Implementing the NC Guidance Essential Standards using the ASCA National Model.
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Transcript of Implementing the NC Guidance Essential Standards using the ASCA National Model.
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Implementing the NC Guidance Essential Standards using the ASCA
National Model
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Collaborative Activity
• Think of one resource or activity that you have tried since our last meeting.
• Share with goal group.
• Share with table group.
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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
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Good News!2011-2012 Graduation Rate• Highest graduation rate ever in NC
• 80.2 % = 89,126 students
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Still Leaves…
21,975
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Framework for NC School Counseling 3rd Edition
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Foundation
3rd Edition
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Program FocusFoundation
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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.”
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Vision of NC School CounselorsNC 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.”
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NC K-12 Guidance Essential Standards
Mission
State Board of Education 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.
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DuFour
What is the role of the SC?
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NC School Counselors…
• Design data-driven comprehensive school counseling programs that promote student achievement.
• Deliver programs that are comprehensive in 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.
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Framework for NC School Counseling 3rd Edition
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Delivery2nd Edition 3rd Edition
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Delivery
With Students
For Students
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Examples of Direct Student Services
Delivery
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Examples of Indirect Student ServicesDelivery
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Framework for NC School Counseling 3rd Edition
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Management
2nd Edition 3rd Edition
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Assessments p. 59
Program Assessment/Audit
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Assessments p. 63
Use of Time Assessment
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AssessmentsManagement
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School Data Profile Template p. 66 Ne
w New
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Important Tool for Important Tool for Shared VisionShared Vision
• Develop preliminary school counseling program based upon data & School Improvement Plan (SIP)
• Meet with Administrator to discuss & finalize goals & plan for the school year
• Goals/Plan should support student achievement, align with SIP and School Counselor evaluation instrument
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Page 64
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Accountability2nd Edition 3rd Edition
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What is Data Literacy?
• Understanding how to:
–Find data
–Evaluate data
–Use data to inform decisions
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• A data literate person possesses the knowledge to:– Gather
– Analyze
– Graphically convey information
– Support decision-making
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Types of Data
• Achievement or assessment data
• Demographic data
• Program data
• Perception data
• Results over time data/Outcome data
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Data Driven Decision Making(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
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School Counselors: Leaders in School Improvement Planning
1. Transition – in and out (transition between levels/graduation)
2. Intervention – Attendance/Academic Recovery/Socio-Emotional
3. Academic – course rigor; promotion from grade to grade; and to graduate career & college ready
4. Data – school-wide; data needed by PLCs; school improvement data; assisting others in selecting and using appropriate data
5. Teacher Retention/Recruitment – collaboration and support efforts of the teachers since “high quality teaching yields high performing students”
D3M (Data-driven Decision Making)
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Types of DataProcess DataWhat did you do for whom?
Perception Data What do people think they know, believe or can do?
Strategies: goals & objectives
Outcome/Results Data Implications for continuous
improvement
How Many affected & process
Competency-Skill Attainment Data Strategies
leading to Skill
development or Behavior
Change
Achievement-Related Data
Achievement Data
Guidance Lessons, groups, parent meetings, etc.Who?What?When?Where?How long?
Attitudes
Skills
Knowledge
AttendanceDiscipline referralsParent InvolvementHomework CompletionCourse EnrollmentFailing courses
EOG/EOCSAT/ACT Graduation ratesGPAAP testsCollege prep and CTE course completionRetention rates
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Comprehensive School Counseling Program
Assessment
Impact on Student Achievement
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Table Talk
Data – Relate to what you are doing over the next 2 months
Is it socio-emotional?
Is it academic?
Is it college and career ready?
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NC Wise ResourceGraduation Resiliency Factors
http://www.ncpublicschools.org/graduate/resiliency/
NC Wise Report: Early Warning Report
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Academic At-Risk ReportsAt-Risk Report–AYP at Risk–Graduation at Risk–Other at Risk
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DATABe Proactive
Use these tools to determine local policy for providing targeted intervention and support to students who are at risk for not meeting
future academic milestones.
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Making Data Driven Decisions
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Data is Power “Do the Math”Do the Math”
• Data-driven Comprehensive School Counseling Programs = Accountability
• Accountability = Student Achievement
• Student Achievement = College & Career Readiness
Goals Achieved!
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Evaluation & Improvement
Accountability
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Graffiti Write• Return to your group’s chart paper
• Use different colored dots to categorize 21st professional behaviors that align with the components of the ASCA National Model.
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Dot Legend: ASCA Framework
• RED - Foundation
• GREEN - Delivery
• YELLOW - Management
• BLUE - Accountability
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Where are we going?
Where are we going?
Where are we now?
Where are we now?
How do we close the gap?
How do we close the gap?
Where Do I Begin?• Study the ASCA National
Model
• Review and learn the Guidance Essential Standards
• Start implementation planning in curriculum areas where there are natural alignments?
• Review your school’s data
• What are the areas of need indicated by the data? Gaps? Use SIP!
• How do the needs align with the SIP?
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Where are we going?
Where are we going?
Where are we now?
Where are we now?
How do we close the gap?
How do we close the gap?
• Review all information with your administrator
• Develop a program to include in the annual agreement
• Analyze Outcome Results Data & Publicize
• Align program to meet SC Evaluation
Program Planning
•Assure other curriculum areas understand the Guidance Essential Standards
•Work with teachers through PLC’s/PLT’s
•Include Direct and Indirect Services to Students
•Align with SIP goals of the school & district
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Questions?
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Useful Websites• 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
• American School Counselor Association (ASCA) http://www.schoolcounselor.org/
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NC School Counseling Wiki
NCDPI School Counseling WikiSpace
http://schoolcounseling.ncdpi.wikispaces.net
NCDPI School Counseling LiveBinder
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References & Resources• 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
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NC School Counselors are
Leaders in Student
Achievement