The Counselor’s Role in Closing the Achievement Gap

1. The Counselor’s Role in Closing the Achievement Gap Dr. Susan R. Rose, Ph.D., NCC University of the Cumberlands Director of School Counseling September 20, 2013

2. 8:30 – 8:45 Introductions/School Counseling as Profession 8:45 – 9:55 National Model Programs • Mission Connected to School District & Educational Reforms • Improving Student Achievement/Eliminating Gaps • Delivery of Services • Teaching and Learning Styles 9:55 – 10:10 Break 10:10 – 11:20 Delivery of Services • Instructional Strategies • Behavior Management • Strategies 11:20 – 11:30 Questions/Comments/Insights 11:30 – 12:30 Lunch 12:30 – 12:45 Review/Debrief: 3 Things You’ve Learned So Far 12:45 – 1:10 Normal Model Programs • Operating from a Formal Set of Student Learning Objectives • Data Driven & Accountable for Student Outcomes 1:10 – 1:45 Data Driven & Accountable for Student Outcomes: Using the ASCA National Model to Make a Systemic Change • Leadership • Advocacy 1:45 – 2:00 Break 2:00 – 2:45 ASCA National Model • Collaboration/Accountability • Demystifying Data • Systemic Change • Support Data for Using CSCP to close the Achievement Gap 2:45 – 3:00 Questions/Comments/Insights

3. The Counselor’s Role • Focus on enhancing quality instruction and building those relationships that increase all student proficiency. How Do We Get There?

4. School Counseling is a Profession! • Defining the Profession of School Counseling • Creating Consistent Norms and Expectations. • Dispelling misconceptions of School Counseling • Sensitivity • Communication

5. National Model Programs • Operate from a mission that is connected with the school district’s mission and educational reform agendas. • Are focused on improving academic achievement and eliminating achievement gaps. • Operate from a formal set of Student Learning Objectives that are: • Connected to National Standards • Aligned to State Curriculum Frameworks • Aligned with District Standards • Based on Measurable and Student Learning Outcomes • Are Data Driven and Accountable for Student Outcomes

6. Mission connected to School District & Education Reform • Vision/Mission Stephen Covey’s Habit#2: Begin with the End in mind. The Cheshire Cat said: “If you don’t know where you’re going, you’ll end up somewhere else.” CSCP

7. The Law of Parsimony

8. Improving Student Achievement/Eliminating Gaps • The Delivery System • School Guidance Curriculum • Responsive Services: • System Support: activities targeted at maintaining and enhancing the educational environment and school climate • Teaching and Learning Styles • Instructional Strategies

9. CSCP Delivery of Services Guidance Curriculum

10. CSCP Delivery of Services - Example

13. Using Teaching and Learning Styles to effectively Deliver Services to ALL Students

14. Learning Styles • Visual (spatial): prefers using pictures, images, and spatial understanding. • Aural (auditory-musical):prefers using sound and music. • Verbal (linguistic):prefers using words, both in speech and writing. • Physical (kinesthetic):prefers using your body, hands and sense of touch. • Logical (mathematical):prefers using logic, reasoning and systems. • Social (interpersonal):prefers to learn in groups or with other people. • Solitary (intrapersonal):prefers to work alone and use self-study.

15. Visual/Spatial • Make visualizations stand out more. • This makes sure new material is obvious among all the other visual images that students have floating around inside their head. • Use color, layout, and spatial organization in associations • Use many 'visual words' in statement. Examples include see, picture, perspective, visual, and map. • Use mind maps. • Use color and pictures in place of text, wherever possible. • Systems diagrams can help students visualize the links between parts of a system • For example, major engine parts or the principle of sailing in equilibrium. • Use color to highlight major and minor links. • The visual journey or story technique helps students memorize content that isn't easy to 'see.' • Spend some time helping students learn at least the first ten peg words for a new learning experience. • The ability to visualize helps students “peg” content quickly. • The swish technique for changing behaviors also works well for you, as it relies on visualization. • In the Swish, we replace the unwanted thought or response with a more useful and appropriate one because the Swish re-directionalizesthinking.  • It is an instruction to the brain No, not that - THIS!!

