nc school counselors guidance essential standards webinar september 13, 2012 3:30 – 4:30 p.m
TRANSCRIPT
NC School Counselors
Guidance Essential Standards Webinar
September 13, 20123:30 – 4:30 p.m.
TIPS
• Question box
– Participants will be muted during the webinar unless presenting
– Please use the question box
• Questions/Answers
– Questions will be used to develop an FAQ
• Follow-up
– Email/phone
– Presentation and FAQ posted on Website
Objectives
• To provide school counselors with information regarding NC Standard Course of Study which includes the new Guidance Essential Standards.
• Learn about DPI resources and tools to support the school counseling initiatives within the RttT Grant
.
NCDPI Wikispaces
http://schoolcounseling.ncdpi. wikispaces.net
http://www.ncdpi.wikispaces.net
NCDPI Curriculum & Instruction Collaborative Workspaces
GUIDING MISSION
“The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.”
NC K-12 Guidance Essential Standards
Mission
State Board of Education 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.
Beliefs & Philosophy of NC School CounselorsNC State Board of Education, 2008
“The demands of twenty-first century education dictate new
roles for school counselors. Schools need professional
school counselors who are adept at creating systems for
change and at building relationships within the school
community. Professional School Counselors create
nurturing relationships with students that enhance
academic achievement and personal success as globally
productive citizens in the twenty-first century. Utilizing
leadership, advocacy, and collaboration, professional
school counselors promote academic achievement and
personal success by implementing a comprehensive school
counseling program that encompasses areas of academic,
career, and personal/social development for all students.”
Vision for NC School Counseling
School counselors design and deliver comprehensive school counseling programs that promote student achievement.
These programs are comprehensive in scope, preventive in design and developmental in nature.
School counselors are accountable for assuring that every student has the opportunity to learn, achieve and graduate college and career ready.
Policy and Legislation
•Basic Education Program (§ 115C-81)The NC Standard Course of Study
Common Core State Standards NC Essential Standards
NC Standard Course of Study• Common Core
State Standards
– English Language Arts (and Literacy in History/Social Studies, Science, and Technical Subjects)
– Mathematics
• NC Essential Standards– Arts Education – Career and Technical
Education– English Language
Development*– Guidance* – Healthful Living (Health &
Physical Education)– Information and Technology*– Science– Social Studies– World Languages
NC Guidance Essential Standards
• 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)?
NC School Counseling Wiki
NCDPI School Counseling WikiSpace
NCDPI School Counseling LiveBinder
http://schoolcounseling.ncdpi.wikispaces.net
The ASCA National Model3rd Edition
Framework for NC School Counseling
3rd Edition
Foundation
2nd Edition 3rd Edition
Understanding the Structure of the Guidance Essential Standards
Program Focus: Student CompetenciesNC Guidance Essential Standards
Alignment with National Standards for Students
ASCA Student Competencies
“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
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
Both are Student Centered
Alignment with National Standards for Students
ASCA National Model
Three Domains
NC Guidance Essential Standards
Three Strands
Personal/Social Socio-Emotional
Academic Cognitive
Career Career
Alignment with National Standards for Students
ASCA National Model
NC Guidance Essential Standards
Standards Standards
Student Competencies
Proficiency Levels (5)•Readiness/Exploratory/Discovery (RED)•Early Emergent/Emergent (EEE)•Progressing (P)•Early Independent (EI)•Independent (I)
IndicatorsASCA Standards
Clarifying Objectives
Crosswalk of K-12 Guidance Essential Standards
ASCA National Competencies for Students
• Personal-Social
• Academic
• Career
NC K-12 Guidance Essential Standards for Students
• Socio-Emotional
• Cognitive
• CareerRevised Bloom’s Taxonomy Proficiency Levels•Readiness/Exploratory/Discovery (RED)•Early Emergent/Emergent (EEE)•Progressing (P)•Early Independent (EI)•Independent (I)
Understanding the new Guidance Essential Standards
Preamble ~ IMPORTANTIMPORTANT
•Overview, purpose & goals of the standards
•Organization and Structure
•Based upon the ASCA Standards for Students and Revised Bloom’s Taxonomy
•Not grade level but developmentally appropriate based upon proficiency levels of students
Preamble ~ IMPORTANTIMPORTANT
• Expectation that all school staff will be knowledgeable of the standards and ready to implement
• Integration into other curriculums
Guiding Question • What do students need to know, understand
and be able to do to ensure their success in the future, whether it be the next class, post-secondary study, the military or the world of work? (CCR)
Strands, Standards , Proficiency Levels & Clarifying Objectives….
