Nc school counselors guidance essential standards
Download
1 / 164

NC School Counselors Guidance Essential Standards - PowerPoint PPT Presentation


  • 106 Views
  • Uploaded on

NC School Counselors Guidance Essential Standards. Regional Summer Institutes. Welcome and Introductions. Welcome & Connection Time. Introductions Your Name – use alliteration School System or Charter School Name Position or Job

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' NC School Counselors Guidance Essential Standards' - edythe


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Nc school counselors guidance essential standards

NC School CounselorsGuidance Essential Standards

Regional Summer Institutes


Welcome and Introductions


Welcome connection time
Welcome & Connection Time

Introductions

  • Your Name – use alliteration

  • School System or Charter School Name

  • Position or Job

  • Share one interesting event that occurred this year in your school or district


Housekeeping
Housekeeping

?

Sign-in

Parking Lot

Breaks

Evaluation - Your input is essential and valued!

Parking Lot


Code of cooperation
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?


Guidance essential standards

Guidance Essential Standards

  • Linda Brannan, K-12 Student Support Services Consultant

  • Tara Patterson, Educator Recruitment and Development

  • Melanie Honeycutt, Instructional Technology

  • Cynthia Martin, Educator Recruitment and Development

  • Kim Simmons, NC Educator Evaluation System Consultant


Summer Institute 3

July 12-13, 2012

West Stokes High School

Stokes County

Summer Institute 5

July 19-20, 2012

JH Rose High School

Pitt County

Summer Institute 2

July 10-11, 2012

Maiden High School

Catawba County Schools

Summer Institute 1

June 21-22, 2012

Enka High School

Buncombe County

Summer Institute 4

July 17-18, 2012

Croatan High School

Carteret County

Summer Institute 6

July 24-25, 2012

SanLee Middle School

Lee County


At the end of this summer institute participants will
At the end of this Summer Institute, participants will:

  • Learn about DPI resources and tools to support the initiatives within the RttTGrant

  • Understand and deep dive 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 the deployment of the new NCSCS across the LEA

  • Make Connections!


4 questions of a plc dufour
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)


The big picture

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


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


Penzu activity
Penzu Activity

Create a Penzu Account

  • Log into http://www.penzu.com

  • Online Journal

  • Note-taking and reflection tool to capture your “aha” moments

  • Write down a couple of big bucket items you would like to gain from our time together

  • Share Time


  • The digital tools used during the course of the NCDPI trainings 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 NCDPI trainings.”


    Review sunshine packet
    Review Sunshine Packet

    • Front-loaded material sent prior to Summer Institute

      • Guidance Essential Standards

      • Alignment with National Standards – ASCA, RBT, 21st Century

      • Unpacking Documents – Wikispace & LiveBinders

      • Lesson Samples/Assessment Prototypes

    • Where Are You with the Guidance Essential Standards?

      • Four Corners Activity


    4 corner activity
    4-Corner Activity

    Discuss the following question with your “Corner Team”

    How do the Guidance Essential Standards align with the ASCA National Standards for Students and Revised Bloom’s Taxonomy?

    (Report Out from your group)


    Alignment with national standards for students
    Alignment 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


    Alignment with national standards for students1
    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


    Alignment with national standards for students2
    Alignment with National Standards for Students

    ASCA National Model

    NC Guidance Essential Standards

    Standards

    Proficiency Levels (5)

    Clarifying Objectives

    • Standards

    • Competencies

    • Indicators


    Crosswalk of standards
    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)


    Understanding the standards
    Understanding the Standards

    • Preamble – Overview and purpose

    • Preamble Scavenger Hunt Activity

      • Table Teams: Answer and Discuss the questions of the Scavenger Hunt


    Understanding the standards1
    Understanding the Standards

    • Standards are for Students

      • Proficiency Levels – based on student readiness, NOT a grade level placement

      • Clarifying Objectives indicating what students are to know, understand, and be able to do


    Proficiency levels strands standards and clarifying objectives no grade levels oh my
    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


    Example: Objectives….Essential Standard Readiness:RED.SE.1 Understand the meaning and importance of personal responsibility.

    Clarifying Objective: RED.SE.1.1Understand the importance of self-control and responsibility.

    Activity: RED.SE.1: 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 Independent: Objectives….EI.SE.1 Understand the meaning and importance of personal responsibility.

