn” Any others you want to add?
Guidance Essential Standards
• Linda Brannan, K-12 Student Support Services Consultant
• Tara Patterson, Educator Recruitment and Development
• Melanie Honeycutt, Instructional Technology
• Cynthia Martin, Educator Recruitment and Development
• Kim Simmons, NC Educator Evaluation System Consultant
Summer Institute 3July 12-13, 2012
West Stokes High SchoolStokes County
Summer Institute 5July 19-20, 2012
JH Rose High SchoolPitt County
Summer Institute 1June 21-22, 2012
Enka High SchoolBuncombe County
Summer Institute 6July 24-25, 2012
SanLee Middle SchoolLee County
Summer Institute 4July 17-18, 2012
Croatan High SchoolCarteret County
Summer Institute 2July 10-11, 2012
Maiden High SchoolCatawba County Schools
At the end of this Summer Institute, participants will:
• 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!
4 Questions of a PLC (DuFour)• 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)
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
The Big Picture
Connections
NC K-12 Guidance Essential Standards
Mission
Our 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.
Penzu ActivityCreate a Penzu Account
Log into http://www.penzu.com
Online Journal
Note-taking and reflection tool to capture your “aha” moments
• Write down a couple of big bucket items you would like to gain from our time together
• Share Time
“The digital tools used during the course of the NCDPI trainings 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 NCDPI trainings.”
Review Sunshine Packet• Front-loaded material sent prior to Summer Institute
– Guidance Essential Standards
– Alignment with National Standards – ASCA, RBT, 21st Century
– Unpacking Documents – Wikispace & LiveBinders
– Lesson Samples/Assessment Prototypes
• Where Are You with the Guidance Essential Standards?
– Four Corners Activity
4-Corner ActivityDiscuss the following question with your
“Corner Team”
Why does this picture represent where you are?
How do the Guidance Essential Standards align with the ASCA National Standards for Students and Revised Bloom’s Taxonomy?
(Report Out from your group)
Alignment with National Standards for Students
ASCA 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
1. Personal/Social
2. Academic
3. Career
NC Guidance Essential Standards
Three Strands
1. Socio-Emotional
2. Cognitive
3. Career
Alignment with National Standards for Students
ASCA National Model
• Standards
• Competencies
• Indicators
NC Guidance Essential Standards• Standards
• Proficiency Levels (5)
• Clarifying Objectives
Crosswalk of StandardsASCA National Standards for
Students
• Personal-Social
• Academic
• Career
NC K-12 Guidance Essential Standards for Students
• 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)
Understanding the Standards
• Preamble – Overview and purpose
• Preamble Scavenger Hunt Activity
– Table Teams: Answer and Discuss the questions of the Scavenger Hunt
Understanding the Standards• Standards are for Students
– Proficiency Levels – based on student readiness, NOT a grade level placement
– Clarifying Objectives indicate what students are to know, understand, and be able to do
Proficiency Levels, Strands, Standards and 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
Example: Essential Standard Readiness: RED.SE.1 Understand the meaning and importance of
personal responsibility.
Clarifying Objective: RED.SE.1.1Understand the importance of self-control and responsibility.
Activity: RED.SE.1: 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 Independent: EI.SE.1 Understand the meaning and importance of
personal responsibility.
Clarifying Objective: EI.SE.1.1 Explain the impact of personal responsibility on others.
Activity: EI.SE.1: 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 how this matter could affect your future.
Understanding the StandardsTable Team Activities:
1. Puzzle Card Matching Activity
2. Alignment Activity - 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
3. Share Time
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
Where do I find the Unpacking Documents
School Counseling Wikispace/LiveBinders
– Guidance Essential Standards
– Unpacking Documents
– Formative Assessment Examples
NC School Counseling Wiki
NCDPI School Counseling WikiSpace
NCDPI School Counseling LiveBinder
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)?
Penzu Reflection Time
Record your “aha” moments and other reflections on the Preamble and the NC Guidance Essential Standards.
Revised Bloom’s Taxonomy
Revised Bloom’sTaxonomy
• Go to Your Penzu Account
http://www.penzu.com
• What do you know about Revised Bloom’s Taxonomy? How do you incorporate RBT into your instruction?
