Minority Student Achievement Network Mini Conference: Bridging the Gap November 18 – 19, 2013

1. School Counselors and Equity: Ensuring College and Career Readiness for Every Student Minority Student Achievement Network Mini Conference: Bridging the Gap November 18 – 19, 2013

2. NOSCA 2012 School Counselor Survey

4. Key Finding: Efficacy

8. Key Finding: Training

11. Key Finding: Accountability

18. Key Finding: Aligned Resources

23. One Year Out Study

27. We have an Ethical Obligation • Every student • Special attention to historically underserved • Advocates for and affirms diverse populations • Ensure equity…through use of data to close achievement and opportunity gaps • Protects against anything not in the student’s best interest • Informs…anything potentially disruptive to school’s mission

28. What Does This Mean? Situations that were not ethical dilemmas before are ones now.

29. Equality Equity “The Highest Equality is Equity” Victor Hugo

30. Equity or Equality?

31. We have a Moral Imperative • Kids have no choice over the color of their skin, the language they speak or family income • We either help or harm, this is no neutral • School counselor words and actions are POWERFUL • Educators misinterpret incompetence for insubordination • High school students are still children! Remember development theory. • Our responsibility to shed light and heat on equity and opportunity gaps • Include both gaps of commission and omission

32. Race Class Gender Sexual Orientation Religion Culture Ability/Disability Age Goth Nationality Other Areas Unique to Educations Tracking Athletes Clubs ?? (School counselors know where the gaps are) Equity Gaps Based On:

33. Equity Gaps: Comission School clubs After-school programs Athletic study tables Gifted/Talented programs Access to challenging courses Access to support services Access to resources Distribution of teacher talent

34. Equity Gaps: Omission • Lack of just-in-time student support • Not having early warning system for students • Not paying particular attention to students who have historically be underserved by the education system Primarily the lack of Just-in-Time student support

35. How might school counselors contribute to the equity gap?

36. CCR Course Sequence Enrollment Disaggregated by School Counselor

37. How does the common core fit into all of this?

38. So What is the School Counselor’s Role in the Implementation of the Common Core? Step 1: Understand It Step 2: Support It Step 3: Act on It Achieve (2012) Implementing the Common Core: The Role of the School Counselor

39. Understand It • Are aligned with college and work expectations; • Are clear, understandable, and consistent; • Include rigorous content and application of knowledge through higher-order skills; • Build upon strengths and lessons of current state standards; • Are informed by other top-performing countries so that all students are prepared to succeed in our global economy and society; and • Are evidence based. Achieve (2012) Implementing the Common Core: The Role of the School Counselor

40. Support It • Think across grade levels; • Develop comprehensive school counseling plans; • Provide focused professional support to teachers and academic supports to students; • Work in alignment with American School Counselor Association (ASCA) national standards for professional school counseling; • Create standards-based college- and career-focused lessons; and • Design clearer processes for course sequencing and credit articulation. Achieve (2012) Implementing the Common Core: The Role of the School Counselor

41. Advocate for and Act on It Content: How? Become familiar with school data Disaggregate data by subgroups Present inservice presentations Join committees/leadership teams • Literacy Instruction • Mathematics Instruction • Instructional Time • Instructional Practices • Professional Learning • Assessment • Technology Integration • Culture YOU ARE THE VOICE OF THE STUDENTS Adapted from: Achieve (2012) Implementing the Common Core: The Role of the School Counselor

42. We have a Moral Imperative • Kids have no choice over the color of their skin, their language or family income • Help or harm • Commission vs omission • Incompetence vs insubordination • Equity and opportunity gaps

43. How Can the School Counselors Do This Work? • Creating data-driven school counseling programs aligned with the school’s improvement planserve students better • Taking a leadership role in schools helps bring about systemic change and alter student outcomes

44. ASCA National Model 3rd Edition

45. The old question was… “What do counselors do?” The new question is… “How has student achievement increased as a result of the school counseling team?“

46. Typical School CounselingProgram Activities Bully Proofing Program Tutoring Mentoring Students Individual Counseling Small Group Study Skills Group Classroom Guidance Behavior Management Phone Contact

47. Data Driven School Counseling Programs Bully Proofing Program 70% Attendance Rate for Low SES Students Tutoring Mentoring Students Individual Counseling Small Group Student Focused Study Skills Group Classroom Guidance Behavior Management Phone Contact

48. Student Focused Interventions Interventions designed to directly help students gain knowledge and skills in the areas of academic, career, and personal/social development in order to help them better navigate the educational system – do better in school

49. Academic Results Interventions (6-8) 72 students avoided retention

50. Data Driven School Counseling Programs Conduct Teacher Inservice Only 15% Hispanic enrollment rate in honors classes Advocate For Early Supports Lead Task Force Student Focus Groups Disaggregate Data by ??? System Focused Advocate for Open Enrollment Advocate for Task Force Team With Parents & Community Advocate PD for Honors Teachers