16. Aural/Auditory • Use sound, rhyme, and music in learning. • Focus on using audio content in your association and visualization. • Use sound recordings to provide a background and help students get into visualizations. • Examples: • Use a recording of an aircraft engine running normally, playing loudly via a headset, to practice flight procedures. • Use a recording of the sound of wind and water when visualizing sailing maneuvers. • When creating mnemonics or acrostics, make the most of rhythm and rhyme, or set them to a jingle or part of a song. • Use the anchoring technique to recall various states that music invokes.

17. Verbal/Linguistic • Use techniques that involve speaking and writing. • Examples: • Talk students through procedures similar to a simulator • Use recordings of content for repetition. • Make the most of the word-based techniques such as assertions and scripting. • Use rhyme and rhythm in assertions where you can, and be sure to read important ones aloud. • Set key points to a familiar song, jingle or theme. • Mnemonics are the verbal learner’s friends for recalling lists of information. • Acronym mnemonics use words, focusing on the first letter of the word to make up another word or memorable sequence. • Scripting is also powerful for this student. • When you read content aloud, make it dramatic and varied. Instead of using a monotone voice to go over a procedure, turn it into a lively and energetic speech worthy of the theatre. • Use role-playing to teach verbal exchanges such as negotiations, sales or radio calls.

18. Physical/Kinesthetic • Use touch, action, movement and hands-on work in learning activities. • For visualization, focus on the sensations you would expect in each scenario. • Example: • If you are visualizing a tack (turn) on a sailboat, focus on physical sensations. Feel the pressure against your hand as you turn the rudder, and the tension lessening on the ropes. Feel the wind change to the other side, feel the thud as the sail swaps with the wind, and feel the boat speed up as you start the new leg. • For assertions and scripting, describe the physical feelings of the actions. • Example: • A pilot might script as follows: 'I feel the friction as I push the throttle forward to start my takeoff run. The controls start to feel more responsive as I check the airspeed, oil pressure and temperature. At takeoff speed, I pull back slightly, and I feel the vibrations of the wheels stop as the plane leaves the ground. After a few moments, I reach down and set the gear selector to up. I feel the satisfying bump as the gear stops fully up.' • Use physical objects as much as possible. • Physically touch objects as you teach about what they do. • Use flashcards to memorize information because students can touch and move them around. • Keep in mind as well that writing and drawing diagrams are physical activities, so don't neglect these techniques. • Use big sheets of paper and large color markers for your diagrams. • You then get more action from the drawing. • Use breathing and relaxation to focus the students’ state while they learn and perform. • Focus on staying calm, centered, relaxed and aware. • Example: • Autogenics (Relaxation Technique): This was a secret behind the great Russian athletic performances over the past few decades. • Use role-playing, either singularly or with someone else, to practice skills and behaviors. Find ways to act out or simulate what you are learning.

19. Logical/Mathematical • Aim to understand the reasons behind the logical learners’ content and skills. • Logical Learners don't just rote learn. • They need to understand more detail behind the compulsory content to help them memorize and learn the material that they need to know. • Explore the links between various systems • Create lists by extracting key points from the material. • Use statistics and other analysis to help these learners identify areas to concentrate on. • Help them pay attention to their physical state. • For example, breathing and stress level. • It's possible that logical learners isolate their own body from your rational thought, so help them pull in their body as part of the 'system' of learning. • Remind them that association often works well when it is illogical and irrational. • It doesn't matter how logical two items are together; People have a better chance of recalling them later if associations are illogical. • In scripting, highlight logical thoughts and behaviors. • Highlight this leaner’s ability to pick up systems and procedures easily, and that they can detect when they need to change a set procedure. • Make use of 'systems thinking' to help understand the links between various parts of a system. • An important point here is that systems thinking helps understand the bigger picture. Often the whole is greater than the sum of the parts. • For example, logical leaners may understand the individual aircraft systems and flight surfaces, but they may not have a view of how all those systems support flight in equilibrium. Systems diagrams can help gain that understanding. • These learners may find it challenging to change existing behaviors or habits. • Try the shunt technique to understand current behaviors vs. wanted behaviors. • When these behaviors are understood, use the technique to divert from the old behavior to the new.

