NC School Counselors
Guidance Essential
Standards Webinar
September 13, 2012
3:30 – 4:30 p.m.
Presenter
Linda Brannan
School Counseling Consultant
[email protected]
919-807-3834
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
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
Beliefs & Philosophy of NC School Counselors
NC 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 Model
3rd Edition
Framework for NC School Counseling
3rd Edition
Foundation
2nd Edition
3rd Edition
Understanding the Structure of the
Guidance Essential Standards
Program Focus: Student Competencies
NC Guidance Essential Standards
Alignment with National Standards for Students
“Identify and prioritize the
specific attitudes, knowledge
and skills students should be
able to demonstrate as a result
of the school counseling
program”
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”
ASCA National Model, 3rd Edition
GES Preamble, 2011
ASCA Student Competencies
Both are Student Centered
Alignment with National Standards for Students
ASCA National Model
NC Guidance Essential
Standards
Three Domains
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)
Indicators
ASCA Standards
Clarifying Objectives
Crosswalk of
K-12 Guidance Essential Standards
ASCA National Competencies
for Students
NC K-12 Guidance Essential
Standards for Students
• Personal-Social
• Socio-Emotional
• Academic
• Cognitive
• Career
• Career
Revised 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 ~ 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
Preamble ~ IMPORTANT
• 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, postsecondary study, the military or the world of
work? (CCR)
Strands, Standards , Proficiency Levels & Clarifying
Objectives….
, 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 for each standard
K-12 Proficiency Levels
RED = Readiness / Exploratory / Discovery
EEE = Early Emergent / Emergent
P = Progressing
EI = Early Independent
I - Independent
GES Poster by Proficiency Level
Proficiency
Levels
Strands
Revised
Bloom’s
Taxonomy
Standards
Clarifying
Objectives by
Proficiency
Level
Revised Bloom’s
Taxonomy
REVISED BLOOM’S TAXONOMY
Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
Analyzing
Breaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognizing, listing, describing, retrieving, naming, finding
Dr. Lorin W. Anderson
RBT Verbs
Remember
Understand
Apply
Analyze
Evaluate
Create
name tell list
predict
solve show
examine
choose
create
describe
explain
illustrate
compare
decide
invent
relate write
outline
complete
contrast
recommend
compose
discuss
examine
investigate
assess
plan
restate
use
categorize
justify rate
construct
find
translate
compare
classify
identify
explain
prioritize
design
imagine
Understanding the Structure of the
Guidance Essential Standards
Proficiency
Levels
Revised
Bloom’s
Taxonomy
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
**************************************
Delivery
2nd Edition
3rd Edition
Delivery
Indirect
Services
Direct
Services
Delivery
Direct
Student
Services
• In-person
interactions with
students
Indirect
Student
Services
• Interactions with
others
Delivery
Direct
Student
Services
•WITH
students
Indirect
Student
Services
•FOR
students
Direct Student Services
Delivery
SC Core Curriculum
NC Guidance
Essential Standards
Individual Student
Planning
Responsive
Services
Indirect Student Services
Delivery
Referrals
Consultation
Collaboration
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 Brannan
School Counseling Consultant
[email protected]
919-807-3438
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.”
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