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WASHINGTON COUNCIL FALL COUNSELOR WORKSHOP 2013
Mike Hubert, Director Danise Ackelson, Supervisor Guidance & Counseling Division of Secondary Education & Student Support September 2013
Superintendent Randy Dorn’s Second Term Priorities
• Retain basic education funding • Improve achievement for all students and reduce the
dropout rate • Improve our statewide assessment system • Expand career and technical education and STEM
opportunities • Promote early learning opportunities
Message from Dan Newell Assistant Superintendent Secondary Education
& Student Support
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“I believe that there is not a more influential group of professionals in the schools than counselors, leading the effort to provide future generations with the skills to become career and life-ready. You have both the desire, as well as the opportunity, to impact students in their social, emotional and academic lives in such positive ways. If you didn’t, you wouldn’t be in our profession. Thank you for all you do for all our kids.”
Updates and Topics
• Career Guidance Washington • 2014 Professional Development • Legislative Updates • Graduation Requirements • Common Core State Standards • Running Start Update • Graduation: A Team Effort • Evidenced-Based School Counseling Practice • Resources
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Career Guidance Washington
Career Guidance Curriculum
http://www.k12.wa.us/SecondaryEducation/CareerCollegeReadiness/default.aspx • Curriculum
o Navigation 101 classroom lessons on OSPI website o Career Guidance Washington o Sparking the Future o My Dream, My Story, My Voice
• New Spanish translation • New CTE / workforce lessons
Why College & Career Readiness?
ASCA Model – Direct Services Graduation Requirements
High School & Beyond Plan/ Senior Presentation
• Specific Career Guidance Lessons (in Word)
• Goal Setting • 4-Year Plan for Success • Examples of Work • Records / Assessments /
Checklist • Reflections/ Plan for Next
Year
Career Interest Inventory http://www.careerbridge.wa.gov/
“Where are you going?” Career Interest Guide
http://www.wtb.wa.gov/WhereAreYouGoing-CareerGuide.asp
.
2014 Professional Development
2014 WSCA Conference
Communicate. Advocate. Relate.
Educate. School Counselors C.A.R.E.
DATE: February 27th-March 1, 2014
Did you attend? • 300 counselors attended • Keynote speakers • Topics included assessment, grad
requirements, data, ELL, dropout, legislative updates, dual credit, student support
• Partner agencies represented were WSCA, WSAC, SBE, SBCTC, DSHS, Workforce, L & I
Returning in 2014
Legislative Updates
ESHB 1336 – increasing the capacity of school districts to recognize and respond to troubled youth
• Required training on suicide screening and referral as condition for certification
• Frequency of training: Every 5 years • OSPI develop model of a school district plan by 2014 • ESDs to develop and maintain capacity to train • OSPI taskforce to identify best practices, model programs, and successful
strategies for school districts to form partnerships with qualified health, mental health, and social services agencies in the community to coordinate and improve support for youth in need
• OSPI report to the education committee members of the Legislature by December 1, 2013
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ESHB 1412 – relating to community service as a graduation requirement
Requires each school district to adopt a policy that is supportive of community service and provides an incentive for students who participate in community service by September 1, 2013.
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2SHB 1566 – relating to educational outcomes of youth in out-of-home care
• educational liaison for all hearings. • liaison must attend school meetings, serve as advocate, understand
barriers, strengths goals, and opportunities for extra-curricular activities • DSHS to help get records for enrollment, paying any unpaid school fines,
and document factors contributing to school disruption • Passport to College program expanded to include more foster youth • School district required to review and determine causes of unexcused
absences and proactively support the student so the student does not fall behind academically
• annual report to the legislature examining educational outcomes for kids in foster care
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Foster Care and Vulnerable Youth
• New Information RCW 28A.320.192 • Specific courses from graduation must be waiver if similar
coursework completed in another district • Unresolved or incomplete coursework should be consolidated
for credit • Transfer students should be given alternatives or allowed to
use sending district’s grad requirements • Coming soon https://eds.ospi.k12.wa.us • Login to get information from CEDARS about students in
foster care (OSPI and Children’s Administration agreement)
2ESHB 1642 – establishing policies to support academic acceleration for high school students
• Encourages each school districts to adopt an academic acceleration policy for high school students.