Dr. Lorin W. Anderson
RBT Module at NC Education
BLOOM’S REVISED 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
AnalyzingBreaking information into parts to explore understandings
and relationshipsComparing, organizing, deconstructing, interrogating,
finding
ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing
Understanding
Explaining ideas or conceptsInterpreting, summarizing, paraphrasing, classifying,
explaining
RememberingRecalling information
Recognizing, listing, describing, retrieving, naming, finding
RememberingThe learner is able to recall and restate learned information.
• Recognizing
• Listing
• Describing
• Identifying
• Naming
• Locating
Can you recall information?
Remembering
Teacher
DirectsTellsShowsExaminesQuestionsEvaluates
Student
RespondsAbsorbsRemembersRecognizesMemorizesDefinesDescribesRetellsPassive recipient
Understanding
The learner grasps the meaning of information by interpreting and translating what has been learned.
• Interpreting
• Exemplifying
• Summarizing
• Inferring
• Classifying
• Comparing
Can you explain ideas and concepts?
Understanding
Teacher
DemonstratesListensQuestionsComparesContrastsExamines
Student
ExplainsDescribesOutlinesRestatesTranslatesDemonstratesInterpretsActive participant
Applying
The learner makes use of information in a context different from the one in which it was learned.
• Implementing
• Carrying out
• Using
• Executing
Can you use the same information in a different situation?
Applying
Teacher ShowsFacilitatesObservesEvaluatesOrganizesQuestions
Student Solves problemsDemonstrates use of knowledgeCalculatesCompilesCompletesIllustrates Constructs Active recipient
AnalyzingThe learner breaks learned information into its parts to best understand that information.
• Comparing
• Organizing
• Deconstructing
• Outlining
• Structuring
• Integrating
Can you break information into parts to explore relationships?
Analyzing
TeacherProbesGuidesObservesEvaluatesActs as a resourceQuestionsOrganizesDissects
StudentDiscussesUncoversArguesDebatesTestsExaminesQuestionsCalculatesInvestigatesInquiresThinks deeplyActive participant
Analyzing
Activity
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 decision
Role Play Construct a graph to illustrate
selected information Design a questionnaire to
gather information
Analyzing
Table Share
Evaluating
The learner makes decisions based on in-depth reflection, criticism and assessment.
– Hypothesizing - Monitoring
– Critiquing
– Experimenting
– Judging
– Testing
Can you justify a decision or course of action?
Evaluating
TeacherClarifiesAcceptsGuides
StudentJudgesDisputesComparesCritiquesQuestionsArguesAssessesDecidesSelects JustifiesActive participant
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
The learner creates new ideas and information using what has been previously learned.
- Designing - Making
- Constructing
- Planning
- Producing
- Inventing
Can you generate new products, ideas, or ways of viewing things?
Creating
TeacherFacilitatesExtends ReflectsAnalyzesEvaluates
StudentDesignsFormulatesPlansModifiesCreatesProposesTakes risksActive participant
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
Higher-Order Thinking
Penzu Journal
How can you get your students to the highest levels of thinking? What are you already doing well? How do you need to change your planning?
Lower Level Questioning
Remembering, Understanding, Applying
Appropriate for:• Evaluating students’ preparation
and comprehension• Diagnosing students’ strengths
and weaknesses• Reviewing and/or summarizing
content
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
Questioning: Analyzing
• Which events could not have happened?
• If. ..happened, what might the ending have been?
• How is...similar to...?
• What do you see as other possible outcomes?
• Can you explain what must have happened when...?
• Can you distinguish between...?
• What were some of the motives behind..?
• What was the turning point?
• What was the problem with...?
Questioning: Evaluating
• Is there a better solution to...?
• Can you defend your position about...?
• Do you think...is a good or bad thing?
• How would you have handled...?
• Do you believe...? How would you feel if. ..?
• What are the consequences..?
• What influence will....have on our lives?
• What are the pros and cons of....?
• What are the alternatives?
Questioning: Creating
• Can you design a...to...?
• Can you see a possible solution to...?
• If you had access to all resources, how would you deal with...?
• Why don't you devise your own way to...?
• What would happen if ...?
• How many ways can you...?
