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The School Counselor’s Role in the Implementation of Common Core Standards, Ensuring All K-12 Students Graduate Career &
College Ready
Bob BardwellMASCA Fall Conference
October 22, 2013
Who Is Here?
School counselorsGuidance directors Graduate students Administrators (principals,
superintendents)OtherExperts in Common Core StandardsCurriculum experts
Why Are You Here?
Professional developmentYour school made you comeNothing else to doDidn’t like the other sessions during this
time slot
What Can I Offer?
20 year School Counselor and K-12 Director of School Counseling
Leader – local, state, regional & nationalAdvocate for students, school counselors
and our professionNot an expert on Common Core but I know
enough that Common Core is my ticket to ensure that I have a job in the years to come
What are the Common Core State Standards (CCSS)?
Beginning in the spring of 2009, Governors and state commissioners of education from 46 states, 2 territories and the District of Columbia committed to the process of developing a common core of state K-12 English-language arts (ELA) and mathematics standards.
The Common Core State Standards Initiative (CCSSI) is a state-led effort coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).
www.corestandards.org
How did we get here?
The Common Core State Standards (CCSS) align U.S. K-12 education with a uniformly higher standard – college and career readiness
45 states and DC have adopted the CCSS for English language arts and mathematics.
ACT research on college and career readiness lies at the heart of the CCSS
Achieve and the College Board (SAT) were members of the CCSS Development Team
How did we get here? (continued)
CCSS were developed using a backward design model – start with the end goal and then figure out how to get there
Identified the college & career standards being sought and worked backwards through each grade resulting in grade level shifts in content throughout the grades
Economic pressure and the continuous decline of the United States regarding high school graduates and lackluster success of college bound students when compared to other nations was the driving force behind the creation of the CCSS
Race to the Top (RTTT) pushed states to voluntarily make the choice to join the CCSSI
Common Core State Standards Design
Building on the strength of current state standards, the Common Core State Standards are designed to be: Focused, coherent, clear and rigorous Internationally benchmarked Linked to college and career readiness* Evidence and research based * Ready for first-year credit-bearing, postsecondary
coursework without the need for remediation.
Common Core State Standards Evidence Base
Evidence was used to guide critical decisions in the following areas: Inclusion of particular content Timing of when content should be introduced and the progression of
content Ensuring focus and coherence Organizing and formatting the standards Determining emphasis on particular topics in standards
Evidence includes: Standards from high-performing countries, states, and nationally-
regarded frameworks Research on adolescent literacy, text complexity, mathematics
instruction, quantitative literacy Lists of works consulted and research base included in standards’
appendices
Higher Education and Employers Want Students Who
CanIdentify areas for research, evaluate and
synthesize resources and develop & draw conclusions
Conduct research and apply that research to solve problems
Apply skills and knowledge across the content areas to solve problems
Model real world situations and solving problems
Assessment of the CCSS
PARCC - Partnership for Assessment of Readiness for College and Careers (www.parcconline.org) Arizona, Arkansas, Colorado, District of Columbia, Florida, Illinois, Indiana, Kentucky, Louisiana, Maryland, Massachusetts, Mississippi, New Jersey, New Mexico, New York, Ohio, Pennsylvania, Rhode Island, and Tennessee.
Smarter Balance (http://www.smarterbalanced.org)Alaska, California, Connecticut, Delaware, Hawaii, Idaho, Iowa, Kansas, Maine, Michigan, Missouri, Montana, Nevada, New Hampshire, North Carolina, North Dakota, Oregon, Pennsylvania, South Carolina, South Dakota, Vermont, Washington, West Virginia, Wisconsin and Wyoming
PARCC assessment details • Field tests begin in 2014; formal
assessments in 2014-15• Reading, writing & math only• Taken online• Diagnostic tests will be available anytime• Performance-based assessments (PBA) –
ELA/Literacy & Math• End-of-the-year (EOY) assessments –
ELA/Literacy & Math• Speaking & Listening assessment –
ELA/Literacy only• PARCC score will include results from both
PBA & EOY assessments
PARCC assessment details
• May take the place of the college placement test; not used in admission decision process
• Retakes will be available• States will decide if PARCC is used for
graduation purposes and if so, the cut-off scores
• Testing window of two four weeks in the spring
• Total testing time• Grade 3 – 8 hours• Grades 4 & 5 – 9 hours• Grades 6-12 – 9.5 hours
What does this mean for School Counselors?
