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Guidance Essential Standards

Linda Brannan K-12 Student Support Services Consultant Linda.brannan@dpi.nc.gov. Guidance Essential Standards. At the end of this session, participants will:. Learn about DPI resources and tools to support the initiatives within the RttT Grant

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Guidance Essential Standards

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  1. Linda Brannan K-12 Student Support Services Consultant Linda.brannan@dpi.nc.gov Guidance Essential Standards

  2. At the end of this session, participants will: • Learn about DPI resources and tools to support the initiatives within the RttTGrant • Understand the Guidance Essential Standards in order to meet the learning needs of all students • Connect the Guidance Essential Standards with Data Literacy • Understand Future Ready Core Graduation Requirements • Make Connections!

  3. NC K-12 Guidance Essential Standards State Board of Ed 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

  4. ASCA National Model 3rd Edition

  5. Overview of NC Guidance Essential StandardsAlignment with 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

  6. Alignment with National Standards for Students

  7. Alignment with National Standards for Students

  8. Crosswalk of K-12 Guidance Essential Standards ASCA National Competencies 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)

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

  10. Standards and the Unpacking Documents • Guidance Essential Standards • 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)?

  11. Understanding the Structure of the Guidance Essential Standards

  12. Understanding the Structure of the Guidance Essential Standards • Preamble – overview and purpose ~ IMPORTANT • Reading the Guidance Standard Course of Study • NC Guidance Essential Standards (fewer/deeper) • Proficiency levels related to RBT (K-12 not grade level) • Clarifying objectives – skills students are to know, understand and demonstrate

  13. 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

  14. Revised Bloom’s Taxonomy

  15. 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 Dr. Lorin W. Anderson Higher-order thinking REVISED BLOOM’S TAXONOMY

  16. Understanding the Structure of the Guidance Essential Standards Proficiency Levels Revised Bloom’s Taxonomy

  17. Higher Order Thinking Analyzing, Evaluating, Creating • Aligns with Proficiency levels • Early Independent • Independent

  18. 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

  19. 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

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

  21. 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

  22. Activity Using the Standards poster and the RBT question stems handout, choose one topic that you teach students • Write 1 analyzing level question, 1 evaluating level question, and 1 creating level question to ask your students • Share with a partner

  23. Diving Deeper Guidance Essential Standards

  24. Proficiency Levels, Strands, Standards and Clarifying Objectives….No Grade Levels, Oh My! • Strand 1(S1): Socio-Emotional (SE) • Strand 2 (S2): Cognitive (C) • Strand 3 (S3): Career (CR) • 2-4 Essential Standards per strand with clarifying objectives for students to master within the proficiency levels for each standard

  25. K-12 Proficiency Levels RED = Readiness / Exploratory / Discovery EEE = Early Emergent / Emergent P = Progressing EI = Early Independent I - Independent

  26. Alignment of Current School Counseling Activities/Lessons to The Guidance Essential Standards (Pre-test) • Using the Guidance Essential Standards Worksheet, list the student support services activities and school counseling activities you are currently doing in your school that align with the clarifying objectives listed for each proficiency level. (What are you already doing that fits?) • Brainstorm with your group activities you could do to fill the gaps. • The activities may fit into more than one proficiency level.

  27. 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.

  28. 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 Playhow you can approach and talk with student.

  29. 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.

  30. 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.

  31. 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?

  32. Understanding the Standards Beach Ball Activity S – choose a 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

  33. ASCA National Model 3rd Edition

  34. Framework for NC School Counseling 3rd Edition

  35. Data Driven Decision Making(D3M) • Collecting appropriate data • Analyzing the data • Getting the data to the people who need it • Using the data to increase school efficiencies and improve student achievement

  36. Comprehensive School Counseling Program Evaluation

  37. Comprehensive School Counseling Program Evaluation

  38. School Counselors: Leaders in School Improvement Planning D3M (Data-driven Decision Making) • Transition – in and out (transition between levels/graduation) • Intervention – Attendance/Academic Recovery/Socio-Emotional • Academic – course rigor; promotion from grade to grade; and to graduate career & college ready • Data – school-wide; data needed by PLCs; school improvement data; assisting others in selecting and using appropriate data • Teacher Retention/Recruitment – collaboration and support efforts of the teachers since “high quality teaching yields high performing students”

  39. Standards are not… • Intended to be the comprehensive school counseling program – it is the curriculum not the entire program • The same as the evaluation/appraisal **************************************School counselors are leaders in their school and advocates for creating positive systemic change

  40. How does this content area prepare students to be future ready? (CCR) • How does this area connect to other content areas? (NC Guidance Essential Standards embedded across curriculum areas) • What are the implications for meeting the needs of all learners as related to this content area? (Balanced learning/educating the whole child)

  41. The performance evaluation is based on the 2008 NC Professional Counseling Standards Standard 1 – School counselors demonstrate leadership, advocacy, and collaboration. Standard 2 – School counselors promote a respectful environment for a diverse population of students. Standard 3 – School counselors understand and facilitate the implementation of a comprehensive school counseling program. Standard 4 – School counselors promote learning for all students Standard 5 – School counselors actively reflect on their practice.

  42. Future Ready Core Graduation Requirements NC School Counseling LiveBinder

  43. FRCFrequently Asked Questions • NCDPI Mathematics Wikispace • Mathematics NC Public Schools site • Arts, World Languages, ESL • Exceptional Children's Program • Revised NC Academic Scholars Program

  44. Reflection Professional Journaling Reflect on today’s session. What are two things that you will take back to use with your students?

  45. Questions? Linda Brannan linda.brannan@dpi.nc.gov

  46. Ice Cream/Sour Pickles • What was helpful with the content session? • What did you need from these sessions and did not receive? • What follow-up professional development do you need to assist the school counselors in your district? • How might the content or delivery be improved?

  47. References & Resources • ASCA National Model: Framework for School Counseling (3rd ed.) (2012)., American School Counselors Association. Alexandria, VA http://p.b5z.net/i/u/10045791/f/PDF/Draft_National_Model_3rd_Ed.pdf • Dahir, C.A. & Stone, C.B. (2012) The transformed school counselor (2nd ed.). Belmont, CA: Brooks/Cole • Dimmitt, C., Carey, J.C. & Hatch, T. (2007). Evidence-based school counseling: Making a difference with data-driven practices. Thousand Oaks, CA: Corwin Press • Ehren, B. EdD, Montgomery, J., PhD, Rudebusch, J., EdD, Whitmire, K., PhD, New Roles in Response to Intervention: Creating Success for Schools and Children, November 2006 • RTI Action Network. Retrieved June3, 2008 http://rtinetwork.org/?gclid=CNati4-J2ZMCFQEQGgodmTvPaA • Shaprio, E. S. Tiered Instruction and Intervention in a Response-to-Intervention Model. Retrieved June 5, 2008 • http://www.rtinetwork.org/Essential/TieredInstruction/ar/ServiceDelivery/1 • Young, A., & Kaffenberger, C. (2009). Making Data Work. Alexandria, VA: American School Counselors Association

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