The Common Core and the Role of Guidance & Counseling

1. The Common Core and the Role of Guidance & Counseling 1 February, 2014 Jeannie Beierle, Yelm HS/WSCA Liisa Moilanen Potts, OSPI Mike Hubert, OSPI CCSS_Counselors_2.28.14

2. Topics to Cover What are the Common Core State Standards all about? Why should guidance & counseling support the standards? What can be the role of guidance & counseling programs in implementing the standards? Acting on it—How can WSCA support the implementation in our state? 2

3. Washington’s Vision for Education Every Washington public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the 21stcentury. Class of 2011: Bridgeport High School

4. CCSS_Counselors_2.28.14 Then: Strong Vision, yet minimal coordination among initiatives and funding Learning Improvement Days (LID) PLC’s Principal Internships Late Starts Learning Standards INITIATIVE Mentor & Induction (BEST / TAP) TEACHER GROWTH PLANS Math and Science Days Professional Certification

5. CCSS_Counselors_2.28.14 Now: More Aligned System – Common Language and Common Vision BEA Funding and Policy Recommendations District-directed professional learning structures Career and College Ready State Learning Standards for ALL Students Student and School Success Aligned Federal and State Programs Connected Assessment & Accountability Systems Basic Education Act: State Learning Goals McCleary Court Decision Research Demonstrating Student Achievement Nine Characteristics of High Performing Schools National Board Certification Educator Effectiveness Systems Comprehensive Mentor & Induction Programs (BEST) Professional Learning Aligned to Standards Pre-Service Programs Regional Support Systems (ESDs)

6. 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 7

7. Counselors Underutilized in Common Core State Standards 9

8. So…What about “Career and College Readiness”? What does Career and College Readiness mean to YOU?

9. What is the Difference Between Readiness and Eligibility? Today’s high school diploma certifies college eligibilityvia specified courses taken and grades received. College eligibility is not the same as college readiness. Collegeand career readiness is more complex and multi-dimensional than meeting eligibility standards. -Educational Policy Improvement Center, David Conley 15

10. Implementing Career–and College- Ready Standards in Washington State Our Vision:Every student will have access to CCR standards through high quality instruction aligned with the standards every day; and every educator is prepared and supported to implement the standards in their classrooms every day. Our Purpose: To develop a statewide system with resources that supports all school districts in their preparation of educators and students.

11. Our State Learning Goals are the Foundation (RCW28A.150.210, 1993+) Read with comprehension, write effectively, and communicate successfully in a variety of ways and settings and with a variety of audiences; Read with comprehension, write effectively, and communicate successfully in a variety of ways and settings and with variety of audiences; Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history, including different cultures and participation in representative government; geography; arts; and health and fitness; Think analytically, logically, and creatively, and to integrate technology literacy and fluency as well as different experiences and knowledge to form reasoned judgments and solve problems; and Understand the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities. (Updated in 2011: SSB 5392) CCSS_Counselors_2.28.14

12. The “What”: What are the Common Core State Standards? Define knowledge and skills students should have in the areas of English Language Arts and Mathematics throughout their K-12 education careers so that they will graduate high school able to succeed in careers and college. The English language arts and mathematics standards: • Are robust and relevant to the real world • Reflect the knowledge AND skills needed for success in college and careers • Are based on evidence • Are honest about time They do not: • Dictate how teachers teach • Dictate what instructional / curricular materials should be used

13. CCSS and NGSSWashington’s Implementation Phases and Timelines 18

14. CCSS_Counselors_2.28.14 Guiding Beliefs and Approach toward CCR Implementation in WA 2-Prongs • The What: Content Shifts (for students and educators) • Belief that past standards implementation efforts have provided a strong foundation on which to build for CCSS; • HOWEVER there are shifts that need to be attended to in the content. • The How: System “Remodeling” • Belief that successful CCSS implementation will not take place top down or bottom up – it must be “both, and…” • Comprehensive Professional Learning Systems are KEY 20

