NC School Counselors Guidance Essential Standards

1. NC School CounselorsGuidance Essential Standards Regional Summer Institutes

2. Welcome and Introductions

3. Welcome & Connection Time Introductions • Your Name – use alliteration • School System or Charter School Name • Position or Job • Share one interesting event that occurred this year in your school or district

4. Housekeeping ? Sign-in Parking Lot Breaks Evaluation - Your input is essential and valued! Parking Lot

5. Code of Cooperation • Start on Time/End on Time • Respectful cell phones (vibrate/silent) • Fully Engage • Respectfully agree/disagree • “Your turn” Any others you want to add?

6. Guidance Essential Standards • Linda Brannan, K-12 Student Support Services Consultant • Tara Patterson, Educator Recruitment and Development • Melanie Honeycutt, Instructional Technology • Cynthia Martin, Educator Recruitment and Development • Kim Simmons, NC Educator Evaluation System Consultant

7. Summer Institute 3 July 12-13, 2012 West Stokes High School Stokes County Summer Institute 5 July 19-20, 2012 JH Rose High School Pitt County Summer Institute 2 July 10-11, 2012 Maiden High School Catawba County Schools Summer Institute 1 June 21-22, 2012 Enka High School Buncombe County Summer Institute 4 July 17-18, 2012 Croatan High School Carteret County Summer Institute 6 July 24-25, 2012 SanLee Middle School Lee County

8. At the end of this Summer Institute, participants will: • Learn about DPI resources and tools to support the initiatives within the RttTGrant • Understand and deep dive into the Guidance Essential Standards in order to meet the learning needs of all students • Connect the Guidance Essential Standards with Data Literacy • Continue to refine, develop, and plan for the deployment of the new NCSCS across the LEA • Make Connections!

9. 4 Questions of a PLC (DuFour) • What do we want students to learn? (NC Guidance Essential Standards) • How will we know if they have learned it? (Data Literacy) • How will we respond when they don’t learn it? (Connecting to Serve All Students) • How will we respond when they already know it? (Connecting to Serve All Students)

10. How I teach this standard The Big Picture Standard Differentiation Connections How this standard is assessed: formative benchmark summative How this standard is reflected in student behavior/work Connections

11. NC K-12 Guidance Essential Standards Our 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. Mission

12. Penzu Activity Create a Penzu Account • Log into http://www.penzu.com • Online Journal • Note-taking and reflection tool to capture your “aha” moments • Write down a couple of big bucket items you would like to gain from our time together • Share Time

13. “The digital tools used during the course of the NCDPI trainings 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 NCDPI trainings.”

14. Review Sunshine Packet • Front-loaded material sent prior to Summer Institute • Guidance Essential Standards • Alignment with National Standards – ASCA, RBT, 21st Century • Unpacking Documents – Wikispace & LiveBinders • Lesson Samples/Assessment Prototypes • Where Are You with the Guidance Essential Standards? • Four Corners Activity

15. 4-Corner Activity Discuss the following question with your “Corner Team” How do the Guidance Essential Standards align with the ASCA National Standards for Students and Revised Bloom’s Taxonomy? (Report Out from your group)

16. Alignment with National Standards for Students ASCA Competencies 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” GES Preamble, 2011 “Identify and prioritize the specific attitudes, knowledge and skills students should be able to demonstrate as a result of the school counseling program” ASCA National Model, 3rd Edition Both are Student Centered

17. Alignment with National Standards for Students ASCA National Model NC Guidance Essential Standards Three Strands Socio-Emotional Cognitive Career Three Domains • Personal/Social • Academic • Career

18. Alignment with National Standards for Students ASCA National Model NC Guidance Essential Standards Standards Proficiency Levels (5) Clarifying Objectives • Standards • Competencies • Indicators

19. Crosswalk of Standards ASCA National Standards for Students NC K-12 Guidance Essential Standards for Students Socio-Emotional Cognitive Career • Personal-Social • Academic • Career • Revised Bloom’s Taxonomy • Proficiency Levels • Readiness/Exploratory/Discovery (RED) • Early Emergent/Emergent (EEE) • Progressing (P) • Early Independent (EI) • Independent (I)