• Requires districts to notify students and parents about the academic
acceleration policy and to provide parents with an opportunity to opt out.
• Creates the academic acceleration incentive program.
• Requires OSPI to report to the Legislature by January 1st of each year regarding the information about the demographics of the students earning dual credits in the schools receiving grants from the academic acceleration incentive program.
• Requires OSPI to collect and post the rates at which students earn college credit through a dual credit course on the Report Card.
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SB 5114 – relating to access to K-12 campuses for occupational or educational information
Requires school districts to provide official recruiters of job corps, peace corps, and AmeriCorps with access to school campuses that is equal to and no less than access provided to other postsecondary occupational or educational representatives.
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ESSB 5491 – designating statewide indicators of educational health • Establishes a discrete set of statewide data points (such as grad rates &
postsecondary remediation at HS level) to serve as a snapshot of the overall health of the educational system and a means for evaluating progress in achieving the outcomes set for the system and students it serves.
• Requires the SBE in consultation with OSPI, and the WASAC to establish a process for
identifying realistic by challenging system-wide performance goals and measurements for each indicator.
• Requires the SBE, OSPI, and the WASAC to align their strategic planning and education
reform efforts with the statewide indicators and performance goals established through the process outlined above
• Requires the SBE to work with OSPI, and the WASAC to create a report to the
Legislature on progress toward meeting these goals beginning December 1, 2013.
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3 ESSB 5034 Operating Budget School Counselor BEA Allocation Upgrade
2012 - 2013 *2013 - 2014
Elementary school (400 K-
6 students)
Middle School (432 7-8 students)
High School (600 9-12 students)
Elementary school (400 K-
6 students)
Middle School (432 7-8 students)
High School (600 9-12 students)
.493 FTE .884 FTE 1.591 FTE .493 FTE 1.216 FTE 2.009 FTE 1/811
1/488 1/377 1/811
1/355 1/299
Graduation Requirements
OSPI Graduation Toolkit http://www.k12.wa.us/GraduationRequirements/GraduationToolkit.aspx
State Board of Education Graduation 2013-16 Chart http://www.sbe.wa.gov/documents/2012.06
12th Graders in the Class of 2013 Percent meeting and not meeting assessment requirements
90.5%
3.1%
0.4%
0.6% 1.4%
4.0%
have met assessment requirements
need only math
need only reading
need only writing
need 2 subjects
need 3 subjects
These numbers refer only to assessment requirements. Some students may have not met the other three graduation requirements: credits, high school and beyond plan and culminating project.
2013 Legislative Decisions Regarding High School Assessments • Accountability will move to Grade 11 Smarter Balanced tests in 2014-15: English
Language Arts & Math • Three Exit Exams (ELA, Math, Biology):
▫ English Language Arts: Class of 2013 & 2014 HSPE Reading and Writing
Class of 2015, 2016, 2017, 2018 HSPE Reading and Writing, OR new 11th Smarter Balanced ELA Test, OR new 10th ELA Exit Exam
Class of 2019 and beyond 11th Smarter Balanced ELA Test
2013 Legislative Decisions Regarding High School Assessments, Cont’d.
▫ Math: Class of 2013 & 2014 Algebra 1 EOC OR Geometry EOC
Class of 2015, 2016, 2017, 2018 Algebra 1 EOC, OR Geometry EOC, OR new 11th Smarter Balanced Comprehensive Math Test, OR new Algebra 1 EOC Exit Exam, OR new Geometry EOC Exit Exam
Class of 2019 and beyond - 11th Smarter Balanced Math Test
2013 Legislative Decisions Regarding High School Assessments, Cont’d.
▫ Science: Class of 2015, 2016, 2017…. until Next Generation Science Standards are
adopted, implemented and assessed – Biology EOC When NGSS are implemented – Comprehensive NGSS Test
▫ Certificate of Academic Achievement options remain available for all cohorts, with the addition of Biology COE
What’s Happening This Year, 2013-14?