15. CCSS_Counselors_2.28.14 The “What”:ELA and Math Content Shifts • Shifts in ELA • Building knowledge through content-rich nonfiction and informational texts in addition to literature • Reading and writing grounded in evidence from the text • Regular practice with complex text and its academic vocabulary These apply to content area (social studies, science, and technical subject) teachers as well as to English teachers. • Shifts in Mathematics • Focus: 2-3 topics focused on deeply in each grade • Coherence: Concepts logically connected from one grade to the next and linked to other major topics within the grade • Rigor: Fluency with arithmetic, application of knowledge to real world situations, and deep understanding of mathematical concepts Handout Pages 3 & 4

16. ASCA will be releasing aligned student standards very soon! The “What”: Student Practices Across Standards Handout Page 7

17. The “What”:Conley’s 4 Keys of College and Career Readiness Source: Education Policy Improvement Center (EPIC), David Conley, 2012

18. What about the Assessment System? 27 CCSS_Counselors_2.28.14

19. CCSS_Counselors_2.28.14 Assessment System Transitions • Our change to Common Core is at the heart of assessment changes • NCLB/ESEA requires states to assess state standards for Accountability • We’ve changed standards so we need to change assessments • What we change to is our choice • Smarter Balanced is where we are headed • Graduation requirements are a state’s choice • Exit exams and credit requirements

20. “Not just another test”…Smarter Balanced is being built by states for states 2. Supporting teachers with a suite of resources 29 • 1. Preparing your students for a changing world • 3. Connecting learning to life after high school • 4. Providing information to guide student growth • 5. Keeping educators in the driver’s seat

21. Smarter Balanced Assessment System Components Summative: College and career readiness assessments for accountability 30 Teachers and schools have information and tools they need to improve teaching and learning All students leave high school college and career ready Common Core State Standards specify K-12 expectations for college and career readiness Formative resources: Digital Library with instructional and professional learning resources for educators to improve instruction Interim: Flexible and open assessments, used for actionable feedback

22. You Can Peek Under the Hood…The Smarter Balanced Practice Test Shows item types and tools/features Now available for all grades (3-8, 11) English language arts and math Expanded features released over the summer 32 Practice Test Link http://sbac.portal.airast.org/Practice_Test/default.html

23. SBAC assessments will measure career- and college-readiness 33

24. Smarter Balanced Timeline – WA’s Involvement (http://www.k12.wa.us/SMARTER/default.aspx) • OSPI staff involved in workgroups 2010-2014 • Teachers involved in item writing • Sample Items and Performance Tasks – October 2012 (view the OSPI webinar!) • Pilot in Spring 2013 • Practice Tests widely available • Digital Library - State Networks of Educators (85 from Washington) began vetting resources to populate the library starting Fall 2013 • Digital Library Beta Web Site to be available in late Spring 2014 • Comprehensive field test in 2013-14 • Operational use in 2014-15 34

25. Summative Assessments in 2014–15 and beyond 35 Office of Superintendent of Public Instruction

26. Assessment High School Graduation Requirements by Class 36 Office of Superintendent of Public Instruction 11/22/2013

27. High School Transitions 37 Focused on Career and college readiness (CCR) CCSS_Counselors_2.28.14

28. CCSS_Counselors_2.28.14 The “How”: Bringing the CCR System Together 38 All students leave high school college and career ready • https://wacore2college.wikispaces.com/Project+Overview

29. Core to College Project Goals • Build faculty ownership and understanding of the CCSS as meaningful and useful college-readiness standards • Promote local use of CCSS and Smarter Balanced assessment in ways that improve high school to college transition for students • Develop overall higher education agreement for use of CCSS and Smarter Balanced assessment 39 WA Core to College web site

30. Deeper Value of Core to College Work • Developing common understanding of academic “rigor” and grades, not just course titles, topics • Creating opportunities for shared inquiry about discipline and teaching/learning • Building relational trust between college faculty and high school teachers 40 Making Alignment Meaningful by:

31. Placement Process for HS Students? 41

32. Smarter Balanced Assessment Policy Framework for 11th Grade Assessment Results 43 Note: Applies only to students who matriculate directly from high school to college.

