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NC School CounselorsGuidance Essential Standards
Guidance Essential Standards
Linda Brannan, K-12 Student Support Services Consultant
Karen Meadows,Supervisor of K-8 CounselingGuilford County Schools
Fredricca Stokes,Supervisor of High School CounselingGuilford County
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!
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
Alignment Activity
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
Competencies Proficiency Levels (5)•Readiness/Exploratory/Discovery (RED)•Early Emergent/Emergent (EEE)•Progressing (P)•Early Independent (EI)•Independent (I)
IndicatorsASCA Standards
Clarifying Objectives
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”
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
Understanding the Standards
• Preamble – Overview and purpose
• Preamble Scavenger Hunt Activity
– Table Teams: Answer and Discuss the questions of the Scavenger Hunt
Differentiation
Connections
The Big Picture
Standards are not…
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
RED = Readiness / Exploratory / Discovery
EEE = Early Emergent / Emergent
P = Progressing
EI = Early Independent
I = Independent
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
Quiz (Work independently)
Write out the full name for the abbreviated identifier
1.RED.SE.2.1
2.I.CR.4.1
3.EEE.C.2.1
4.P.SE.2.2
5.EI.C.2.1
6.RED.C.1.2
Guidance Essential Standards
Refer to:Proficient Levels
NC Essential Standards Draft with Prototypical Performance Assessment
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: 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 define your decision while maintaining a positive relationship with your classmate?
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: 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.
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
• 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)?
Performance Evaluation
1.Developing
2.Proficient
3.Accomplished
4.Distinguished
5.Not Demonstrated
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.
Revised Bloom’s Taxonomy
Remembering
Teacher
DirectsTellsShowsExaminesQuestionsEvaluates
Student
RespondsAbsorbsRemembersRecognizesMemorizesDefinesDescribesRetellsPassive recipient
Understanding
Teacher
DemonstratesListensQuestionsComparesContrastsExamines
Student
ExplainsDescribesOutlinesRestatesTranslatesDemonstratesInterpretsActive participant
Applying
Teacher ShowsFacilitatesObservesEvaluatesOrganizesQuestions
Student Solves problemsDemonstrates use of knowledgeCalculatesCompilesCompletesIllustrates Constructs Active recipient
Analyzing
TeacherProbesGuidesObservesEvaluatesActs as a resourceQuestionsOrganizesDissects
StudentDiscussesUncoversArguesDebatesTestsExaminesQuestionsCalculatesInvestigatesInquiresThinks deeplyActive participant
Evaluating
TeacherClarifiesAcceptsGuides
StudentJudgesDisputesComparesCritiquesQuestionsArguesAssessesDecidesSelects JustifiesActive participant
Creating
TeacherFacilitatesExtends ReflectsAnalyzesEvaluates
StudentDesignsFormulatesPlansModifiesCreatesProposesTakes risksActive participant
Dr. Lorin W. Anderson
RBT Module at NC Education
How Do We Know They Learned It?
What is Data Literacy?
• Understanding how to:
–Find data
–Evaluate data
–Use data to inform decisions
• 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
Types of Data
Student Achievement DataMeasures students’ academic progress
Achievement Related DataMeasures data related to academic achievement
Standards and competency related dataMeasures student competency
Disaggregate DataSeparation of data by variables to see if there are groups of students who may not be doing as well as others
Program Evaluation Data1. 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%
Scenario
• Elementary
• Middle
• High
NC Wise Resource Graduation Resiliency Factors
http://www.ncpublicschools.org/graduate/resiliency/
NC Wise Report: Early Warning Report
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