• Exit exams remain the same (HSPE, EOC) • CAA options remain the same, except
▫ New Biology COE ready for June 2014 submission for Class of 2015 and beyond (only after two attempts on Biology EOC)
▫ Class of 2013 had some relaxation of Collection of Evidence rules that had been newly implemented – these will not continue (COE is limited to one submission per content area throughout HS, and requires two attempts on general assessment before submitting)
• Schools will be recruited for Smarter Balanced field test
▫ Trying to avoid students having to take current test AND field test
Summative Assessments in 2014–15 and beyond
English/LA Mathematics Science (no change)
Grade 3 SBAC SBAC
Grade 4 SBAC SBAC
Grade 5 SBAC SBAC MSP
Grade 6 SBAC SBAC
Grade 7 SBAC SBAC
Grade 8 SBAC SBAC MSP
Grade10 (until Class of 2019)
Comprehensive ELA exit exam
Year 1or Year 2 EOC exit exam
EOC Biology exit exam (until NGSS)
Grade 11 SBAC – College and Career Ready
SBAC – College and Career Ready
SBAC=Smarter Balanced Assessment Consortium MSP= Measurements of Student Progress EOC= End of Course exams NGSS = Next generation Science Standards
Smarter Balanced Field Testing
• What about in High Schools? ▫ All students need access to current tests (HSPEs & EOCs) for graduation All 10th graders will take Reading and Writing HSPE All 10th graders will take Year 1 Math EOC (unless previously passed) All 10th graders will take Biology EOC (unless previously passed) Students who have previously not met standard can retake any or all
▫ Field testing on Smarter Balanced CCR is available for all grades (Math and or ELA) – mostly need 11th graders to field test, or students who have already fulfilled assessment graduation requirements Field test will be online Testing window TBD (hopefully schools will have choice of two weeks
within last 12 weeks) Minimal info will be available for individual score reports
State Board of Education Update
SBE Accountability Index Revision https://eds.ospi.k12.wa.us/WAI
Common Core State Standards
College & Career Readiness & School Guidance & Counseling
“School counselors design and deliver comprehensive school counseling programs that promote student achievement.”
Opening statement from the Executive Summary of the ASCA National Model, Third Edition
What is the Difference Between Readiness and Eligibility?
Today’s high school diploma certifies college eligibility via
specified courses taken and grades received. College eligibility is not the same as college readiness. College
and career readiness is more complex and multi-dimensional than meeting eligibility standards.
-Educational Policy Improvement Center, David Conley
Key Cognitive Strategies
Key Learning Skills and Techniques
Problem Formulation Research Interpretation Communication Precision & Accuracy
Structure of Knowledge Challenge Level
Value Attribution
Effort Key
Content Knowledge
think: know:
Ownership of Learning Learning Techniques
act: Postsecondary Awareness Postsecondary Costs Matriculation Career Awareness Role and Identity Self-advocacy
go: Key
Transition Knowledge
and Skills
ELEMENTS OF CAREER AND COLLEGE READINESS
Source: Dr. David Conley, Educational Policy Improvement Center
Key Cognitive Strategies
Key Learning Skills and Techniques
Problem Formulation Research Interpretation Communication Precision & Accuracy
Structure of Knowledge Challenge Level
Value Attribution
Effort
Key Content Knowledge
think: know:
Ownership of Learning Learning Techniques
act: Postsecondary Awareness Postsecondary Costs Matriculation Career Awareness Role and Identity Self-advocacy
go: Key
Transition Knowledge
and Skills
ELEMENTS OF CAREER AND COLLEGE READINESS
Source: Dr. David Conley, Educational Policy Improvement Center
Common Core State Standards
What is Common Core? The CCSS are: The Common Core provides:
• Consistent learning expectations for all students.