    Clarifying Objective: EI.SE.1.1 Explain the impact of personal responsibility on others.

    Activity: EI.SE.1: 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 how this matter could affect your future.


    Understanding the standards2
    Understanding the Standards Objectives….

    Table Team Activities:

    • Puzzle Card Matching Activity

    • Alignment Activity - Look at the Standards Sheet on your table. List what you are currently doing in your district to align with the clarifying objectives.

    • Share Time


    Standards are not
    Standards are not… Objectives….

    • Intended to be the comprehensive school counseling program

    • The same as the evaluation/appraisal

      **************************************School counselors are leaders in their school and advocates for creating positive systemic change


    Where do i find the unpacking documents
    Where do I find the Unpacking Documents Objectives….

    School Counseling Wikispace/LiveBinders

    • Guidance Essential Standards

    • Unpacking Documents

    • Formative Assessment Examples


    Nc school counseling wiki
    NC School Counseling Wiki Objectives….

    NCDPI School Counseling WikiSpace

    NCDPI School Counseling LiveBinder


    Unpacking documents
    Unpacking Documents Objectives….

    • 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)?


    Penzu reflection time
    Penzu Objectives…. Reflection Time

    Record your “aha” moments and other reflections on the Preamble and the NC Guidance Essential Standards.



    Revised bloom staxonomy
    Revised Bloom’sTaxonomy Objectives….

    • Go to Your Penzu Account

      • http://www.penzu.com

    • What do you know about Revised Bloom’s Taxonomy? How do you incorporate RBT into your instruction?


    Dr lorin w anderson
    Dr. Objectives….Lorin W. Anderson

    RBT Module at NC Education


    Creating Objectives….Generating 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

    BLOOM’S REVISED TAXONOMY

    Higher-order thinking


    Remembering
    Remembering Objectives….

    The learner is able to recalland restate learned information.

    • Recognizing

    • Listing

    • Describing

    • Identifying

    • Naming

    • Locating

      Can you recall information?


    Remembering1
    Remembering Objectives….


    Understanding
    Understanding Objectives….

    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?


    Understanding1
    Understanding Objectives….


    Applying
    Applying Objectives….

    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?


    Applying1
    Applying Objectives….


    Analyzing
    Analyzing Objectives….

    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?


    Analyzing1
    Analyzing Objectives….


    Analyzing2
    Analyzing Objectives….

    Activity


    Analyzing3
    Analyzing Objectives….

    Breaking information

    down into its

    component elements

    • 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


    Analyzing4
    Analyzing Objectives….

    Table Share


    Evaluating
    Evaluating Objectives….

    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?


    Evaluating1
    Evaluating Objectives….


    Evaluating2
    Evaluating Objectives….

    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…


    Creating
    Creating Objectives….

    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?


    Creating1
    Creating Objectives….


    Creating2
    Creating Objectives….

    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


    Higher order thinking
    Higher-Order Thinking Objectives….

    Penzu Journal

    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?


    Lower level questioning
    Lower Level Questioning Objectives….

    Remembering, Understanding, Applying

    Appropriate for:

    • Evaluating students’ preparation and comprehension

    • Diagnosing students’ strengths and weaknesses

    • Reviewing and/or summarizing content


    Higher level questioning
    Higher Level Questioning Objectives….

    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


    Questioning analyzing
    Questioning: Analyzing Objectives….

    • 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...?


    Questioning evaluating
    Questioning: Evaluating Objectives….

    • 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?


    Questioning creating
    Questioning: Creating Objectives….

    • 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...?


    Activity
    Activity Objectives….

    • 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



    Reflection
    Reflection Objectives….

    Penzu Journal

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


    Lunchtime Objectives….

    Enjoy


    What is data literacy
    What is Data Literacy? Objectives….

    • Understanding how to:

      • Find data

      • Evaluate data

      • Use data to inform decisions


    What is data literate
    What is Data Literate? Objectives….

    • A data literate person possesses the knowledge to:

      • Gather

      • Analyze

      • Graphically convey information

      • Support decision-making


    Data driven decision making d3m
    Data Driven Decision Making Objectives….(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


    Aspects of data use
    Aspects of Data Use Objectives….

    • Data Location

    • Data Comprehension

    • Data Interpretation

    • Instructional Decision Making

    • Question Posing


    Multiple uses of data
    Multiple Uses of Data Objectives….

