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The School Counselor’s Role in the Implementation of Common Core Standards, Ensuring All K-12 Students Graduate Career & College Ready Bob Bardwell New York State School Counselor Association Conference November 1, 2013. What Can I Offer?.
The School Counselor’s Role in the Implementation of Common Core Standards, Ensuring All K-12 Students Graduate Career & College Ready
New York State School Counselor Association Conference
November 1, 2013
20 year School Counselor, K-12 Director of School Counseling and Social Justice Counselor
Leader – local, state, regional & national
Advocate for students, school counselors and our profession
Not an expert on Common Core but I know enough that Common Core is my ticket to ensure that I have a job in the years to come
Directors of school counseling
Administrators (principals, superintendents)
Experts in Common Core Standards
Your school made you come
Nothing else to do
Didn’t like the other sessions during this time slot
Pool is closed?
Beginning in the spring of 2009, Governors and state commissioners of education from 46 states, 2 territories and the District of Columbia committed to the process of developing a common core of state K-12 English-language arts (ELA) and mathematics standards.
The Common Core State Standards Initiative (CCSSI) is a state-led effort coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).
The Common Core State Standards (CCSS) align U.S. K-12 education with a uniformly higher standard – college and career readiness
45 states and DC have adopted the CCSS for English language arts and mathematics.
ACT research on college and career readiness lies at the heart of the CCSS
Achieve and the College Board (SAT) were members of the CCSS Development Team
CCSS were developed using a backward design model – start with the end goal and then figure out how to get there
Identified the college & career standards being sought and worked backwards through each grade resulting in grade level shifts in content throughout the grades
Economic pressure and the continuous decline of the United States regarding high school graduates and lackluster success of college bound students when compared to other nations was the driving force behind the creation of the CCSS
Race to the Top (RTTT) pushed states to voluntarily make the choice to join the CCSSI
* Ready for first-year credit-bearing, postsecondary coursework without the need for remediation.
Identify areas for research, evaluate and synthesize resources and develop & draw conclusions
Conduct research and apply that research to solve problems
Apply skills and knowledge across the content areas to solve problems
Model real world situations and solving problems
PARCC - Partnership for Assessment of Readiness for College and Careers (www.parcconline.org)
Arizona, Arkansas, Colorado, District of Columbia, Florida, Illinois, Indiana, Kentucky, Louisiana, Maryland, Massachusetts, Mississippi, New Jersey, New Mexico, New York, Ohio, Pennsylvania, Rhode Island, and Tennessee.
Alaska, California, Connecticut, Delaware, Hawaii, Idaho, Iowa, Kansas, Maine, Michigan, Missouri, Montana, Nevada, New Hampshire, North Carolina, North Dakota, Oregon, Pennsylvania, South Carolina, South Dakota, Vermont, Washington, West Virginia, Wisconsin and Wyoming
1. Understand the Standards
2. Support the Standards implementation
3. Act on the Standards
Leaders build a culture of success
Changes in attitudes
Changes in practice
Embraced by all educators, including counselors
Instructional and systemic leadership
All staff buy-in and implementation
Think & work across the K-12 grade span
Develop comprehensive school counseling plans utilizing the ASCA national standards
Create standards based college and career focused classroom lessons and programs
Design clearer processes for course sequencing and credit articulation
Familiarize yourself with the standards
Become part of the leadership team which is charged with overseeing the CCSSI implementation
Ensure that your school counseling program statement of philosophy aligns with the school and district’s vision and mission statements
Formulate and distribute an agreed upon set of beliefs and expectations that every student achieve at high levels
Have you begun to have conversation in your school counseling program about how to get on the Common Core bandwagon?
If so, what is your role with the CCSSI movement? (in other words, how do you do it?
Gather & analyze relevant literacy standardized test data to share with colleagues and invested constituents
Gather & analyze relevant Response to Intervention (RTI) Tier 2 & 3 data with colleagues and invested constituents
Monitor and share student literacy related progress reports
Identify students with literacy needs and plan with staff appropriate interventions
Integrate literacy standards into your lesson plans
Gather & analyze relevant math standardized test data to share with colleagues and invested constituents
Gather & analyze relevant RTI Tier 2 & 3 data with colleagues and invested constituents
Monitor and share student math related progress reports
Identify students with math needs and plan with staff appropriate interventions
Advocate for four years of high school math requirement if it is not already in place
Provide math faculty the opportunity to collaborate with college math faculty to review scope and sequence of course syllabi
Review (and change if necessary) the school’s policy regarding course selection, offerings & sequencing to ensure all students have access to higher level math courses
Provide data analysis about the # of students who attain the ACT/SAT college readiness benchmarks
Explore & provide dual/concurrent enrollment opportunities with local colleges
Explore & provide early college programs and opportunities for students who show potential and ability to participate in such activities
Help identify ways to extend learning time for students, including those in Tier 2 interventions
Monitor participation and progress of students involved with Tier 2 and 3 interventions
Share results & impact of such interventions
Identify students and interventions for accelerated/ enriched extended learning opportunities
Determine impact of the CCSS on the development and implementation of educational plans for all students
Develop & annually update 6 year individual learning plans which contain necessary career & college readiness elements
Develop career & college readiness lesson plans aligned with CCSS standards
Develop school counselor classroom lesson calendar and distribute to all staff
Be part of the discussions with school leadership team, data team and/or literacy council based on assessed needs of students and observed needs of staff as they relate to CCSS implementation
Be an active participant in school wide PD activities
Include PD goals in your Comprehensive School Counseling program and your individual evaluation
Reference ASCA’s tools when creating PD plans
Ensure that students understand how to interpret current standardized assessments and the implications of the results relating to their level of career and college readiness
Begin learning about and communicating about upcoming common assessments
Use data to identify student needs and monitor progress
Display college poster and pennants
Post college information, scholarships and student acceptances*
Post achievement and accomplishments of students – I.e.: NMSQT Semi-finalists & finalists, AP scholars, Honor Roll, NHS
Proudly display pennants or articles of clothing from their alma mater(s)
Provide relevant and current information on your counseling office website
Create bulletin boards/special displays with important career/college information or data
Make frequent announcements about student accomplishments, deadlines, reminders, programs, field trips
Engage in routine conversations with students and parents about career and college research, selection and the application process
Have counselors, teachers and other educators engage in frequent discussions with all students about careers and college
Bring in alumni (high school or college) and business people to speak to students about colleges and careers
School wide celebrations for academic achievement (Honor roll breakfast, National Honor Society induction)
Incentives for academic achievement (I.e.: Renaissance program, special privileges for honors students; scholarship recognitions)
Community activities that highlight academic successes (I.e.: newspaper articles, bulletin boards in local businesses)
Advisory – incorporate career/college activities within the small group advisory curriculum (if applicable)
What is not clear?
What more do you need?
How can we help each other?
Who wants to share a success with CCSS Implementation?
School Counselor & Director of School Counseling
Monson Innovation High School
55 Margaret Street
Monson, MA 01057