• Linda Brannan, K-12 Student Support Services Consultant

• Marchelle Horner, Career Development Coordinator Consultant, Career & Technical Education Division

“The Connected Counselor”

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

• 80.2 % = 89,126 students

Still Leaves…

21,975

Graffiti Write

What does a Connected Counselor Do?

• Brainstorm & write as many ideas as possible on chart paper

• Post chart paper on the wall

“The Connected Counselor”

The Connected Counselor

• Collaborates with all stakeholders

• Establishes a data driven school counseling program that aligns with school/district mission and SIP goals

• Advocates for equity and access for all students

• Leader in the school – provides input to leadership team to positively affect student achievement

Framework for NC School Counseling 3rd Edition

Foundation

2nd Edition 3rd Edition

1. Program FocusFoundation

Beliefs Vision Mission Program Goals

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 Guidance Essential Standards

Purpose: To define and communicate the knowledge and skills a student must master to be globally competitive.

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

Framework for Change lead to Retooling NC Public Education System

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.

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

• Expectation that all school staff will be knowledgeable of the standards and ready to implement

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, post-secondary study, the military or the world of work? (CCR)

Understanding the Guidance Essential Standards

• Divide into Candy Teams

• Candy Teams –

Snickers Tootsie Rolls

Twix 3 Musketeers

Reese Cups

Preamble ExplorationSnickers = Philosophy

Reese Cups= Purpose

3 Musketeers = Course of Study & Organization

Twix = Program Description, National Standards & Research

Tootsie Rolls = Features & Guiding Question

Our Guiding Question?

What do students need to know, understand and be able to do, to ensure their success in the future, whether it is to continue with current

study from grade-to-grade level or post-secondary college or career?

Revised Bloom’s Taxonomy

Proficiency Levels

Strands

Standards

Clarifying Objectives by Proficiency Level

GES Poster by Proficiency Level

RBT Verbs

 Remember

 Understand

 Apply

 Analyze

 Evaluate

 Create

name tell list

describe

relate writefind

predict

explain

outline

discuss

restate

translateCompare

solve show

illustrate

complete

examine

useclassify

examine

compare

contrast

investigate

categorize

identifyexplain

choose

decide

recommend

assess

justify rateprioritize

create

invent

compose

plan

construct

designimagine

RBT Verbs

R/E/D E/EE P EI I

http://www.youtube.com/watch?v=0hEHdFMexpc&feature=youtu.be

Let’s Look at Corduroy

• Original Lesson:

• Who is Corduroy? Where is he? How did he get his name? Does anyone know what the material called corduroy looks and feels like? Why did Corduroy go out into the store? Why was it important to find his button? How did the story end?

Remodel the LessonHow could we remodel lesson to show higher order thinking and questioning skills related to school counseling.

1. Lesson that shows analyzing

2. Lesson that shows creating

3. Lesson that shows evaluating

4. Question that shows analyzing

5. Question that shows creating

6. Question that shows evaluating

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 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?

Revised Bloom’s Taxonomy

Proficiency Levels

Strands

Standards

Clarifying Objectives by Proficiency Level

GES Poster by Proficiency Level

Understanding the StandardsBeach Ball Activity

S – choose a strand/standard and read aloud

CO/PL – read aloud a clarifying objective & proficiency level within this standard then state one PL verb for this specific CO

A – describe a counseling activity using the proficiency level verb that might help a student understand this standard and clarifying objective

Collaboration with Professional Learning Teams

School-wide Programs

Deployment: Your Children and Separation

NC GRADUATION RATE IS HIGHEST IN NC HISTORY; SIXTH CONSECUTIVE YEAR OF IMPROVEMENT

School attendance is a baseline factor in determining student success.

Small Group Counseling

College & Career

Readiness

National Office of School Counselor Advocacyhttp://nosca.collegeboard.org/

College & Career Readiness

Career & College: Ready, Set, Go!

NC School Counseling Wiki

NCDPI School Counseling WikiSpace

http://schoolcounseling.ncdpi.wikispaces.net

NCDPI School Counseling LiveBinder

Alignment with Guidance Essential Standards

How does what I currently do fit with the new Guidance Essential Standards?

Who are my “peeps”? Where are my natural curriculum connections?

(Divide into level groups: elementary, middle and high)

The Guidance Essential Standards Collaborative Groups

• Using the Guidance Essential Standards Worksheet, discuss the school counseling activities that are currently being done that align with the clarifying objectives listed for the proficiency levels. (What are you already doing?)

• What curriculum areas or colleagues might you collaborate with to integrate the Guidance Essential Standards?

• As a group, choose one activity listed and create a lesson plan

“The Connected Counselor”

“The Connected Counselor”

As I reflect upon my school connections…

Where are the connections? Write these by the arrows

– Green ones: Great connections!

– Yellow ones: Connections are there, but improvement is needed.

– Red ones: Needed connections, they are “gaps” or no connections.

“The Connected Counselor”

As I reflect upon my connections…

• Green ones: What are the benefits of these connections to implementing the GES?

• Yellow ones: What needs to happen to improve them?

• Red ones: What need to happen to create these connections?

Water Cooler Chats

• What am I already doing to embrace the GES and the revised role of school counselors?

• Where are my “natural” curriculum connections?

• Which “connection” will I work/collaborate with first?

• Who are the people in my school that may assist me with implementing the GES?

Water Cooler Chats

• What conversations need to occur in my school/district about the GES and revised role for school counselors?

• What are the roadblocks?

• Who is the first person I need to have a conversation with about this change?

• What concepts from today am I going to take back to my school or district?

“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.”

NCDPI Contact

Linda BrannanSchool Counseling Consultant

linda.brannan@dpi.nc.gov919-807-3438

NC Department of Public Instruction Division of K-12 Curriculum and Instruction