    • Drives decisions and funding

    • Ensures that you are reaching EVERY student, so EVERY student benefits from your school counseling program

    • Creates an urgency for change

    • Creates the energy for change

    • Serves as a catalyst for focused attention

    • Challenges existing policies

    • Engages decision makers, district leaders, school teams in data driven decision making

    • Surfaces evidence of access or equity issues

    • Focuses resources where they are most needed

    • Supports grant writing efforts


    Dirty data
    Dirty Data Objectives….


    Data types
    Data Types Objectives….

    • Achievement or assessment data

    • Demographic data

    • Program data

    • Perception data


    Scenario
    Scenario Objectives….

    • Elementary

    • Middle

    • High



    Implementation assessments and professional standards
    Implementation, Assessments and Objectives….Professional Standards

    • Implementing a data driven, evidenced-based comprehensive school counseling program to affect student achievement – ASCA National Model

    • “Connecting to All Students”

    • NC Professional Standards for School Counselors/ Update on School Counselor Evaluation

    • Connected Counselor


    Our guiding question
    Our Guiding Question? Objectives….

    What do students need to know, understandand be able to do, to ensure their success in the future, whether it is to continue with current study from grade-to-grade level or post-secondary college or career?


    School counselors
    School Counselors… Objectives….….

    How are students different as a result of the school counseling program?

    **********************************************************

    Leaders and Advocates to positively affect Student Achievement


    Asca national model
    ASCA National Model Objectives….


    Components tools
    Components/Tools Objectives….

    • Foundation: Mission/Vision/Goals – align with School/District/State Standards & Mission

    • Management System :

      • Calendars: individual and departmental (align with goals of annual agreement/scope of work)

      • Annual Agreement of Scope of Work with Principal

        • Negotiate goals, action plans and priorities with administration

        • Establish an Advisory Council

        • Aligns with School Counselor Evaluation/Performance Appraisal Instrument


    Components tools1
    Components/Tools Objectives….

    • Delivery System: Guidance Essential Standards; individual & group counseling, responsive services, classroom

    • Accountability:

      • Use Data: to review, reflect & revise

      • Aligns with School Counselor Evaluation/Performance Appraisal Instrument

      • Results Reports: formative (process/perception), summative (results over time)

      • Communication of Results: Program Audit, Websites/Newsletters/Presentations


    Join me on a journey
    Join Me on A Journey Objectives….

    • Promising Practice of a Model School Counseling Program in North Carolina


    Sunshine high school student population total students 2283
    Sunshine High School Objectives….Student Population Total Students: 2283

    • Academically Gifted: 549

    • Free & Reduced Lunch: 781 (30+%)

    • LEP: 153

    • Students with Disabilities: 299

    • Black: 405

    • Hispanic: 405

    • Asian: 130

    • Multi-racial: 116

    • American Indian: 15

    • White: 1212


    2010 2011 performance composite

    Overall Student Performance Objectives….

    Composite: 89.9% per EOC data

    School of Distinction – past 5 years

    SAT Score Composite

    Reading/Math – 1089

    Reading/Math/Writing – 1588

    68% Participation rate

    Graduates:

    90% of graduates attend a four-year or a two-year college

    10% joining the military, workforce or other

    2010-2011Performance Composite


    The story of nc high school
    The Story of NC High School Objectives….

    • Administration-Counselor Teams

    • Leadership Team/SIP Team Leaders

    • School Improvement Teams

    • Professional Learning Communities

      • Curriculum Alignment/Common Assessments

      • Student Achievement including Recovery Program

      • ASCA National Model – RAMP for Counselors

    Connections


    How did they do it
    How Objectives….Did They Do It?

    • Collaboration – agreed upon/jointly created strategies to meet needs:

      • Purposeful scheduling

      • Increase course rigor

      • Develop intervention strategies to:

        • Improve Attendance rate

        • Improve academic achievement

        • Improve 9th grade promotion rate & graduation rate

        • Prevent suspension and dropouts

    • Respect - even in times of disagreement

    • Time – diligent about time to collaborate (PLCs, Admin-Counselor Teams, LT, SIP Teams)

    • Data - reviewed schoolwide data to assess needs to develop a data-driven program


    How did they do it1

    Information Exchange Objectives….- Vertical and Parallel ~ Improved Communication

    Admin-Counselor Teams – Work Plan Agreements

    Leadership Team/SIP Teams/PLC’s – continuous improvement model

    Collaboration with Teachers, Students, Parents to create supportive relationships

    Shared Respect & Decision-Making

    Creating a Community Vision

    How Did They Do It?


