Counselors: Cure for the Common CoreTools for Success: Common Core, College and Career Conference, March 13, 2014

MATHEMATICS

Focus, coherence and clarity: emphasis on key topics at each grade level and

coherent progression across grades

Balance between procedural fluency and understanding of concepts and skills

Promote rigor through mathematical proficiencies that foster reasoning and

understanding across discipline

ENGLISH LANGUAGE ARTS/LITERACY

Balance of literature and informational texts (non fiction); focus on text

complexity

Emphasis on argument, informative/ explanatory writing, and research

Literacy standards for history, science and technical subjects

ANCHORED IN COLLEGE AND CAREER READINESS

2

Key Advances of Common Core

Common Core State Standards Design

Focused, coherent, rigorous

Internationally benchmarked

Evidence and research based

Linked to College and Career readiness *

* Ready for first-year, credit bearing, postsecondary coursework

Common Core State Standards Challenge

How do we get from here... ...to here?

All studentsleave high school college and career

ready

Common Core State Standards

specify K-12 expectations for

college and career readiness ...and what can

Counselors do to help?

Common Core Standards : Backward Design Model

Started with the End Goal

Driving force: Low US college-going rates

Economic pressure

Race to the Top pushed states to make the choice

Common Core Standards Require Counselors to

Think across grade levels

Develop comprehensive programs

Provide academic supports to students

Create standards-based college and career focused lessons

Local Control Budget Overlaps CC

SB 1458 passed in 2012 -Senator Steinberg

Test results will constitute no more than 60% of the value of a secondary school

Measures graduation rates and college-going rates

From API – EQI – Equity Quality Index

Counselors as Experts for the Cure

Curriculum

Assessment

College and Career Readiness

Data-Driven Practice

Counselors and Common Core Curriculum

Focus on academic preparation without remediation

Quality and level of high school coursework is a key level of curricular reform

Counselors experts in transcript evaluation – most important factor in college admission process

Counselors as Assessment Experts

Formative Assessments allow for Interventions and regular check-ups

Checks on student progress and design and provide intervention programs

Identify classes/courses/teachers where students are not successful

Counselors in College and Career Readiness

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Prepare students for college and career

Identify interests linked to major selection

Schedule college prep coursework

Aspiration building, especially for first-generation students

Counselors in College and Career Readiness

Provide financial aid information

Promote Career Technical Education

Assist students through complex application process

Facilitate access to college

Counselors Demonstrate Data-Driven Practices

Analyze and Gather Data on:

UC/CSU A-G Completion

PSAT, SAT, AP, IB

ACT Exams

Counselors Demonstrate Data-Driven Practices

Analyze Data regarding:

Students not on track for college prep Math

Students repeating Math courses

Review School Policy regarding course selection, offerings, and sequencing

Counselors are Collaboration Experts

Work with administrators to ensure equity of school-wide policies

Schedule and Placement in rigorous classes

Remedial Support &Tutoring

Identify performance barriers

Key Shift – from High School Completion to College Graduation

To College and Career Ready! “Closing the gap between high school completion

requirements and college entrance expectations is arguably the single most important thing to fix, if we are to address our college completion problem.

I feel strongly that higher education must step forward and exercise leadership at this moment in time.

A lot is at stake for our nation and well-being of future generations.”

-Mike Kirst, President, California State Board of Education

Common Core and Higher Education

Create a seamless transition between sectors

Focus on skills students need to enter college

Major issue: Disconnect between K-12 and Higher Ed.

AP Program provides curricular coherence

Counselors as Leaders and Managers

Solution-focused, data driven

Counselor a champion and architect of the college-going culture

Communicate expectations and requirements

Provide strategies for working with students and their families

Our Membership has a Role to Play

Joint efforts = Strength

Identify common issues

Increased communication and cross-pollination

Focus on Data analysis and training

Counselor Accountability Tool Model

Results/Outcome Statement:

Baseline Data:Goal Statement:

Impact of Levels of Interventions and School Counselor’s Role

Individual Level

Group Level

Classroom Level

Grade Level

School-wide Level

Family Level

Community Level

1 2

3 4

Year-end Data/PPT

5

Adapted from The College Board’s National Office of School Counselor Advocacy (2010)

Identify a Critical Data Point

Number of Latino students enrolled in Algebra 1

Baseline Data:1

Adapted from The College Board’s National Office of School Counselor Advocacy (2010)

Goal Statement Components

GOAL COMPONENTS

1. Increase/decrease 2. Group that is targeted3. Target category (e.g.

time/class)4. Degree of change (# or

%)5. End date (month/year)

Increase enrollment in the Latino students in Algebra I by 50% at the end of registration/

beginning next fall.

Goal Statement: (5 parts):

2

Adapted from The College Board’s National Office of School Counselor Advocacy (2010)

3

Adapted from The College Board’s National Office of School Counselor Advocacy (2010)

Intervention Targets What is in Place? What Could Be?

Individual

Group

Classroom

Grade Level

School-Wide

Family

Community

Provide Interventions to Ensure Impact

Analyze Intervention Results

4

Results/Outcome Statement:

Adapted from The College Board’s National Office of School Counselor Advocacy (2010)

•Collected data indicates the goal of 50% was not met.

•However, several levels of intervention indicate movement toward 50%.

•Institutionalization of the successful levels will begin to foster systemic policies/practices.

•Revisiting the non-movement levels will occur within 30 days.

Sharing Outcomes is Key

Year-end Strategic Tool Sharing

5

Adapted from The College Board’s National Office of School Counselor Advocacy (2010)

Identify Effectiveness and Impact

Highlight what’s useful (and what’s not)

Develop an Action Plan for Change

Troubling Data/Baseline data/Special Issue Link with Common Core and Local Accountability Plan– Principal’s Goals Form a Team Action steps – with a timeline Results Next steps Result Shared with and Lessons Learned

First Steps in Developing the Plan

• Involve Administration• Develop Collaborative Teams

- Inside

- Outside• Deal with Resistance

- Anticipate

- Who would benefit

Assemble Your Team

Practitioners Leaders Faculty Community members Parents School Board members

Maintain Your Momentum: Strategies

• Developing Strategies

- Team meetings

- Shared responsibilities

- Goal setting• Evaluating Progress

- Use the data

- Consider short and long-term approaches• Celebrating and Sustaining

- Presentations

Sustainability: Essential Questions

- How can we collaborate with colleagues?

- Do we have the Will to Change?

- Who sets the Priorities?

- Who Keeps us on Track?

- When do we “check in”?

- How do we communicate our success?

Be Bold in Sharing Your Work

Faculty Meetings

Administrator Meetings

School Board Meetings

PTSA Meetings

District Headquarters

Presentation Outline

Demographics background Data overview Troubling data Align troubling data with Common Core and Local

Accountability Plan Intervention summary Post-intervention results Pre-Post comparison Lessons learned and Next Steps

Keep in Mind for your Common Core Plan

• Every school has existing resources

• Build partnerships! • You are not alone!• Intentionally link to

Common Core and LCAP/LCFF

• Think BIG, but remember the details.