• Can you create new and unusual uses for...?
• Can you develop a proposal which would...?
Activity
• Choose one topic that you teach students
• Write 3 analyzing level questions, 3 evaluating level questions, and 3 creating level questions to ask your students
• Share with a partner
RBT and Guidance Essential Standards
Reflection
Penzu Journal
Reflect on today’s session. What are two things that you will take back to use with your students?
Lunchtime
Enjoy
What is Data Literacy?
• Understanding how to:
–Find data
–Evaluate data
–Use data to inform decisions
What is Data Literate?
• A data literate person possesses the knowledge to:– Gather
– Analyze
– Graphically convey information
– Support decision-making
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
Aspects of Data Use
• Data Location
• Data Comprehension
• Data Interpretation
• Instructional Decision Making
• Question Posing
Multiple Uses of Data• Drives decisions and funding
• Ensures that you are reaching EVERY student, so EVERY student benefits from your school counseling program
• Creates an urgency for change
• Creates the energy for change
• Serves as a catalyst for focused attention
• Challenges existing policies
• Engages decision makers, district leaders, school teams in data driven decision making
• Surfaces evidence of access or equity issues
• Focuses resources where they are most needed
• Supports grant writing efforts
Data Types
• Achievement or assessment data
• Demographic data
• Program data
• Perception data
Scenario
• Elementary
• Middle
• High
NC Wise ResourceGraduation Resiliency Factors
http://www.ncpublicschools.org/graduate/resiliency/NC Wise Report: Early Warning Report
Life As a School Counselor
Implementation, Assessments and Professional Standards
• Implementing a data driven, evidenced-based comprehensive school counseling program to affect student achievement – ASCA National Model
• “Connecting to All Students”
• NC Professional Standards for School Counselors/ Update on School Counselor Evaluation
• Connected Counselor
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 post-secondary college or career?
ASCA National Model
School Counselors… ….
How are students different as a result of the school counseling program?
**********************************************************
Leaders and Advocates to positively affect Student Achievement
Components/Tools
• Foundation: Mission/Vision/Goals – align with School/District/State Standards & Mission
• Management System :
– Calendars: individual and departmental (align with goals of annual agreement/scope of work)
– Annual Agreement of Scope of Work with Principal
• Negotiate goals, action plans and priorities with administration
• Establish an Advisory Council
• Aligns with School Counselor Evaluation/Performance Appraisal Instrument
Components/Tools• Delivery System: Guidance Essential Standards; individual & group
counseling, responsive services, classroom
• Accountability: – Use Data: to review, reflect & revise
– Aligns with School Counselor Evaluation/Performance Appraisal Instrument
– Results Reports: formative (process/perception), summative (results over time)
– Communication of Results: Program Audit, Websites/Newsletters/Presentations
Join Me on A Journey
• Promising Practice of a Model School Counseling Program in North Carolina
• Black: 405
• Hispanic: 405
• Asian: 130
• Multi-racial: 116
• American Indian: 15
• White: 1212
• Academically Gifted: 549
• Free & Reduced Lunch: 781 (30+%)
• LEP: 153
• Students with Disabilities: 299
Sunshine High School Student Population Total Students: 2283
Evaluate: What will you measure? Types of Outcome/Results Data
Process Data Perception Data Strategies: goals & objectives
Results Data
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
School Improvement Planning D3M (Data-driven Decision
Making)1. Transition – in and out
2. Intervention – Attendance/Academic Recovery/Socio-Emotional
3. Academic – course rigor; promotion from grade to grade; and graduation
4. Data – school-wide; data needed by PLCs; school improvement data; assisting others in selecting and using appropriate data
5. Teacher Retention/Recruitment – supporting teachers since “high quality teaching yields high performing students”
S.M.A.R.T. Goals that are data driven will guide
overall resultsSpecific
MeasurableAttainable
Results OrientedTime-bound
School Counseling Goals
Data-drive to Close the Achievement Gap
• Increase minority enrollment in honors & Advanced Placement courses by 5% in three years.
• Increase 9th grade Promotion Rate above 90% in three years.
• Increase Average Daily Attendance Rate for all subgroups to 90% in three years.