33. 44 Re-Thinking Precollege “Remediation” as Levels of Intervention/ Support

34. Resources are Available! 45 For Educators, Families, Communities CCSS_Counselors_2.28.14

35. CCSS_Counselors_2.28.14 The “How”: Guidance & Counseling Impacts of CCSS i.e. Guidance lesson alignments i.e. school climate focus on every student being successful and supported i.e. increased individual guidance support

36. Important Web Sites to Learn More and to Stay Connected… • OSPI CCSS/NGSS Webinar Series: • http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar • OSPI Smarter Balanced Webinar Series: • http://www.k12.wa.us/smarterbalanced/ • Feb. 4 webinar includes latest info on INTERIM Assessments! Both webinar series include the latest resources and information related to implementation and Smarter Balanced Assessment System components. All Webinars are recorded and ppts are downloadable for your use. 47

37. Statewide Professional Learning System – OSPI/AESD Network Common language, messages, supports Transition plans and resources Professional learning supports http://www.k12.wa.us/CoreStandards/ProfDev.aspx http://www.k12.wa.us/Science/NGSS.aspx http://www.washingtonesds.org/site/default.aspx?PageID=1

38. Tools: Classroom instruction through the lens of the SHIFTS (www.achievethecore.org) Practice Guides provide specific guidance for what the CCSS for Mathematics looks like in planning and practice. They are designed as developmental tools for teachers and those who support teachers.  (http://www.achievethecore.org/math-common-core/instructional-practice/ )

39. Tools: Bringing shifts into the classroom - Assessment Smarter Balanced Practice Tests http://sbac.portal.airast.org/practice-test/ Assessment guides to evaluate each grade/course’s assessments for alignment with the Common Core State Standards (CCSS) http://www.achievethecore.org/leadership-tools-common-core/aligning-materials/materials-evaluation-toolkit/

40. Instructional Materials—What is available? • Engage NY – Districts Adopting • Achieve the Core – Lessons and Annotated Tasks • Achieve – Exemplar Units and Lessons • Illustrative Mathematics – CCSS-aligned Math tasks K-12 • Basal Alignment Project – CCSS-aligned ELA lessons, assessments, tasks K-12

41. CCSS_Counselors_2.28.14 • Statewide • Communications Campaign • Audience is public (parents, community, educators, lawmakers) • Build awareness and support for CCSS • Prepare for initial decline in test scores in transition to more rigorous assessments • Counter misinformation/myths • http://www.readywa.org/

42. For Families: Parent Roadmaps to the Common Core Standards Take a look! ELA – http://www.cgcs.org/Page/328 Math - http://www.cgcs.org/Page/244

43. CCSS_Counselors_2.28.14 Where to Start…FIRST: Phase 1 Exploration and Awareness Among… • District leaders and leadership teams • Building leaders and building teams Take the time to immerse yourself in and learn about… • The WHY - The background and vision of the CCR standards • The WHAT - The major shifts in the content • The HOW – • Our state’s approach toward supporting implementation • Emerging resources and support systems

44. CCSS_Counselors_2.28.14 NEXT: Phase 2 within your Building Context Start the transition by Setting the Course! • Identify a core group of leaders (across grades and subjects; parents? Community partners?) as a lead implementation team • Take stock of current instructional practices, strengths, and challenges • Establish a shared vision that will guide implementation with all students and educators – what will it mean for your district/building? • Develop School-Specific Transition/Implementation Plans • In relation to your district’s overall vision and transition plan • Access Achieve and Learning Forward materials to inform professional learning • Establish short and long term goals to begin moving forward

45. Resources for School Counselors “Action Briefs” Workbooks for Building Leaders (from Achieve, Inc.) • Elementary and Secondary School Leaders, School Counselors, and School Librarians Let’s take a look! • 3 Steps for School Counselors • Talking Points • Action Steps for 8 School-wide Change Areas (pp. 11-13) Consider… • What pieces will support your work with… • Students, Teachers, Parents, Community

46. Act on it – Key Action Steps Achieve handout Page 11

47. Act on it – Key Action Steps Achieve handout Page 11

48. Act on it – Key Action Steps Achieve handout Page 12

49. Act on it – Key Action Steps Achieve handout Page 12

50. Act on it – Key Action Steps Achieve handout Page 12