NC School Counselors Guidance Essential Standards

1. NC School CounselorsGuidance Essential Standards Regional Summer Institutes

2. Guidance Essential Standards • Linda Brannan, K-12 Student Support Services Consultant • Cynthia Martin, Ed.D, Educator Recruitment and Development Consultant • Tonya Jones, Counselor, Halifax County Schools

3. Welcome and Introductions

4. Welcome & Connection Time Introductions • Your Name – use alliteration • School Name • Position or Job • Share one interesting event that occurred this year in your school or district

5. Housekeeping ? Parking Lot Sign-in Parking Lot Breaks Evaluation - Your input is essential and valued!

6. Code of Cooperation • Start on Time/End on Time • Respectful cell phones (vibrate/silent) • Fully Engage • Respectfully agree/disagree • “Your turn” Any others you want to add?

8. At the end of this Summer Institute, participants will: • Learn about DPI resources and tools to support the initiatives within the RttTGrant • Understand and dive deeply into the Guidance Essential Standards in order to meet the learning needs of all students • Connect the Guidance Essential Standards with Data Literacy • Continue to refine, develop, and plan for Professional Development and the deployment of the new NCSCS across the LEA • Make Connections!

9. 4 Questions of a PLC (DuFour) • What do we want students to learn? (NC Guidance Essential Standards) • How will we know if they have learned it? (Data Literacy) • How will we respond when they don’t learn it? (Connecting to Serve All Students) • How will we respond when they already know it? (Connecting to Serve All Students)

10. How I teach this standard The Big Picture Standard Differentiation Connections How this standard is assessed: formative benchmark summative How this standard is reflected in student behavior/work Connections

11. NC K-12 Guidance Essential Standards Our 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. Mission

12. Reflection • Write down a couple of big bucket items you would like to gain from our time together • Share Time

13. Sunshine Packet • Guidance Essential Standards • Alignment with National Standards – ASCA, RBT, 21st Century • Unpacking Documents – Wikispace & LiveBinders • Lesson Samples/Assessment Prototypes

14. NC School Counseling Wiki NCDPI School Counseling WikiSpace NCDPI School Counseling LiveBinder

15. Unpacking Documents • 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)?

16. 4-Corner Activity Discuss the following question with your “Corner Team” Why does this picture represent where you are? How do the Guidance Essential Standards align with the ASCA National Standards for Students and Revised Bloom’s Taxonomy? (Report Out from your group)

17. OverviewGoal Alignment National Standards for Students ASCA Competencies 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 “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 Both are Student Centered

18. Organizational Alignment with National Standards for Students ASCA National Model NC Guidance Essential Standards Three Strands Socio-Emotional Cognitive Career Three Domains • Personal/Social • Academic • Career

19. Alignment with National Standards for Students ASCA National Model NC Guidance Essential Standards Standards Proficiency Levels (5) Clarifying Objectives • Standards • Competencies • Indicators

20. Crosswalk of Standards ASCA National Standards for Students NC K-12 Guidance Essential Standards for Students Socio-Emotional Cognitive Career • Personal-Social • Academic • Career • Revised Bloom’s Taxonomy • Proficiency Levels • Readiness/Exploratory/Discovery (RED) • Early Emergent/Emergent (EEE) • Progressing (P) • Early Independent (EI) • Independent (I)

21. Understanding the Structure of the Guidance Essential Standards • Preamble – IMPORTANT~ • How to Read the Standards • Standards • Proficiency levels • Clarifying objectives • Unpacking documents – LiveBinders site

22. 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

24. Revised Bloom’s Taxonomy

25. Dr. Lorin W. Anderson RBT Module at NC Education

26. CreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.EvaluatingJustifying a decision or course of actionChecking, hypothesizing, critiquing, experimenting, judging AnalyzingBreaking information into parts to explore understandings and relationshipsComparing, organizing, deconstructing, interrogating, findingApplyingUsing information in another familiar situationImplementing, carrying out, using, executingUnderstandingExplaining ideas or conceptsInterpreting, summarizing, paraphrasing, classifying, explainingRememberingRecalling informationRecognizing, listing, describing, retrieving, naming, finding Higher-order thinking BLOOM’S REVISED TAXONOMY

27. Remembering The learner is able to recalland restate learned information. • Recognizing • Listing • Describing • Identifying • Naming • Locating Can you recall information?

28. Remembering

29. Understanding The learner grasps the meaning of information by interpreting and translating what has been learned. • Interpreting • Exemplifying • Summarizing • Inferring • Classifying • Comparing Can you explain ideas and concepts?

30. Understanding

31. Applying The learner makes use of information in a context different from the one in which it was learned. • Implementing • Carrying out • Using • Executing Can you use the same information in a different situation?

32. Applying

33. Analyzing The learner breaks learned information into its parts to best understand that information. • Comparing • Organizing • Deconstructing • Outlining • Structuring • Integrating Can you break information into parts to explore relationships?

34. Analyzing

35. Analyzing • 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 Breaking information down into its component elements

36. Analyzing Table Share

37. Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. • Hypothesizing - Monitoring • Critiquing • Experimenting • Judging • Testing Can you justify a decision or course of action?

38. Evaluating

39. Evaluating Activities and Products • Write a letter to the editor • Prepare and conduct a debate • Evaluate the character’s actions in the story • Write a persuasive speech arguing for/against…

40. Creating The learner creates new ideas and information using what has been previously learned. - Designing - Making - Constructing - Planning - Producing - Inventing Can you generate new products, ideas, or ways of viewing things?

41. Creating

42. Creating Activities 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

43. Higher-Order Thinking • How can you get your students to the highest levels of thinking? • What are you already doing well? • How do you need to change your planning? • Table Share

44. Lower Level Questioning Remembering, Understanding, Applying Appropriate for: • Evaluating students’ preparation and comprehension • Diagnosing students’ strengths and weaknesses • Reviewing and/or summarizing content

45. Higher Level Questioning Analyzing, Evaluating, Creating Appropriate for: • Encouraging students to think more deeply and critically • Problem solving • Encouraging discussions • Stimulating students to seek information on their own

46. Questioning: Analyzing • Which events could not have happened? • If. ..happened, what might the ending have been? • How is...similar to...? • What do you see as other possible outcomes? • Can you explain what must have happened when...? • Can you distinguish between...? • What were some of the motives behind..? • What was the turning point? • What was the problem with...?

47. Questioning: Evaluating • Is there a better solution to...? • Can you defend your position about...? • Do you think...is a good or bad thing? • How would you have handled...? • Do you believe...? How would you feel if. ..? • What are the consequences..? • What influence will....have on our lives? • What are the pros and cons of....? • What are the alternatives?

48. Questioning: Creating • Can you design a...to...? • Can you see a possible solution to...? • If you had access to all resources, how would you deal with...? • Why don't you devise your own way to...? • What would happen if ...? • How many ways can you...? • Can you create new and unusual uses for...? • Can you develop a proposal which would...?

49. Activity • Choose one topic that you teach students • Write 3 analyzing level questions, 3 evaluating level questions, and 3 creating level questions to ask your students • Share with a partner

50. RBT and Guidance Essential Standards