    School counseling goals
    School Counseling Goals Objectives….

    Data-drive to Close the Achievement Gap

    • Increase minority enrollment in honors & Advanced Placement courses

    • Increase 9th grade Promotion Rate

    • Increase Average Daily Attendance Rate

    • New Goal – Suspension/Dropout Prevention


    Increasing course rigor for underrepresented students by enrollment in Advanced Placement (AP) courses.

    Strategies: Principal-Counselor led initiatives:

    • AP Potential letters sent to qualified students and parents (based upon PSAT scores)

    • Small group counseling to targeted students – benefits of enrolling in Honors and AP courses

    • Facilitated AP/Curriculum Fair for parents to understand expectations, benefits and future opportunities

    • Collaboration with teachers - Established a task force of counselors and social studies teachers to review performance data & encourage underrepresented students to take more rigorous courses. (10th grade heterogeneously grouped Civics & Econ classes)


    Evaluate what will you measure types of outcome results data
    Evaluate: What will you measure? enrollment in Advanced Placement (AP) courses.Types of Outcome/Results Data


    Results outcomes improving course rigor for minority students
    Results/Outcomes: enrollment in Advanced Placement (AP) courses.Improving Course Rigor for Minority Students

    5% gain in AP Enrollment in 2008-09

    11% gain in AP Enrollment in 2009-10

    16.9% gain in AP Enrollment in 2010-2011

    24% gain in AP Enrollment in 2011-2012

    *********************************************************************************45%of minority students who enrolled in AP classes were recommended by both the PSAT/AP Potential software and their Teacher = Formula for Success!

    Data driven with Connections – A Plan that Works!


    Unexpected outcome
    Unexpected Outcome enrollment in Advanced Placement (AP) courses.

    Increase in proficiency scores for the US History End-of-Course test


    Other closing the gap results
    Other Closing the Gap Results enrollment in Advanced Placement (AP) courses.

    • Promotion/Graduation Rate: 94% of first time 9th graders promoted to 10th grade in 2010-2011 (78% 4 years ago)

    • Attendance: Average Daily Attendance Rate for 2010-2011: Above 90% for all subgroups

    • 2011-12 New Goal: Suspension/Dropout Prevention - school-wide collaboration to keep students in school


    Challenges
    Challenges enrollment in Advanced Placement (AP) courses.

    • Role changes: staying “true” to profession with tasks; respect for confidentiality with collaboration,

    • Understanding & respect of our individual and collective roles

    • Shared vision for decision making

    • Time to communicate

      • Admin-Counselor Teams

      • Vertically and across disciplines through PLT, SIP Teams and

        Leadership Team


    Asca national model1
    ASCA National Model enrollment in Advanced Placement (AP) courses.

    3rd Edition released

    June 18, 2012 by ASCA

    Framework for

    NC Guidance Essential Standards


    Table team time
    Table Team Time enrollment in Advanced Placement (AP) courses.

    • Go to NCDPI School Counseling WikiSpace

    • Click on the LiveBinders link then click the ASCA National Model tab

    • Discuss with your “Table Team” your district’s experience with the ASCA National Model.

    • Share examples of how you might use this model to implement the new Guidance Essential Standards.


    Connecting to serve all students
    Connecting to Serve All Students enrollment in Advanced Placement (AP) courses.

    Educating the whole child!

    • Principle I: Multiple Means of Representation:

    • Principle II: Multiple Means of Action and Expression

    • Principle III: Multiple Means of Engagement


    Educating the whole child
    Educating the Whole Child enrollment in Advanced Placement (AP) courses.