We Must:1. Understand the Standards2. Support the Standards
implementation3. Act on the Standards
ELA Writing Standards
Expect students to compose arguments and opinions, informative-explanatory pieces, and narrative texts
Focus on the use of reason and evidence to substantiate an argument or claim
Emphasize ability to conduct research – short projects and sustained inquiry
Require students to incorporate technology as they create, refine, and collaborate on writing
The ELA Reading Standards
• Text Complexity• Range of Reading – not just text books and literary works• Exemplar Texts (Shakespeare, Hemmingway – U.S.
Constitution, MLK Letter from Birmingham Jail)• Reading Comprehension
• Standards for Reading Foundational Skills (K-5)• Reading Standards for Literature (K-12)• Reading Standards for Literacy in History/Social Studies
(6-12)• Reading Standards for Literacy in Science and Technical
Subjects (6-12) • Reading Standards for Informational Text (K-12)
The Math Standards
• Call on students to practice applying mathematical ways of thinking to real world issues and challenges
• Require students to develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly are called on to do
• Emphasize mathematical modeling, using mathematics and statistics to analyze problems, understand them better, and improve decisions
• Identify the mathematics that all students should study in order to be college and career ready.
The Other Standards
Science: In a process managed by Achieve, with the help of the National Research Council, the National Science Teachers Association, and the American Association for the Advancement of Science, states are developing the Next Generation Science Standards. http://www.nextgenscience.org/
World Languages: The American Council on the Teaching of Foreign Languages published an alignment of the National Standards for Learning Languages with the ELA Common Core State Standards. http://www.actfl.org/sites/default/files/pdfs/Aligning_CCSS_Language_Standards_v6.pdf
Arts: The National Coalition for Core Arts Standards is leading the revision of the National Standards for Arts Education. http://www.arteducators.org/research/national-coalition-for-core-arts-standards
Successful Implementation Requires
Leaders build a culture of successChanges in attitudesChanges in practiceEmbraced by all educators, including
counselorsInstructional and systemic leadershipAll staff buy-in and implementation
How can School Counselors Support the Implementation?
Think & work across the K-12 grade spanDevelop comprehensive school counseling plans
utilizing the ASCA national standardsCreate standards based college and career focused
classroom lessons and programsDesign clearer processes for course sequencing
and credit articulation
How can School Counselors Support the Implementation?
(continued)
Familiarize yourself with the standardsBecome part of the leadership team which is charged
with overseeing the CCSSI implementationEnsure that your school counseling program
statement of philosophy aligns with the school and district’s vision and mission statements
Formulate and distribute an agreed upon set of beliefs and expectations that every student achieve at high levels
Turn to a neighbor
Have you begun to have conversation in your school counseling program about how to get on the Common Core bandwagon?
If so, what is your role with the CCSSI movement? (in other words, how do you do it?
