Implementing the NC Guidance Essential Standards using the ASCA

National Model

Collaborative Activity

• Think of one resource or activity that you have tried since our last meeting.

• Share with goal group.

• Share with table group.

2

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

Good News!2011-2012 Graduation Rate• Highest graduation rate ever in NC

• 80.2 % = 89,126 students

Still Leaves…

21,975

Framework for NC School Counseling 3rd Edition

Foundation

3rd Edition

Program FocusFoundation

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.”

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.”

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.

DuFour

What is the role of the SC?

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.

Framework for NC School Counseling 3rd Edition

Delivery2nd Edition 3rd Edition

Delivery

With Students

For Students

Examples of Direct Student Services

Delivery

Examples of Indirect Student ServicesDelivery

Framework for NC School Counseling 3rd Edition

Management

2nd Edition 3rd Edition

Assessments p. 59

Program Assessment/Audit

Assessments p. 63

Use of Time Assessment

AssessmentsManagement

School Data Profile Template p. 66 Ne

w New

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

Page 64

Accountability2nd Edition 3rd Edition

What is Data Literacy?

• Understanding how to:

–Find data

–Evaluate data

–Use data to inform decisions

• A data literate person possesses the knowledge to:– Gather

– Analyze

– Graphically convey information

– Support decision-making

Types of Data

• Achievement or assessment data

• Demographic data

• Program data

• Perception data

• Results over time data/Outcome data

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

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)

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

Comprehensive School Counseling Program

Assessment

Impact on Student Achievement

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?

NC Wise ResourceGraduation Resiliency Factors

http://www.ncpublicschools.org/graduate/resiliency/

NC Wise Report: Early Warning Report

Academic At-Risk ReportsAt-Risk Report–AYP at Risk–Graduation at Risk–Other at Risk

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.

41

Making Data Driven Decisions

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!

Evaluation & Improvement

Accountability

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.

Dot Legend: ASCA Framework

• RED - Foundation

• GREEN - Delivery

• YELLOW - Management

• BLUE - Accountability

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?

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

Questions?

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/

NC School Counseling Wiki

NCDPI School Counseling WikiSpace

http://schoolcounseling.ncdpi.wikispaces.net

NCDPI School Counseling LiveBinder

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

NC School Counselors are

Leaders in Student

Achievement