    By the time many students hit middle school, disengagement has become a learned behavior

    Keely Potter, Reading Specialist


    Universal design
    Universal Design has become a learned behavior


    Universal design for learning udl is
    Universal has become a learned behavior Designfor Learning (UDL) is

    Universal Design for Learning (UDL)

    A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners


    Universal Design has become a learned behavior


    UDL has become a learned behavior

    UDL Principles


    Principal 1: has become a learned behavior

    Representation


    Udl requires multiple means of representation
    UDL requires: has become a learned behavior Multiple Means of Representation

    Multiple Means of Representation

    Examples:

    Manipulatives

    Visual Displays

    Anticipatory Guides

    Graphic Organizers

    Artifacts

    Videos

    Music

    Movement

    Text Readers


    Multiple means of representation for ells
    Multiple has become a learned behavior Means of Representation for ELLs

    Non-verbal

    Language Support

    Word banks

    Word walls

    Labels

    Graphic organizers

    Sentence starters

    Sentence frames

    • Modeling

    • Pictures

    • Realia/Concrete objects

    • Gestures

    • Manipulatives

    • Demonstrations

    • Hands-on

    • Picture dictionaries


    Principle ii multiple means of action and expression
    Principle II: Multiple Means of Action and Expression: has become a learned behavior

    Judy Augatti


    Action expression
    Action/Expression has become a learned behavior

    Quick Draw Directions

    • Use a sheet of paper to create an image/drawing that depicts a way that you provide students with opportunities to act or express themselves or their ideas.

    • Find a partner at another table and share ideas.

    • Share an idea you like with the group.


    Udl requires multiple means of action and expression
    UDL requires: has become a learned behavior Multiple Means of Action and Expression

    and

    Examples:

    Thumbs Up/Thumbs Down

    Gallery Walks

    Pair/Share

    Chalkboard/Whiteboard Splash

    Response Hold-Up Cards

    Quick Draws

    Numbered Heads Together

    Line-Ups


    Multiple means of expressing for ells
    Multiple Means of Expressing for ELLs has become a learned behavior

    • Role-play

    • Illustrations/ Drawings / Visuals

    • Gestures

    • First language


    Principle iii multiple means of engagement
    Principle III: Multiple Means of Engagement has become a learned behavior

    Taps into learners’ interests, offers appropriate challenges, and increases


    Udl requires multiple means of engagement
    UDL requires: has become a learned behavior Multiple Means of Engagement

    Examples:

    Bounce Cards

    Air Writing

    Case Studies

    Role Plays

    Concept Charades

    Response Hold-Up Cards

    Networking Sessions

    Simulations


    Engagement
    Engagement has become a learned behavior

    Represent

    Act/Express

    Engage

    • Make a video with www.goanimate.com

    • Social Skills Example

    • How could you use this tool to meaningfully engage your students?


    Multiple means of engagement for ells
    Multiple Means of has become a learned behavior Engagement for ELLs

    Represent

    Act/Express

    Engage

    • Student Interaction

      • Oral comprehension supports reading and writing development

      • Differentiate Collaborative Activities


    Just as there are strategies for assisting the ELL student, there are strategies to move the AIG student even farther…


    Gifted education and new ncscos
    Gifted Education and there are strategies to move the AIG student even farther…new NCSCOS

    • An opportunity for growth and collaboration with regular education and within the field of gifted.

    • Students may access more rigorous standards throughout the day, which would impact direct gifted education services and ensure access to more advanced education throughout the day.

      • A rising tide raises all ships.

    • CC/ES standards align with and validate gifted education best practices, such as concept-based learning, integration of disciplines, and inquiry-based options.



    Why gifted students need differentiated learning
    Why Gifted Students Need Differentiated Learning learning?

    For most.…

    • Faster pace of learning (2-3 repetitions)

    • Precocity for information

    • Ability to synthesize information within and across disciplines (conceptual understanding)

    • Intensity of learning in area of interest

    • Asynchronous development


    Learning needs of gifted some not all
    Learning Needs of Gifted: learning?Some, Not All

    • Complexity: Abstract-thinking, Variety of concepts, subjects and strategies

    • Depth: Higher levels of thinking, concepts

    • Creativity: Open-endedness, choice

    • Acceleration: Rapid pacing, Focus on Growth

    • Relevance: Personal interest, Real-world problems and audiences, Connections


    Non negotiables for gifted learners
    Non– learning?Negotiables for Gifted Learners

    • Gifted Children Vary in Needs and Strengths

    • Mindset of Differentiation in Class, School, LEA

    • Pre-assessment to understand needs and strengths; Flexible Grouping

    • Social and Emotional Needs Addressed

    • Academic and Cognitive Growth Addressed

      AIG: ALL DAY, EVERY DAY


    Serving All is a Process learning?

    NCDPI Arts Education Literacy Institute 2004


    Problems problem solving
    Problems & Problem Solving learning?