20. Social/Interpersonal • Aim to work with others as much as possible. • Role-playing is a technique that works well with others, whether its one on one or with a group of people. • Work on some associations and visualizations with other people. • Others often have different perspectives and creative styles, and so the group may come up with more varied and imaginative associations compared to the ones you might create yourself. • Rather than reciting assertions to yourself, try sharing your key assertions with others. • By doing so, you are almost signing a social contract that your assertion is what you do. This strengthens your assertions. • Share reviews, review checklists and 'perfect performance' scripts with those in the group. • By listening to how others solve their issues, students may get further ideas on how to solve your own issues. • Try sharing the work of creating a 'perfect performance' script. • Each person writes the script for the areas they want to work on the most, and then the group brings all the scripts together. • Mind maps and systems diagrams are great to work on in class. • Have one person be the appointed drawer, while the rest of the class works through material and suggests ideas. • The group may have varied views on how to represent some ideas, however this is a positive part of learning in groups. • Working in groups to practice behaviors or procedures helps this learner understand how to deal with variations. • Seeing the mistakes or errors that others make can help you avoid them later. • If working in groups, it may help to have everyone do the learning styles questionnaire. • This may help everyone understand why each person has different viewpoints. It can also help with assigning activities to people. • Individuals may volunteer for activities based on either the styles they currently have, or the styles they want to learn. • Remember the classroom is a risk-free environment.

21. Solitary/Intrapersonal • Spend more time on the 'Target' step of the Memletic Approach. • Set goals, objectives and plans. • Define ultra-clear visualizations or scripts of what life is like once you've achieved your goals. • Understand your reasons for undertaking each objective, and ensure that you are happy with your learning goals. • Align goals and objectives with personal beliefs and values. • If there is misalignment, students may run into issues with motivation or confidence. It's not always obvious what the underlying cause is. • Create a personal interest in topics. • Look at the people behind the books or material. • What was their motivation to create it? • Keep a log or journal. • Include extra information about your thoughts and feelings. • Outline challenges, ideas on how to overcome them, and what worked. • Write down what works well and doesn't work well for you. • Be aware of thoughts or concerns that arise. Write them down and come back to them. Discuss with others later if needed. • With associations and visualizations, highlight what you would be thinking and feeling at the time. • Assertions are important for this learner. They are driven by the way they see themselves internally. • This also applies to the scripting techniques, so include internal thinking and feelings in scripts. • Modeling is a powerful technique for this learner. • Don't just model behaviors and appearance. Try to get 'inside their heads' and model the thought patterns and feelings you believe they have in various circumstances. • Be creative with role-playing. You don't always need other people to role-play with, because you can create plenty of people using visualization! • An advantage of this form of role-playing is that you can control their behavior!

22. Using Instructional Strategies to effectively Deliver Services to ALL Students Classroom Management First

23. No matter how well a teacher knows the subject matter or how well he or she can teach, a teacher who cannot manage a class is finished!

24. Behavior Management • Positive Behavior Management Systems • Randy Sprick’s Safe & Civil Schools • CHAMPS http://www.safeandcivilschools.com/services/classroom_management.php • Positive Behavioral Intervention & Supports • PBIS (www.pbis.org) • Sean Covey’s 7 Habits of High Successful Teens • http://www.education.com/magazine/article/Ed_7_Habits_Successful/ • Fay & Funk’s Love and Logic • Discussion

25. REACH! • Relationship • Enthusiasm • Activity – Multiple!! • Collaboration • Human

26. Relationship People don’t care how much you know until they know how much you care!

27. Maslow’s Hierarchy of Needs So, where do you think education/school fits in?

29. People become really quite remarkable when they start thinking they can do things. When they believe in themselves, they have the first secret of success. - Norman Vincent Peale

30. Treat a man as he is and he will remain as he is; treat a man as he can and should be and he will become as he can and should be. ~ Johann Wolfgang von Goethe

