New North Carolina SCOS Professional Development for Colleges and Universities Linda Brannan K-12 Student Support Services Consultant NCDPI Curriculum & Instruction Division Cynthia Martin, Ed.D. Region 3 PD Lead NCDPI Educator & Recruitment Division
“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.”
What do you need from today’s session? Top 2-3 items: List each on a post it note Wall Wisher
At the end of this session, participants will: • Understand how the ASCA National Model serves as the foundation for implementing a comprehensive data-driven school counseling program. • Understand how the Guidance Essential Standards are organized and delivered to students. • Understand how the North Carolina School Counselor Evaluation Instrument will be used as a measure of professional competence.
NC School Counseling Wiki NCDPI School Counseling WikiSpace http://schoolcounseling.ncdpi.wikispaces.net NCDPI School Counseling LiveBinder
Graffiti Write What does a 21st Century Counselor Do? • Brainstorm & write as many ideas as possible on chart paper • Post chart paper on the wall
Framework for NC School Counseling 3rd Edition
Foundation 2nd Edition 3rd Edition
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.”
“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 of NC School CounselorsNC State Board of Education, 2008
School Counselors! Leaders in School Reform, Student Achievement and College Readiness
What is the role of the SC? DuFour ?
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 Framework for Change lead to Retooling NC Public Education System
NC K-12 Guidance Essential Standards The Purpose of Standards:To define and communicate the knowledge and skills a student must master to be globally competitive. State Board of Education Goal:NC public schools will produce globally competitive students. Mission
How I teach this standard Review of Implementing New Standards: The Big Picture Connections Differentiation Standard How this standard is reflected in student behavior/work How this standard is assessed: formative benchmark summative Connections Framework?
Program Focus: Student CompetenciesNC Guidance Essential StandardsAlignment with National Standards for Students ASCA Student 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
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)
Preamble - IMPORTANT • 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 • Expectation that all school staff will be knowledgeable of the standards and ready to implement Guiding Question • What do students need to know, understand and be able to doto ensure their success in the future, whether it be the next class, post-secondary study, the military or the world of work? (CCR)
GES Poster by Proficiency Level Standards Proficiency Levels Clarifying Objectives by Proficiency Level Strands Revised Bloom’s Taxonomy
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
RBT Verbs I R/E/D E/EE P EI
Our Guiding Question? 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?
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 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?
Design data-driven comprehensive school counseling programs that promote student achievement. Deliver programs that are comprehensivein scope, preventive in design and developmental in nature. Are accountable for assuring that every student has the opportunity to learn, achieve and graduate college and career ready. NC School Counselors…
Framework for NC School Counseling 3rd Edition
Delivery 2nd Edition 3rd Edition
Delivery With Students For Students
Framework for NC School Counseling 3rd Edition
Management 2nd Edition 3rd Edition
Assessments p. 59 Program Assessment/Audit
Assessments p. 63 Use of Time Assessment