Redesign of Leadership and School Improvement PlanFocus• Administration-Counselor Teams
• Leadership Team/SIP Team Leaders
• School Improvement Teams
• Professional Learning Communities
– Curriculum Alignment/Common Assessments
– Student Achievement including Recovery Program
– ASCA National Model – RAMP for Counselors
Connections
– Respect - even in times of disagreement
– Time – diligent about time to collaborate (PLCs, Admin-Counselor Teams, LT, SIP Teams)
– Data – review of schoolwide data to assess needs in order to develop a data-driven program
– Collaboration – agreed upon/jointly created strategies to meet needs:
• Purposeful scheduling
• Increase course rigor
• Develop intervention strategies to:
– Improve Attendance rate
– Improve academic achievement
– Improve 9th grade promotion rate & graduation rate
– Prevent suspension and dropouts
Connections: How Did They Do It?
Connections: How Did They Do It?
– Information Exchange - Vertical and Parallel ~ Improved Communication
• Admin-Counselor Teams – Annual Agreement of Work Plan
• Leadership Team/SIP Teams/PLC’s – continuous improvement model
• Collaboration with Teachers, Students, Parents to create supportive relationships
– Shared Respect & Decision-Making
• Creates a Community Vision
Increasing course rigor for underrepresented students by enrollment in Advanced
Placement (AP) courses.Strategies: Principal-Counselor led initiatives:
• AP Potential letters sent to qualified students and parents (based upon PSAT scores)
• Small group counseling for targeted students – future benefits of enrolling in Honors and AP courses; increase in research and study skills needed to succeed in honors/AP courses.
• Facilitated AP/Curriculum Fair for parents to understand expectations, benefits and future opportunities of enrolling in rigorous courses
• Collaboration with teachers - Established a task force of counselors and social studies teachers to review performance data & encourage underrepresented students to take more rigorous courses. (10th grade heterogeneously grouped Civics & Econ classes)
Freshmen Promotion Rate• Freshmen Orientation Camp – 1 day with breakout
sessions for students & parents
• Review of grades at interim & marking periods – students with failing grades in classes
• Academic Recovery Program – after school, lunchtime and with individual teachers
• Attendance Recovery Program – total school program
• Student Support Team
Evaluate: What will you measure? Types of Outcome/Results Data
Process Data Perception Data Strategies: goals & objectives
Results Data
How Many affected & process
Competency-Skill Attainment Data Strategies
leading to Skill
development or Behavior
Change
Achievement-Related Data
Achievement Data
Guidance Lessons, groups, etc.Who?What?When?Where?How long?
Attitudes
Skills
Knowledge
AttendanceDiscipline referralsParent InvolvementHomework CompletionCourse Enrollment
EOG/EOCSAT/ACT Graduation ratesGPAPSAT/AP testsCollege prep and CTE course completion
Results/Outcomes:Improving Course Rigor for
Minority Students
5% gain in AP Enrollment in 2008-09
11% gain in AP Enrollment in 2009-10
16.9% gain in AP Enrollment in 2010-2011
24% gain in AP Enrollment in 2011-2012
*********************************************************************************45% of minority students who enrolled in AP classes were recommended by both the PSAT/AP Potential software and their Teacher = Formula for Success!
Data driven with Connections – A Plan that Works!
Unexpected Outcome
Increase in proficiency scores for the US History End-of-Course test
Other Closing the Gap Results
• Promotion/Graduation Rate: 94% of first time 9th graders promoted to 10th grade in 2010-2011 (78% 4 years ago)
• Attendance: Average Daily Attendance Rate for 2010-2011: Above 90% for all subgroups
• 2011-12 New Goal: Suspension/Dropout Prevention - school-wide collaboration to keep students in school
Challenges • Role changes: staying “true” to profession with tasks; respect for
confidentiality with collaboration,
• Understanding & respect of our individual and collective roles
• Shared vision for decision making
• Time to communicate
– Admin-Counselor Teams
– Vertically and across disciplines through PLCs/SIP Teams/Leadership Team
Alignment with ASCA National Model• Delivery System: NCSCOS-GES to
increase rigor; Individual student planning to progress from grade to grade, responsive services as student needs arise; system support for day to day operation of school counseling program
• Accountability: pre-post survey results of specific activities related to goals; results over time; school counselor evaluation; program audit
• Foundation: Common Philosophy & Beliefs that are student-centered
• Management System: Annual agreement with administrator to jointly decide on priorities and how time is spent; used student need and school-wide data to develop annual agreements and action plans to close gaps
ASCA National Model
3rd Edition released June 18, 2012 by ASCAFramework forNC Guidance Essential Standards
Table Team Time
• Go to NCDPI School Counseling WikiSpace
• Click on the LiveBinders link then click the ASCA National Model tab
• Discuss with your “Table Team” your district’s experience with the ASCA National Model.