• Clear standards that focus on understanding over memorization.
• Emphasis on the critical topics students need to succeed after high school.
• Faster testing results with a better, more focused online assessment system.
• Aligned with college and work expectations
• Focused and coherent • Rigorous content and application • Builds upon strengths and lessons
of current standards • Internationally benchmarked /
global economy • Evidence-based
CCSS Washington’s Implementation Timeline & Activities
2011-12 2012-13 2013-14 2014-15 2015-16 2016-17
Phase 1: CCSS Exploration
Phase 2: Build Awareness & Begin Building Statewide Capacity
Phase 3: Build Statewide Capacity and Classroom Transitions Phase 4: Statewide Application and Assessment Ongoing: Statewide Coordination and Collaboration to Support
CCSS Requires Guidance & Counseling staff to:
• Think across grade levels • Develop comprehensive guidance and counseling programs • Provide focused professional support to teachers • Provide academic supports to students • Create standards-based college and career focused lessons • Align guidance and counseling accountability with ASCA standards • Design clearer processes for course sequencing and credit articulation
CGCPs address barriers that interferes with student ability to learn, to succeed, and participate in the learning process
CCSS and Role of School Counselors
http://www.nassp.org/Content/158/CounselorActionBrief_Final.pdf
Running Start Update
RS– Number of Schools (2010–2012)
RS– Number of Students (2010–2012)
RS– Percentage of Eligible Students (2010–2012)
RS– % by Free/Reduced-Price Lunch Eligibility (2010–2012)
Additional findings
• More than 1,401 students completed an associate degree or certificate at the same time as they graduated from high school.
• Over 1/2 of Running Start students (10,383) took at least one online course in 2010–11.
• SBCTC 2010−11 data reports that a typical Running Start student takes 11 credits in a quarter.
• 57 percent of Running Start students enrolled full-time in fall 2010. • 15 percent of Running Start students receive waivers from the colleges from
fees, indicating low income.
Changes to look for this year
• RSEVF modified to include: ▫ Space to identify HS term ▫ Create a check box to indicate SQEAF attached ▫ Create a check box for 12+ eligibility doc attached
• SQEAF – correcting calculator
• Summer 2013 OSPI Running Start Updates Bulletin
Bulletin 032-13 2013–2014 Running Start Updates on 1.20 FTE Limitation
Dropout Prevention, Intervention, & Reengagement Update
School Counselor Role in Dropout Prevention School counselors make a vital contribution to the mental wellness of at-risk students
Counselors provide: • Collaboration with stakeholders in defining and identifying at-risk
students • Responsive programs to meet academic, educational and career
counseling needs • Curriculum programs to strengthen personal/interpersonal skills • Engagement activities for use with staff and community members • Consultation with parents/guardians
http://www.k12.wa.us/GATE/default.aspx
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We need your help!
Evidence-Based School Counseling
Why?
• Policy Positioning
• Performance Improvement • Producing Proof
Best Practice vs Evidence-based Practice
Best Practice Characteristics
• Current common practice • Often based on principal
request • Interventions developed by
individuals • Often based on info from
within their professional community
• “Spaghetti style” • “Great training model”
Evidence-based Practice Characteristics
• Constant monitoring of
achievement, attendance, safety
• Evidence identifies the problem
• Collaborates with others in identifying evidenced-based interventions
• Pre-Posts tests the desired outcomes
• Evidence is disseminated
A Model for Evidence-Based Practice
EBP
Problem Description: Knowing what needs
to be addressed
Outcome Research Use: Knowing what is
likely to work
Intervention Evaluation: Knowing if the intervention made
a difference
(Evidence-Based School Counseling, C. Dimmitt, J. Carey, & T. Hatch, 2007)
What’s Needed to Make EBP Work?