31. Enthusiasm Nothing great was ever achieved without enthusiasm. -Ralph Waldo Emerson

32. Activity • Over Plan • Multiple Intelligences • Attention Span • Three things you’ve learned so far

33. Collaboration • Parents • Previous Teachers • Students themselves • Community • Grants • Fund-raising • Many others Choice • Cognitions • Behaviors

34. Humanity • Be Genuine! • Learn from your mistakes • Take Care of Yourself

35. Take Care of Yourself: Personal Mental Health • Balance • Finding Your Center • Doing Your Best, Then Letting Go • Stress Management Strategies

36. Take Care of Yourself: Professional Health • Professional Identity • Portfolios • Supervision • Colleague Consultation and Networking • Lifelong Continuing Education • Professional Associations • Action Research • Being Mentored and Mentoring Others

37. Instructional Strategies Too Many to Count

38. 10 + 2: Direct instruction variation where the teacher presents for ten minutes, students share and reflect for two minutes, then the cycle repeats. • 5 + 1: Direct instruction variation where the teacher presents for five minutes, students share and reflect for one minute, then the cycle repeats. • 3-2-1: Writing activity where students write: 3 key terms from what they have just learned, 2 ideas they would like to learn more about, and 1 concept or skill they think they have mastered.

39. Abstracting: A thinking skill that involves summarizing and converting real-world events or ideas into models. • Act It Out: Students can act out mathematical, scientific, or social problems to improve their comprehension. • Admit Slips/Exit Slips: Teacher helps in the synthesis of learning by reading anonymous student writings aloud to begin or end a class. • Anchored Instruction: A form of constructivism where learning is tied to the students' real world "anchors" (such as social or work experiences). • Anecdotes: A motivational technique to encourage creativity or empathy students. Anecdotes can be about the teacher's life or excerpted from biographies to help students make real-world connections. • Applied Behavior Analysis: For purpose of modifying student or class behaviors. • Artifact Strategy: The teacher presents carefully selected objects (artifacts) to the students, poses a problem, and allows students to collect information about the object, then formulate answers to the presented problem. • Assumption Smashing: List assumptions, then eliminate one. What might happen? (for example, "All forms of transportation are now free." What is the effect on society?)

40. Book Ends: Pairs of students discuss and make predictions before an activity, then meet after the activity to review and compare reactions. • C-4 Yourself: Collaborative project strategy with four components: challenge, choice, collaboration, and creation. • C-SOOPS: Acronym is useful to help students remember which aspects of their writing they should check when editing. C-SOOPS stands for: Capitalization, Sentence structure, Organization, Overall format, Punctuation. • Capitalization/Organization/Punctuation/Spelling(COPS): Acronym is useful to help students remember which aspects of their writing they should check when editing. • Capsule Vocabulary: A teaching strategy to explore a few vocabulary words related to a specific topic. • Chunking: A memorization technique. • Circles of Knowledge: Graphic organizer that prompts students to write: 3 Facts I Know, 3 Questions I Want Answered, and Answers to My Questions. • Class Meetings: When students are allowed to contribute to the operation of the classroom through class meetings, they have the opportunity to learn responsibility and decision-making skills. • Control TheoryGlasser's theory explaining that, in an attempt to satisfy basic needs for survival, belonging, power, freedom, and fun, people will act to control their behavior to satisfy those needs. Control theory is related to Choice Theory. • CROWN: A closure technique that encourages students to reflect on the completed lesson. CROWN = Communicate what you learned. Reaction. Offer one sentence that sums up what the whole lesson was about. Where are some different places you could use this? Note how well we did today.

41. Dream Diary: Useful creativity technique in art and writing classes. Students keep a diary of their dreams, then can use the images and ideas in their compositions. • Envelope, Please: An activating strategy used prior to beginning a new topic. • Forced RelationshipsA variant of the Forced Analogy approach to generating possible solutions to problems. • In Forced Relationships, objects are paired to a seemingly unrelated task and students are forced to use the unrelated objects to accomplish the task. • For example, the students might be told they need to water the flowers in the windowsill box using the water from the sink across the room, and their only tools are a flashlight and a piece of paper. Possible solutions would be to take apart the flashlight (placing the parts on the paper) then use the handle as a cup to carry water, or the paper could be folded into a temporary cup then discarded after the watering was done.