• Share examples of how you might use this model to implement the new Guidance Essential Standards.
Connecting to Serve All Students
Educating the whole child!
• Principle I: Multiple Means of Representation:
• Principle II: Multiple Means of Action and Expression
• Principle III: Multiple Means of Engagement
Educating the Whole Child
1. How does this content area prepare students to be future ready?
2. How does this area connect to other content areas?
3. What are the implications for meeting the needs of all learners as related to this content area?
By the time many students hit middle school, disengagement has become a learned behavior
Keely Potter, Reading Specialist
Universal Design
Universal Design
for Learning (UDL) isUniversal Design for Learning
(UDL)
A set of principles for curriculum
development that applies to the general
education curriculum to promote learning
environments that meet the needs of all
learners
Representation
EngagementActions and Expressions
UDL
UDL Principles
Principal 1:Representation
UDL requires:Multiple Means of Representation
Multiple Means of RepresentationExamples:
Manipulatives
Visual Displays
Anticipatory Guides
Graphic Organizers
Artifacts
Videos
Music
Movement
Text Readers
Multiple Means of Representation for ELLs
Non-verbal• Modeling
• Pictures
• Realia/Concrete objects
• Gestures
• Manipulatives
• Demonstrations
• Hands-on
• Picture dictionaries
Language Support
• Word banks
• Word walls
• Labels
• Graphic organizers
• Sentence starters
• Sentence frames
Principle II: Multiple Means of Action and Expression:
Judy Augatti
Action/Expression
Quick Draw Directions
• Use a sheet of paper to create an image/drawing that depicts a way that you provide students with opportunities to act or express themselves or their ideas.
• Find a partner at another table and share ideas.
• Share an idea you like with the group.
UDL requires:Multiple Means of Action and Expression
Examples:
Thumbs Up/Thumbs Down
Gallery Walks
Pair/Share
Chalkboard/Whiteboard Splash
Response Hold-Up Cards
Quick Draws
Numbered Heads Together
Line-Ups
and
Multiple Means of Expressing for ELLs
• Role-play
• Illustrations/ Drawings / Visuals
• Gestures
• First language
Principle III: Multiple Means of Engagement
Taps into learners’ interests, offers appropriate challenges, and increases
UDL requires:Multiple Means of Engagement
Examples:
Bounce Cards
Air Writing
Case Studies
Role Plays
Concept Charades
Response Hold-Up Cards
Networking Sessions
Simulations
Engagement
• Make a video with www.goanimate.com
• Social Skills Example
• How could you use this tool to meaningfully engage your students?
Represent
Act/Express
Engage
Multiple Means ofEngagement for ELLs
• Student Interaction
– Oral comprehension supports reading and writing development
– Differentiate Collaborative Activities
Represent
Act/Express Engage
Just as there are strategies for assisting the ELL student, there are strategies to move the AIG student even farther…
Gifted Education and new NCSCOS
• An opportunity for growth and collaboration with regular education and within the field of gifted.
• Students may access more rigorous standards throughout the day, which would impact direct gifted education services and ensure access to more advanced education throughout the day.– A rising tide raises all ships.
• CC/ES standards align with and validate gifted education best practices, such as concept-based learning, integration of disciplines, and inquiry-based options.
What do gifted learners need in order to maximize their
learning?