    • Problem: Difference between expected/desired outcome and current outcome

    • Problem identification: Finding a difference & determining if it is significant enough to require action now

    • Problem solving: Figuring out how to eliminate or reduce difference

      (Newton et al, 2009)


    RtI learning?

    • NC DPI has identified RtI as a research-based school improvement model and provides support to district and school implementation through professional development, technical assistance, and coaching.


    Problem solving data decision making
    Problem-Solving, Data, learning?& Decision-Making

    • Decision making is aided by access to data

    • Providing instruction on a problem-solving model (TIPS) will result in problem solving that is

      • Thorough

      • Logical

      • Efficient

      • Effective

    • Structure of meetings lays foundation for efficiency and effectiveness

      (Newton et al, 2009)


    (Newton learning?et al, 2009)

    Identify

    Problems

    (Define & Clarify)

    Team Initiated Problem Solving (TIPS) Model

    Develop

    Hypothesis

    Evaluate &

    Revise

    Action Plan

    Collect

    & Use

    Data

    Discuss &

    Select

    Solutions

    Develop &

    Implement

    Action Plan

    Problem SolvingMeeting Foundations


    The problem solving mantra
    The Problem-Solving “Mantra” learning?

    • Do we have a problem?

    • What is the precise nature of our problem?

    • Why does the problem exist, & what can we do about it?

    • What are the actual elements of our plan?

    • Is our plan being implemented, and is it working?

    • What is the goal?

      (Newton et al, 2009)



    School counselor connections toolbox
    “School Counselor Connections Toolbox” learning?

    • Advocacy: Being a voice for ALL students/equity for each student

    • Leadership: Stepping up in support of the academic mission; a facilitative leader

    • Systemic Change: Creating a responsive system for all students and stakeholders/not done in isolation

      Connections


    School counselors1
    School Counselors learning?

    Leaders in …

    • School Reform

    • Student Achievement

    • College & Career Readiness

      Video from The National Office for School Counselor Advocacy


    Performance appraisal ratings
    Performance Appraisal Ratings learning?

    • Developing – an awareness or some knowledge

    • Proficient – demonstrating/doing - implementation of standard …WOOHOO! You are a good counselor… able to do all that you are being asked to do on a routine basis

    • Accomplished – mentor other counselors or share components of counseling program within school/district

    • Distinguished – “one in a million type of work” - able to share successful strategies, programs you/team developed on a wide-scale basis such as district, state or nationally

      *******************************************************************************Not evidenced – professional area to work on developing

      Artifacts=Evidence


    Table team activity
    Table Team Activity learning?

    • How do the Guidance Essential Standards align and “fit” into the Professional Standards for School Counselors?

    • What is missing?

    • What are the school counselors in your district are doing?


    Revised role the connected counselor
    Revised Role learning?TheConnectedCounselor

    • Collaborates with all stakeholders

    • Establishes a data driven school counseling program that aligns with school/district mission and SIP goals

    • Advocates for equity and access for all students

    • Leader in the school – provides input to leadership team to positively affect student achievement



    The connected counselor1
    “The Connected Counselor” learning?

    As I reflect upon the counselors in my district…

    • Where are the connections? Write these by the arrows

    • Green ones: Great connections!

    • Yellow ones: Connections are there, but improvement is needed.

    • Red ones: Needed connections, they are “gaps” or no connections.


    The connected counselor2
    “The Connected Counselor” learning?

    As I reflect upon the counselors in my district…

    • Green ones: Great connections! What are the benefits of these connections?

    • Yellow ones: Connections are there, but they need to improve. What needs to happen to improve them?

    • Red ones: Needed connections, there are “gaps” or no connections. What to do to create these connections?


    The connected counselor penzu reflection activity
    “The Connected Counselor” learning?Penzu Reflection Activity

    • What is on your mind?

    • How can I best support my counselors with Professional Development on the Guidance Essential Standards

    • What concepts from today am I going to take to my District Planning and Facilitative Team Time tomorrow?



    Questions
    Questions? ready?


    References resources
    References & Resources ready?

    • 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


    Rbt resources
    RBT Resources ready?

    • Anderson, Lorin & Krathwohl, David. (2001). A Tazonomy for Learning, Teaching, and Assessing. Addison Wesley Longman Inc.

    • Knight, BA., S. Bailey, W. Wearne and D. Brown. (1999). Blooms Multiple Intelligences Themes and Activities.

