Linda Brannan, K-12 Student Support Services Consultant

1. “The Connected Counselor” • Linda Brannan, K-12 Student Support Services Consultant • Marchelle Horner, Career Development Coordinator Consultant, Career & Technical Education Division

2. Good News!2011-2012 Graduation Rate • Highest graduation rate ever in NC • 80.2 % = 89,126 students

3. Still Leaves… 21,975

4. Graffiti Write What does a Connected Counselor Do? • Brainstorm & write as many ideas as possible on chart paper • Post chart paper on the wall

5. “The Connected Counselor”

6. TheConnectedCounselor • 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

7. Framework for NC School Counseling 3rd Edition

8. Foundation 2nd Edition 3rd Edition

9. 1. Program FocusFoundation

10. GUIDING MISSION “The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.”

11. “The demands of twenty-first century education dictate new roles for school counselors. Schools need professional school counselors who are adept at creating systems for change and at building relationships within the school community. Professional School Counselors create nurturing relationships with students that enhance academic achievement and personal success as globally productive citizens in the twenty-first century. Utilizing leadership, advocacy, and collaboration, professional school counselors promote academic achievement and personal success by implementing a comprehensive school counseling program that encompasses areas of academic, career, and personal/social development for all students.” Vision of NC School CounselorsNC State Board of Education, 2008

14. NC Guidance Essential Standards Purpose: To define and communicate the knowledge and skills a student must master to be globally competitive.

15. NC Standard Course of Study • Common Core State Standards • English Language Arts (and Literacy in History/Social Studies, Science, and Technical Subjects) • Mathematics • NC Essential Standards • Arts Education • Career and Technical Education • English Language Development* • Guidance* • Healthful Living (Health & Physical Education) • Information and Technology* • Science • Social Studies • World Languages Framework for Change lead to Retooling NC Public Education System

16. What is the role of the SC? DuFour

17. Design data-driven comprehensive school counseling programs that promote student achievement. Deliver programs that are comprehensivein scope, preventive in design and developmental in nature. Are accountable for assuring that every student has the opportunity to learn, achieve and graduate college and career ready. NC School Counselors…

18. Preamble - IMPORTANT • Overview, purpose & goals of the standards • Organization and Structure • Based upon the ASCA Standards for Students and Revised Bloom’s Taxonomy • Not grade level but developmentally appropriate based upon proficiency levels of students • Expectation that all school staff will be knowledgeable of the standards and ready to implement Guiding Question • What do students need to know, understand and be able to doto ensure their success in the future, whether it be the next class, post-secondary study, the military or the world of work? (CCR)

19. Understanding the Guidance Essential Standards • Divide into Candy Teams • Candy Teams – Snickers Tootsie Rolls Twix 3 Musketeers Reese Cups

20. Preamble Exploration Snickers = Philosophy Reese Cups= Purpose 3 Musketeers = Course of Study & Organization Twix = Program Description, National Standards & Research Tootsie Rolls = Features & Guiding Question

23. Our Guiding Question? What do students need to know, understandand 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?

24. GES Poster by Proficiency Level Standards Proficiency Levels Clarifying Objectives by Proficiency Level Strands Revised Bloom’s Taxonomy

25. RBT Verbs

26. RBT Verbs I R/E/D E/EE P EI

28. Let’s Look at Corduroy • Original Lesson: • Who is Corduroy? Where is he? How did he get his name? Does anyone know what the material called corduroy looks and feels like? Why did Corduroy go out into the store? Why was it important to find his button? How did the story end?

29. Remodel the Lesson How could we remodel lesson to show higher order thinking and questioning skills related to school counseling. • Lesson that shows analyzing • Lesson that shows creating • Lesson that shows evaluating • Question that shows analyzing • Question that shows creating • Question that shows evaluating

30. 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.

31. 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.

32. 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.

33. 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.

34. 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?

35. GES Poster by Proficiency Level Standards Proficiency Levels Clarifying Objectives by Proficiency Level Strands Revised Bloom’s Taxonomy

36. Understanding the Standards Beach Ball Activity S – choose a strand/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

37. Collaboration with Professional Learning Teams

39. School-wide Programs

40. NC GRADUATION RATE IS HIGHEST IN NC HISTORY; SIXTH CONSECUTIVE YEAR OF IMPROVEMENT Small Group Counseling Deployment: Your Children and Separation School attendance is a baseline factor in determining student success.

41. College & Career Readiness

42. College & Career Readiness National Office of School Counselor Advocacy http://nosca.collegeboard.org/

43. Career & College: Ready, Set, Go!

44. NC School Counseling Wiki NCDPI School Counseling WikiSpace http://schoolcounseling.ncdpi.wikispaces.net NCDPI School Counseling LiveBinder

45. Alignment with Guidance Essential Standards How does what I currently do fit with the new Guidance Essential Standards? Who are my “peeps”? Where are my natural curriculum connections? (Divide into level groups: elementary, middle and high)

46. The Guidance Essential Standards Collaborative Groups • Using the Guidance Essential Standards Worksheet, discuss the school counseling activities that are currently being done that align with the clarifying objectives listed for the proficiency levels. (What are you already doing?) • What curriculum areas or colleagues might you collaborate with to integrate the Guidance Essential Standards? • As a group, choose one activity listed and create a lesson plan

49. “The Connected Counselor”

50. “The Connected Counselor” As I reflect upon my school connections… 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.