Why Gifted Students Need Differentiated Learning
For most.…•Faster pace of learning (2-3 repetitions)•Precocity for information•Ability to synthesize information within and across disciplines (conceptual understanding)•Intensity of learning in area of interest•Asynchronous development
Learning Needs of Gifted: Some, Not All
• Complexity: Abstract-thinking, Variety of concepts, subjects and strategies
• Depth: Higher levels of thinking, concepts
• Creativity: Open-endedness, choice
• Acceleration: Rapid pacing, Focus on Growth
• Relevance: Personal interest, Real-world problems and audiences, Connections
Non–Negotiables for Gifted Learners
• Gifted Children Vary in Needs and Strengths• Mindset of Differentiation in Class, School, LEA• Pre-assessment to understand needs and
strengths; Flexible Grouping• Social and Emotional Needs Addressed• Academic and Cognitive Growth Addressed
AIG: ALL DAY, EVERY DAY
NCDPI Arts Education Literacy Institute 2004
127
Serving All is a Process
Problems & Problem Solving
• Problem: Difference between expected/desired outcome and current outcome
• Problem identification: Finding a difference & determining if it is significant enough to require action now
• Problem solving: Figuring out how to eliminate or reduce difference
(Newton et al, 2009)
RtI• NC DPI has identified RtI
as a research-based school improvement model and provides support to district and school implementation through professional development, technical assistance, and coaching.
Problem-Solving, Data, & Decision-Making
• Decision making is aided by access to data• Providing instruction on a problem-solving model
(TIPS) will result in problem solving that is – Thorough– Logical– Efficient– Effective
• Structure of meetings lays foundation for efficiency and effectiveness
(Newton et al, 2009)
Team Initiated Problem Solving (TIPS) Model
Collect & UseData
Develop Hypothesis
Discuss & Select
Solutions
Develop &ImplementAction Plan
Evaluate &Revise
Action Plan
Problem SolvingMeeting Foundations
Identify Problems
(Define & Clarify)
(Newton et al, 2009)
The Problem-Solving “Mantra”
• Do we have a problem?
• What is the precise nature of our problem?
• Why does the problem exist, & what can we do about it?
• What are the actual elements of our plan?
• Is our plan being implemented, and is it working?
• What is the goal?
(Newton et al, 2009)
133
Life As a School Counselor
135
“School Counselor Connections Toolbox”
• 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
Connections
School CounselorsLeaders in …
• School Reform
• Student Achievement
• College & Career ReadinessVideo from The National Office for School Counselor Advocacy
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
Table Team Activity
• How do the Guidance Essential Standards align and “fit” into the Professional Standards for School Counselors?
• What is missing?
• What are the school counselors in your district are doing?
Revised RoleThe 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
“The Connected Counselor”
“The Connected Counselor”
As I reflect upon the counselors in my district…• Where are the connections? Write these by the arrows
• Green ones: Great connections!
• Yellow ones: Connections are there, but improvement is needed.
• Red ones: Needed connections, they are “gaps” or no connections.
“The Connected Counselor”
As I reflect upon the counselors in my district…
• Green ones: Great connections! What are the benefits of these connections?
• Yellow ones: Connections are there, but they need to improve. What needs to happen to improve them?
• Red ones: Needed connections, there are “gaps” or no connections. What to do to create these connections?
1. How does this content area prepare students to be future ready?
2. How does this area connect to other content areas?
3. What are the implications for meeting the needs of all learners as related to this content area?
“The Connected Counselor”Penzu Reflection Activity
• What is on your mind?
• How can I best support my counselors with Professional Development on the Guidance Essential Standards
• What concepts from today am I going to take to my District Planning and Facilitative Team Time tomorrow?
PD Planning Time “Sand Box Chat”
• What am I already doing to embrace the GES and the revised role of school counselors?
• What conversations need to occur in my district about the GES and revised role for school counselors? What are the roadblocks? Who is the first person I need to have a crucial conversation with about this change?
• How can I best support the school counselors with PD on the GES, accountability and role revision?
Questions?
• Linda Brannan [email protected]
• Tara Patterson [email protected]
• Melanie Honeycutt [email protected]
• Cynthia Martin [email protected]
• Kim Simmons [email protected]
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
RBT Resources
• Anderson, Lorin & Krathwohl, David. (2001). A Tazonomy for Learning, Teaching, and Assessing. Addison Wesley Longman Inc.
• Knight, BA., S. Bailey, W. Wearne and D. Brown. (1999). Blooms Multiple Intelligences Themes and Activities.