    • McGrath, H and T. Noble. (1995). Seven Ways at Once: Units of Work Based on the Seven Intelligences. Book 1. South Melbourne: Longman.

    • Pohl, Michael. (2000). Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking. Cheltenham, Vic.: Hawker Brownlow.


    ready?The digital tools used during the course of the NCDPI trainings 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 NCDPI trainings.”


    Nc school counselors guidance essential standards1

    NC School Counselors ready?Guidance Essential Standards

    Day 2

    2012 Regional Summer Institute


    Guidance essential standards1

    Guidance Essential Standards ready?

    • Linda Brannan, K-12 Student Support Services Consultant

    • Tara Patterson, Educator Recruitment and Development

    • Melanie Honeycutt, Instructional Technology

    • Kim Simmons, NC Educator Evaluation System Consultant


    At the end of this summer institute participants will1
    At the end of this Summer Institute, participants will: ready?

    • Learn about DPI resources and tools to support the initiatives within the RttTGrant

    • Understand and deep dive 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 the deployment of the new NCSCS across the LEA


    4 questions of a plc dufour1
    4 Questions of a PLC ready?(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)


    The big picture1

    How I teach this standard ready?

    The Big Picture

    Standard

    Differentiation

    How this standard is assessed:

    formative

    benchmark

    summative

    How this standard is reflected in student behavior/work

    Connections


    Table team discussion
    Table Team Discussion ready?

    • What is on your mind?

    • What did you think about last night that we did not talk about yesterday?

    • Share Time


    Formative assessment for guidance essential standards
    Formative Assessment for Guidance Essential Standards ready?

    • NC Falcon: http://www.ncpublicschools.org/acre/falcon/

    • Falcon Guide http://www.ncpublicschools.org/docs/accountability/educators/falconguide.pdf

    • www.schoolcounseling.ncdpi.wikispace.net - NCDPI LiveBinders – showcases some Assessment Samples for the NC Guidance Essential Standards


    Evaluate what will you measure types of outcome results data1
    Evaluate: What will you measure? ready?Types of Outcome/Results Data


    The connected counselor3
    “The Connected Counselor” ready?

    As I reflect upon the counselors in my district…

    • Green ones: Great connections! What are the benefits of these connections?

    • Yellow ones: Connections are there, but they need to improve. What needs to happen to improve them?

    • Red ones: Needed connections, there are “gaps” or no connections. What to do to create these connections?


    Pd planning time sand box chat
    PD Planning Time ready? “Sand Box Chat”

    • What am I already doing to embrace the GES and the revised role of school counselors?

    • What conversations need to occur in my district about the GES and revised role for school counselors? What are the roadblocks? Who is the first person I need to have a crucial conversation with about this change?

    • How can I best support the school counselors with PD on the GES, accountability and role revision?


    Summer institute useful websites
    Summer Institute Useful Websites ready?

    • School Counseling Wikispace: www.schoolcounseling.ncdpi.wikispaces.net

    • NCDPI School Counseling LiveBinders – link to this site from the wikispace

    • NC Falcon: http://www.ncpublicschools.org/acre/falcon/ note the Professional Development tab on the left – formative assessments

    • NC Education: RBT video https://center.ncsu.edu/nc/login/index.php

    • Penzu: www.penzu.com

    • Goanimate: www.goanimate.com


    More than just another student
    More than just another student… ready?

    • http://www.youtube.com/watch?v=eUyLwXhqlWU


    Ice cream sour pickles
    Ice Cream/Sour Pickles ready?

    • 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 we improve the content or delivery?

      Please email your thoughts to these questions to:[email protected]


    Questions1
    Questions? ready?


    References resources1
    References & Resources ready?

    • 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


    Rbt resources1
    RBT Resources ready?

    • Anderson, Lorin & Krathwohl, David. (2001). A Tazonomy for Learning, Teaching, and Assessing. Addison Wesley Longman Inc.

    • Knight, BA., S. Bailey, W. Wearne and D. Brown. (1999). Blooms Multiple Intelligences Themes and Activities.

    • McGrath, H and T. Noble. (1995). Seven Ways at Once: Units of Work Based on the Seven Intelligences. Book 1. South Melbourne: Longman.

    • Pohl, Michael. (2000). Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking. Cheltenham, Vic.: Hawker Brownlow.


    ready?The digital tools used during the course of the NCDPI trainings 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 NCDPI trainings.”


    ad