Guidance Essential Standards

Linda Brannan K-12 Student Support Services Consultant

Linda.brannan@dpi.nc.gov

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

• Understand Future Ready Core Graduation Requirements

• Make Connections!

NC K-12 Guidance Essential Standards

Mission

State Board of Ed 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.

ASCA National Model 3rd Edition

Overview of NC Guidance Essential StandardsAlignment 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

NC Guidance Essential Standards

Three Strands

Personal/Social Socio-Emotional

Academic Cognitive

Career Career

Alignment with National Standards for StudentsASCA 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

• Career

Revised Bloom’s Taxonomy Proficiency Levels• Readiness/Exploratory/Discovery (RED)• Early Emergent/Emergent (EEE)• Progressing (P)• Early Independent (EI)• Independent (I)

NC School Counseling Wiki

NCDPI School Counseling WikiSpaceNCDPI School Counseling LiveBinder

Standards and the Unpacking Documents

• 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)?

Understanding the Structure of the Guidance Essential Standards

Understanding the Structure of the Guidance Essential

Standards• Preamble – overview and purpose ~ IMPORTANT • Reading the Guidance Standard Course of Study

– NC Guidance Essential Standards (fewer/deeper)

– Proficiency levels related to RBT (K-12 not grade level)

– Clarifying objectives – skills students are to know, understand and demonstrate

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

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

Understanding the Structure of the Guidance Essential

Standards

Revised Bloom’s Taxonomy

Proficiency Levels

Higher Order ThinkingAnalyzing, 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 decision

Role Play Construct a graph to illustrate

selected information Design a questionnaire to

gather information

CreatingActivities 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

Lower Level QuestioningRemembering, Understanding, Applying

Appropriate for:• Evaluating students’ preparation and comprehension

• Diagnosing students’ strengths and weaknesses

• Reviewing and/or summarizing content

Higher Level QuestioningAnalyzing, Evaluating, Creating

Appropriate for:• Encouraging students to think more

deeply and critically

• Problem solving

• Encouraging discussions

• Stimulating students to seek information on their own

ActivityUsing the Standards poster and the RBT question stems handout, choose one topic that you teach students

• Write 1 analyzing level question, 1 evaluating level question, and 1 creating level question to ask your students

• Share with a partner

Diving Deeper Guidance Essential Standards

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

K-12 Proficiency Levels

RED = Readiness / Exploratory / Discovery

EEE = Early Emergent / Emergent

P = Progressing

EI = Early Independent

I - Independent

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.

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?

Understanding the StandardsBeach Ball ActivityS – 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

ASCA National Model 3rd Edition

Framework for NC School Counseling 3rd Edition

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

Comprehensive School Counseling Program

Evaluation

Pro

cess

Dat

a • Percentage of time spent in non-counseling duties

• Number of individual counseling session/month

• Number of mental health team consultations

Per

cept

ion

Dat

a • Knowledge gained before compared to after an intervention

• 74% of students feel that fighting is wrong

• Every student 9-12 has completed a 4 year graduation plan

Res

ults

Dat

a • Retention rates by grade level

• Graduation rates by SES

• Graduation rates improved 14% over three years

• Expulsion rates by ethnicity

Comprehensive School Counseling Program

Evaluation

Pro

gram

Ass

essm

ent

Process Data

Perception Data

Results Data

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”

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

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)

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.

Future Ready Core Graduation Requirements

NC School Counseling LiveBinder

FRCFrequently Asked

Questions• NCDPI Mathematics Wikispace

• Mathematics NC Public Schools site

• Arts, World Languages, ESL

• Exceptional Children's Program

• Revised NC Academic Scholars Program

ReflectionProfessional JournalingReflect on today’s session. What are two things that you will take back to use with your students?

Questions?

Linda Brannan linda.brannan@dpi.nc.gov

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 the content or delivery be improved?

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

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