42. GATHER Model: An inquiry-based model used in the teaching of history. The steps include: Get an overview, Ask questions, Triangulate the data, Hypothesize, Explore and interpret data, and Record and support conclusions. • Go on, smile! • Humor: Humor can be helpful in motivating students and in creating a community spirit. • InnovatingAltering text or work in such a way that the original is still recognizable, but new concepts or contexts are introduced. • Journal • Knowledge Grammy Awards: Near the completion of a unit, students nominate and vote on which knowledge was most useful to them. • Left and Right Creativity (LARC)Use drawing to stimulate right brain, then harness to left brain to creatively solve problems • L-I-S-T-E-N • Multicultural Education ProgramsPrograms that focus on teaching children about other cultures, or adapting teaching to fit the cultures of the children being taught.

43. Novelty: A motivational technique to engage student early in instruction. Share something unusual with students to arouse curiosity. • Online Assessments/Games/Lessons • P-I-E (Point, Illustrations, Explanation)A writing strategy to remind students about the key parts of a paragraph. As a cue, you can ask them if their paragraph has all the pieces of the P-I-E (Point-Illustrations-Explanation). • QAR (Question-Answer Relationship)Exploration of the nature of answers. Are answers explicit or implicit in the reading, or are they internal to the reader? • Quintilian ProgressionModel to guide assessment of writing in progress. 1st product: freely generated ideas and words. 2nd: student decides on organizational form of paper. 3rd (first written draft): student should aim for clarity. 4th: revise for correctness. 5th: revise for eloquence.

44. Reality-Based Model: Developed by Glasser as a counseling technique. Useful in teaching students to manage their own behavior by helping them discover what they really in a situation, and socially acceptable ways of getting what they want. • Reflection: A metacognitive activity. Learner pauses to think about, and organize information gathered from reading, discussions, or other activities. • S.W.O.T. Analysis (SWOT): Analysis of Strengths, Weaknesses, Opportunities, and Threats (SWOT) in a situation. • Talking Chips: Response management technique to encourage students who do not often contribute, and limit students who contribute too much to discussions. • Unsent Letter

45. Volunteer: Students as volunteers at a hospital, day care center, the zoo, etc. • Whispering • Group Response/Suggestions

46. Instructional Strategies: Psychoeducational Using Counseling to Reach the Students

47. Theories/Skills • The Magic Question • Relationship • The Charles Schulz Philosophy • One Small Gesture • THINK: Think • Motivation • The 212 Degree Difference http://play.simpletruths.com/movie/212-the-extra-degree/ • You Can (and Do) Make a Difference http://play.simpletruths.com/movie/simple-truths-of-service/ • MAKE it a good day (MAKE the best of everything) • The Wisdom in Hot Chocolate • Advocacy • You say it long enough, it starts to be a part of you.

48. Using the National Model to be COUNSELORS for ALL • We can’t do any of these wonderful things if we aren’t allowed to use our UNIQUE set of skills.

49. National Model Programs – Refocusing on Our Goals/Objectives • Operate from a mission that is connected with the school district’s mission and educational reform agendas. • Are focused on improving academic achievement and eliminating achievement gaps. • Operate from a formal set of Student Learning Objectives that are: • Connected to National Standards • Aligned to State Curriculum Frameworks • Aligned with District Standards • Based on Measurable and Student Learning Outcomes • Are Data Driven and Accountable for Student Outcomes

50. Student Learning Objectives • National Standards • Common Core Standards, http://www.corestandards.org/ • State Curriculum Framework • Kentucky Curriculum Framework, http://education.ky.gov/curriculum/docs/pages/ky-model-curriculum-framework.aspx • Kentucky Core Standards, http://education.ky.gov/curriculum/docs/pages/kentucky-core-academic-standards---new.aspx • District Standards/Policies • Measurable and Student Learning Outcomes • SMART/START Goals