20. Understanding the Standards • Preamble – Overview and purpose • Preamble Scavenger Hunt Activity • Table Teams: Answer and Discuss the questions of the Scavenger Hunt

22. Understanding the Standards • Standards are for Students • Proficiency Levels – based on student readiness, NOT a grade level placement • Clarifying Objectives indicating what students are to know, understand, and be able to do

23. Proficiency Levels, Strands, Standards and Clarifying Objectives….No Grade Levels, 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

24. Example: Essential Standard Readiness:RED.SE.1 Understand the meaning and importance of personal responsibility. Clarifying Objective: RED.SE.1.1Understand the importance of self-control and responsibility. Activity: RED.SE.1: 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.

25. Example: Essential Standard Early Independent:EI.SE.1 Understand the meaning and importance of personal responsibility. Clarifying Objective: EI.SE.1.1 Explain the impact of personal responsibility on others. Activity: EI.SE.1: 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 how this matter could affect your future.

26. Understanding the Standards Table Team Activities: • Puzzle Card Matching Activity • Alignment Activity - Look at the Standards Sheet on your table. List what you are currently doing in your district to align with the clarifying objectives. • Share Time

27. Standards are not… • Intended to be the comprehensive school counseling program • The same as the evaluation/appraisal **************************************School counselors are leaders in their school and advocates for creating positive systemic change

28. Where do I find the Unpacking Documents School Counseling Wikispace/LiveBinders • Guidance Essential Standards • Unpacking Documents • Formative Assessment Examples

29. NC School Counseling Wiki NCDPI School Counseling WikiSpace NCDPI School Counseling LiveBinder

30. Unpacking Documents • 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)?

31. Penzu Reflection Time Record your “aha” moments and other reflections on the Preamble and the NC Guidance Essential Standards.

32. Revised Bloom’s Taxonomy

33. Revised Bloom’sTaxonomy • Go to Your Penzu Account • http://www.penzu.com • What do you know about Revised Bloom’s Taxonomy? How do you incorporate RBT into your instruction?

34. Dr. Lorin W. Anderson RBT Module at NC Education

35. CreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.EvaluatingJustifying a decision or course of actionChecking, hypothesizing, critiquing, experimenting, judging AnalyzingBreaking information into parts to explore understandings and relationshipsComparing, organizing, deconstructing, interrogating, findingApplyingUsing information in another familiar situationImplementing, carrying out, using, executingUnderstandingExplaining ideas or conceptsInterpreting, summarizing, paraphrasing, classifying, explainingRememberingRecalling informationRecognizing, listing, describing, retrieving, naming, finding BLOOM’S REVISED TAXONOMY Higher-order thinking

36. Remembering The learner is able to recalland restate learned information. • Recognizing • Listing • Describing • Identifying • Naming • Locating Can you recall information?

37. Remembering

38. Understanding The learner grasps the meaning of information by interpreting and translating what has been learned. • Interpreting • Exemplifying • Summarizing • Inferring • Classifying • Comparing Can you explain ideas and concepts?

39. Understanding

40. Applying The learner makes use of information in a context different from the one in which it was learned. • Implementing • Carrying out • Using • Executing Can you use the same information in a different situation?

41. Applying

42. Analyzing The learner breaks learned information into its parts to best understand that information. • Comparing • Organizing • Deconstructing • Outlining • Structuring • Integrating Can you break information into parts to explore relationships?

43. Analyzing

44. Analyzing Activity

45. Analyzing Breaking information down into its component elements • How could you incorporate one of these ideas into a guidance lesson? • Complete a Decision Making Matrix to help you make an important decision • Role Play • Construct a graph to illustrate selected information • Design a questionnaire to gather information

46. Analyzing Table Share

47. Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. • Hypothesizing - Monitoring • Critiquing • Experimenting • Judging • Testing   Can you justify a decision or course of action?

48. Evaluating

49. Evaluating Activities and Products • Write a letter to the editor • Prepare and conduct a debate • Evaluate the character’s actions in the story • Write a persuasive speech arguing for/against…

50. Creating The learner creates new ideas and information using what has been previously learned. - Designing - Making - Constructing - Planning - Producing - Inventing Can you generate new products, ideas, or ways of viewing things?