• Decision that practice needs to be effective as possible
• Culture of inquiry and continuous improvement
• Relevant research / evidence generated
• Relevant research / evidence disseminated to practitioner
• Practitioner awareness and knowledge of EBP
• Practitioner use of EBP
• Administrator awareness and support of EBP
EBP Challenges
• Research gaps
• Relevance of research to school practice
• Administrator expectations related to EBP
• Establishing the role of client contexts, values, expectations and informed participation
• Accessing research
• Fear
What does Evidence Tell Us?
• Evidence tells a story • Evidence represents lives
What story does the evidence tell you and others about
your school?
What does your EBP look like?
• What’s Done?
• By Whom?
• With Whom?
• In What Context?
• For What Outcome?
In other words: If I walk into your school what would I see?
What Kinds of Data?
Healthy Youth Survey Listening to Our Students
• Survey consistently administered in the Fall of even years
• Survey given to 6th, 8th, 10th, and 12th graders
• Topics include: health, behavioral health, access to services,
school engagement, nutrition, etc.
• More access to state and local data, visit www.askhys.net
K-12 Data and Reports
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Data for districts and schools • Course catalog reports • Student schedule reports • Grade history reports • Assessment data • CAA/CIA reports • COE reports
One of the best student-level indicators of career readiness is students’ grades. Grades matter – more than test scores – for long-term educational outcomes: High school graduation, college enrollment, college completion
What factors contribute to grades?
• Content Knowledge • Academic Skills • Noncognitive factors
Example: Career & College Readiness Indicators
Noncognitive Learning Skills Background:
Noncognitive Factors
There are 5 categories of Noncognitive Factors • Academic Behaviors • Academic Perseverance • Academic Mindsets • Learning Strategies • Social Skills
Academic Performance
(Course Grades)
Guidance Evidence
Carolyn B. Stone, Ed.D. University of North Florida
Carol A. Dahir, Ed.D. New York Institute of Technology
Evidence-Based Practice: Practical Application
EBP: Tied to the ASCA National Model
Establish a School-Based Data Team
• Define team member roles • Look at building data in context of district goals • Determine what data to review and how often (implementation and effectiveness data) • Establish a meeting format • Create record keeping forms • Train team members
A key purpose of a school data team is to change ADULT behavior
Resources
Learning by Choice: Enrollment Options
OSPI / WSCA Partnership & the Washington Framework OSPI and the Washington School Counselor Association continue to actively partner in ongoing development of a state guidance and counseling framework.
http://www.cgcpframework.org/
OSPI Technical Assistance for Guidance and Counseling Program Development
Secondary education & Student Support provides policy leadership, as well as technical assistance to school districts and schools in the development of strong guidance and counseling programs.
That would be Danise and Mike!
Connect with your Profession
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CGCA The Washington Council for High School and College
Relations
. OSPI Web Resources CGCP Newsletter CGCP Listserv http://www.k12.wa.us/SecondaryEducation/GuidanceCouns
eling/default.aspx ▫ Bi Monthly Newsletter (Articles) http://www.k12.wa.us/SecondaryEducation/CareerCollegeReadiness/Newsletter.aspx ▫ Weekly Listserv (Latest News) http://listserv.wa.gov/cgi-bin/wa?SUBED1=CGCPSUPPORT&A=1&X=55B9E2365AD0274874
CEDARS Newsletter http://www.k12.wa.us/CEDARS/SIMON.aspx
• Designed for district and school student information managers
• Examples of information and updates ▫ Assessment ▫ Course titles ▫ College Bound Scholarship ▫ Transcripts
Contact Information
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Mike Hubert Director Guidance & Counseling 360 725-0415 [email protected]
Danise Ackelson Supervisor Guidance & Counseling 360-339-3512 [email protected]
Dan Newell Assistant Superintendent Secondary Education & School Support [email protected]
