1. What are the typical response to changes?

2. FUNDING CHANGES Based on the number of English Language Learners (EL), lowincome families (LI) and Foster Care (FC) State Boards aim is to strike a right balance between local control and accountability Supplemental and concentration grants Required to improve services 3. COMPLIANCE CHANGES 1. 2. 3. 4.5. 6. 7.8.Compliance with Williams Settlement Compliance with CCSS and ELD standards Parental involvement Pupil Achievement statewide assessments, API, completion of A-G requirements, CTE sequences and advanced placement courses, EL progress toward proficiency, college preparation (Early Assessment Program) Pupil engagement attendance, dropout and graduation rates School climate suspension and expulsion rates, etc. Access, including for subgroups and students with special needs, to a broad course of study in specified subject areas Pupil outcomes in those specified subject areas 4. MORE COMPLIANCE CHANGES Passed in 2012; Senator Steinberg; CASC supported Test results will constitute no more than 60% of the value of a secondary school Measures graduation rates Implementation of new measures 2015/2016 5. January 31, 2014 June 30, 2014 Local Control Accountability Plan (LCAPs) TimelineEquity groups to monitor LEAs implementation decisions 6. http://www.youtube.com/watch?v=dY2mRM4i6tY& desktop_uri=%2Fwatch%3Fv%3DdY2mRM4i6tY&ap p=desktop 7. Where does the school counselors skill-set come in? 8. Consider it a school counseling opportunity?CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction 9. According to Hattie, a visible learner: clearly understands what they are learning, knows where they are in the learning progression, and can articulate their personal goals.12 10. Mark Engberg and Aliza Gilbert have synthesized the results of data derived from the High School Longitudinal Study of 2009 (HSLS: 09), a federally-funded, nationally representative, study that surveyed students beginning in the ninth grade with follow-up surveys administered as students transition to postsecondary education and the workforce. 21,000 ninth graders in 940 schools were surveyed using a multi-stage design frame that allows for generalization to more than 4.2 million students. More than 15 years of evidence-based research involving millions of students was utilized to determine what actually works in schools towards increasing college-going rate. 13 11. Organizational environment of a high school is an important determinant of the college-going culture. Counseling department functions as an important intermediary in enhancing college opportunities. The percentage of hours spent on college counseling as well as the average counselor to student caseload of a high school were significantly related to the collegegoing culture of a school. Counseling resources utilized significantly influenced four-year college-going rates, including resources relegated toward financial aid assistance, college fairs, and course-taking opportunities at four-year colleges.14 12. The Counseling Opportunity Structure: Examining Correlates of Four-Year College-Going Rates - Engberg M., & Gilbert, A. (2013)Policy Analysis for California EducationAnalysis!http://edpolicyinca.org/blog/couns eling-opportunity-structureexamining-correlates-four-yearcollege-going-rates15 13. YOUR TURN... Think critically as you read through the list of influence factors from Engberg and Gilberts research (2013). Rank each high, medium, low regarding the positive impact that the action, strategy, or attitude has on students college going rate. Decide which priorities you would consider with your counseling team when you return home. You may collaborate and communicate with your table group! 14. Consider it a project not a problemCALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction 15. Our ProjectLIF Our Language Our Involvement Our Focus School Counselors make a difference http://www.youtube.com/watch?v=ZgldBB2Hlzs 16. Dont tell me what you didtell mehow studentsTell me how studentsare different and why they are differentare differentusing basicbecause ofresearched/theoreticalwhat you did.concepts 17. Attribution Theory: proposed that a person's own perceptions or attributions as to why they succeeded or failed, determines the amount of effort the person will engage in, in the future. When attributions of self lead to positive affect, such attributions should result in greater willingness to approach similar tasks in the future. This theory is also related to locus of control - Benard Weiner Locus of control is the framework from Rotter's (1954) social-learning theory of personality. It refers to the extent to which individuals believe that they can control events that affect them. A person's "locus" (Latin for "place" or "location") is conceptualized as either internal (the person believes they can control their life) or external (meaning they believe that their decisions and life are controlled by environmental factors which they cannot influence). Individuals with a high internal locus of control believe that events in their life derive primarily from their own actions; for example, when receiving test results, people with an internal locus of control would praise or blame themselves and their abilities, whereas people with a high external locus of control would praise or blame the teacher or the test. - Julian B. Rotter, 1954 18. Our ProjectLIF Our Involvement Our Focus School Counselors make a difference http://www.youtube.com/watch?v=ZgldBB2Hlzs 19. Email sent on November 7, 2013Our FocusOur InvolvementLoretta: Day two (State Board) presented interesting questions about the way schools will be able to use the LCFF money and if it will be going to the students that the money represents. School counselors could be viewed instrumental in this process, if they can demonstrate how to accurately identify and orchestrate key resources to help the Foster, poor and ELA populations. In our District, every below basic student under AB 1802 was electronically documented and was followed through with a series of questions with parents to determine individual need. In similar fashion, counselors can show their value and results in this latest scenario. I'm worried that the money will go to class size reduction and Superintendents' priorities, if counselors don't begin to show local school boards how they can make a difference. I heard nothing about professional development for school counselors at this last meeting, only teachers and admin. It would appear if sch. couns. are part of the equation in helping this population, receiving some monies to train sch. couns. in this process would be a beginning step in recognizing their place at the table. George 20. For more information contact: Loretta Whitson: Lwhitson@monroviaschools.nethttp://www.youtube.com/watch?v=JAAsWDNcgtM