K-12 Proficiency LevelsK-12 Proficiency Levels
RED = Readiness / Exploratory / Discovery
EEE = Early Emergent / Emergent
P = Progressing
EI = Early Independent
I - Independent
Revised Bloom’s Taxonomy
Proficiency Levels
Strands
Standards
Clarifying Objectives by Proficiency Level
GES Poster by Proficiency Level
Revised Bloom’s Taxonomy
REVISED BLOOM’S TAXONOMYCreating
Generating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of actionChecking, hypothesizing, critiquing, experimenting, judging
Analyzing
Breaking information into parts to explore understandings and relationshipsComparing, organizing, deconstructing, interrogating, finding
Applying
Using information in another familiar situationImplementing, carrying out, using, executing
Understanding
Explaining ideas or conceptsInterpreting, summarizing, paraphrasing, classifying, explaining
Remembering
Recalling informationRecognizing, listing, describing, retrieving, naming, finding
Dr. Lorin W. Anderson
Remember
Understand
Apply
Analyze
Evaluate
Create
name tell list
describe
relate write
find
predict
explain
outline
discuss
restate
translate
compare
solve show
illustrate
complete
examine
use
classify
examine
compare
contrast
investigate
categorize
identify
explain
choose
decide
recommend
assess
justify rate
prioritize
create
invent
compose
plan
construct
design
imagine
RBT Verbs
Understanding the Structure of the Guidance Essential
Standards
Revised Bloom’s Taxonomy
Proficiency Levels
Higher Order Thinking
Analyzing, Evaluating, Creating
•Aligns with Proficiency levels
– Early Independent
– Independent
Understanding the NC Guidance Essential
Standards
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.
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 (Show) to me what you consider to be your “personal space”.
•Role Play how you can approach and talk with student.
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.
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.
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?
Standards are not…• Intended to be the sole component of the
comprehensive school counseling program – it is the curriculum not the entire school counseling program
• The same as the evaluation/appraisal
**************************************
Delivery2nd Edition 3rd Edition
Delivery
Delivery
Delivery
Direct Student ServicesDelivery
Indirect Student ServicesDelivery
Use of Time Comparison p. 135-136
Where Do I Begin?Resources &Tips
Where do I begin?• Use the ASCA National Model as a framework to
implement school counseling program
• Review and learn the Guidance Essential Standards using the unpacking documents & other resources
• Where are there natural curriculum alignments with the standards? (Healthful Living, CTE, Social Studies, Arts)
• Review your school’s data
– (EVAAS, Attendance, Discipline referrals, SES, Promotion/Retention, Suspensions, etc.)
Where do I begin?
• What are the areas of need indicated by the data? (disaggregated data)
• Where are the gaps?
• How do the needs align with other curriculum areas in the school? (align w/School Improvement Plan)
• Is this need being addressed already? If so, document on Program Assessment (ASCA National Model)
Where do I begin?• Review this information with your administrator
• Develop a plan to implement standards (include in annual agreement)
– Assure other curriculum areas understand the Guidance Essential Standards
• Work with teachers through PLC’s/PLT’s
– Include in Direct Services to Students
• Classroom Guidance, Individual, & Small Groups
• Parent Sessions
NC School Counseling Wiki
NCDPI School Counseling WikiSpace
NCDPI School Counseling LiveBinder
http://schoolcounseling.ncdpi.wikispaces.net
1. How does this content area prepare students to be future ready? (College & Career Ready)
2. How does this area connect to other content areas? (NC Guidance Essential Standards integrated across curriculum areas)
3. What are the implications for meeting the needs of all learners as related to this content area? (Balanced learning/educating of the whole child to meet all students’ needs)
NCDPI Contact
Linda BrannanSchool Counseling Consultant
NC Department of Public Instruction Division of K-12 Curriculum and Instruction
“The digital tools used during the course of this training have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the training.”