Action Steps: Literacy instruction
Gather & analyze relevant literacy standardized test data to share with colleagues and invested constituents
Gather & analyze relevant Response to Intervention (RTI) Tier 2 & 3 data with colleagues and invested constituents
Monitor and share student literacy related progress reports
Identify students with literacy needs and plan with staff appropriate interventions
Integrate literacy standards into your lesson plans
Action Steps: Mathematics instruction
Gather & analyze relevant math standardized test data to share with colleagues and invested constituents
Gather & analyze relevant RTI Tier 2 & 3 data with colleagues and invested constituents
Monitor and share student math related progress reports
Identify students with math needs and plan with staff appropriate interventions
Advocate for four years of high school math requirement if it is not already in place
Action Steps: Mathematics instruction (continued)
Analyze data regarding Students who are not on track for early math grade
level achievement (elementary level data analysis) Number of students repeating math courses – what
grade do they begin to fall behind and with which teacher(s)
Students who do not minimally complete the college prep math track – Algebra I, Geometry & Algebra II or integrated math levels I-III
Student achievement on state or national standardized tests (I.e.: Accuplacer, SAT/ACT, AP, IB)
Action Steps: Mathematics instruction (continued)
Provide math faculty the opportunity to collaborate with college math faculty to review scope and sequence of course syllabi
Review (and change if necessary) the school’s policy regarding course selection, offerings & sequencing to ensure all students have access to higher level math courses
Action Steps: Systemic Approaches
Participate in discussions about rigor in your school
Assist in the gathering of data on the # of students on target to be career/college ready Explore, Plan, ACT, PSAT, SAT, Accuplacer, AP,
IBProvide data analysis regarding the # of
students taking rigorous courses of study
Action Steps: Systemic Approaches
(continued)
Provide data analysis about the # of students who attain the ACT/SAT college readiness benchmarks
Explore & provide dual/concurrent enrollment opportunities with local colleges
Explore & provide early college programs and opportunities for students who show potential and ability to participate in such activities
Action Steps: Instructional Time
Help identify ways to extend learning time for students, including those in Tier 2 interventions
Monitor participation and progress of students involved with Tier 2 and 3 interventions
Share results & impact of such interventionsIdentify students and interventions for
accelerated/ enriched extended learning opportunities
Action Steps: Instructional Practices
Determine impact of the CCSS on the development and implementation of educational plans for all students
Develop & annually update 6 year individual learning plans which contain necessary career & college readiness elements
Develop career & college readiness lesson plans aligned with CCSS standards
Develop school counselor classroom lesson calendar and distribute to all staff
Action Steps: Professional Learning
Be part of the discussions with school leadership team, data team and/or literacy council based on assessed needs of students and observed needs of staff as they relate to CCSS implementation
Be an active participant in school wide PD activities
Include PD goals in your Comprehensive School Counseling program and your individual evaluation
Reference ASCA’s tools when creating PD plans
Action Steps: Assessment
Ensure that students understand how to interpret current standardized assessments and the implications of the results relating to their level of career and college readiness
Begin learning about and communicating about upcoming common assessments
Use data to identify student needs and monitor progress
Action Steps: Visuals
Display college poster and pennantsPost college information, scholarships and
student acceptances*Post achievement and accomplishments of
students – I.e.: NMSQT Semi-finalists & finalists, AP scholars, Honor Roll, NHS
Action Steps: Visuals (continued)
Proudly display pennants or articles of clothing from their alma mater(s)
Provide relevant and current information on your counseling office website
Create bulletin boards/special displays with important career/college information or data
Action Steps: Auditory
Make frequent announcements about student accomplishments, deadlines, reminders, programs, field trips
Engage in routine conversations with students and parents about career and college research, selection and the application process
Have counselors, teachers and other educators engage in frequent discussions with all students about careers and college
Bring in alumni (high school or college) and business people to speak to students about colleges and careers
Action Steps: Practices/Rituals
School wide celebrations for academic achievement (Honor roll breakfast, National Honor Society induction)
Incentives for academic achievement (I.e.: Renaissance program, special privileges for honors students; scholarship recognitions)
Community activities that highlight academic successes (I.e.: newspaper articles, bulletin boards in local businesses)
Advisory – incorporate career/college activities within the small group advisory curriculum (if applicable)
Questions & Conversations
What is not clear?What more do you need?How can we help each other?Who wants to share a success with CCSS
Implementation?
My contact information
Bob BardwellSchool Counselor & Director of School CounselingMonson Innovation High School55 Margaret StreetMonson, MA 01057413.267.4589x1109www.bobbardwell.com [email protected]