• McGrath, H and T. Noble. (1995). Seven Ways at Once: Units of Work Based on the Seven Intelligences. Book 1. South Melbourne: Longman.
• Pohl, Michael. (2000). Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking. Cheltenham, Vic.: Hawker Brownlow.
“The digital tools used during the course of the NCDPI trainings 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 NCDPI trainings.”
NC School CounselorsGuidance Essential Standards
Day 2
2012 Regional Summer Institute
Guidance Essential Standards
• Linda Brannan, K-12 Student Support Services Consultant
• Tara Patterson, Educator Recruitment and Development
• Melanie Honeycutt, Instructional Technology
• Kim Simmons, NC Educator Evaluation System Consultant
At the end of this Summer Institute, participants will:
• Learn about DPI resources and tools to support the initiatives within the RttT Grant
• Understand and deep dive 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 the deployment of the new NCSCS across the LEA
4 Questions of a PLC (DuFour)• 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)
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
The Big Picture
Table Team Discussion
• What is on your mind?
• What did you think about last night that we did not talk about yesterday?
• What were your “aha” moments from your district’s facilitative team time? How do you see the role of the school counselors in your district?
• Share Time
Formative Assessment for Guidance Essential Standards
• NC Falcon: http://www.ncpublicschools.org/acre/falcon/
• Falcon Guide http://www.ncpublicschools.org/docs/accountability/educators/falconguide.pdf
• www.schoolcounseling.ncdpi.wikispace.net - NCDPI LiveBinders – showcases some Assessment Samples for the NC Guidance Essential Standards
Formative Assessments for Guidance Essential
Standards• Where am I going? (What are my
learning targets)
• Where am I now? (How did students respond?)
• How can I close the gap? (What do I do if they do not learn it?)
Sample Formative Assessments
• www.schoolcounseling.ncdpi.wikispace.net - NCDPI LiveBinders – showcases some Assessment Samples for the NC Guidance Essential Standards
Evaluate: What will you measure? Types of Outcome/Results Data
Process Data Perception Data Strategies: goals & objectives
Results Data
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 Enrollment
EOG/EOCSAT/ACT Graduation ratesGPAAP testsCollege prep and CTE course completion
“The Connected Counselor”
As I reflect upon the counselors in my district…
• Green ones: Great connections! What are the benefits of these connections?
• Yellow ones: Connections are there, but they need to improve. What needs to happen to improve them?
• Red ones: Needed connections, there are “gaps” or no connections. What to do to create these connections?
PD Planning Time “Sand Box Chat”
• What am I already doing to embrace the GES and the revised role of school counselors?
• What conversations need to occur in my district about the GES and revised role for school counselors? What are the roadblocks? Who is the first person I need to have a crucial conversation with about this change?
• How can I best support the school counselors with PD on the GES, accountability and role revision?
Summer Institute 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
• Penzu: www.penzu.com
• Goanimate: www.goanimate.com
Affirming the “Whole Child” for a Balanced
Student• http://www.youtube.com/watch?v=A4rccn1VPoI
Ice Cream/Sour Pickles• What was helpful with the content session?
• What did you need from these sessions and did not receive?
• What follow-up professional development do you need to assist the school counselors in your district?
• How might we improve the content or delivery?
Please email your thoughts to these questions to: [email protected]
Questions?• Linda Brannan [email protected]
• Tara Patterson [email protected]
• Melanie Honeycutt [email protected]
• Cynthia Martin [email protected]
• Kim Simmons [email protected]
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
RBT Resources• Anderson, Lorin & Krathwohl, David. (2001). A Tazonomy for
Learning, Teaching, and Assessing. Addison Wesley Longman Inc.
• Knight, BA., S. Bailey, W. Wearne and D. Brown. (1999). Blooms Multiple Intelligences Themes and Activities.
• McGrath, H and T. Noble. (1995). Seven Ways at Once: Units of Work Based on the Seven Intelligences. Book 1. South Melbourne: Longman.
• Pohl, Michael. (2000). Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking. Cheltenham, Vic.: Hawker Brownlow.
“The digital tools used during the course of the NCDPI trainings 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 NCDPI trainings.”