Transcript Critical Components 2013 PowerPoint Slide

The School Counselor’s Role in the
Implementation of Common Core
Standards, Ensuring All K-12
Students Graduate Career & College
Ready
Bob Bardwell
Arizona School Counselor Association Conference
March 25, 2014
What Can I Offer?
 20 year School Counselor, K-12 Director of School
Counseling and Social Justice Educator
 Leader – local, state, regional & national levels
 Advocate for students, school counselors and our
profession
 Not an expert on Common Core but I know
enough that Common Core is my ticket to ensure
that I have a job in the years to come
Who Is Here?
 School counselors
 Directors of school counseling
 Graduate students
 Administrators (principals,
superintendents)
 Other
 Curriculum specialists
 Experts in Common Core Standards
Why Are You Here?
 Professional development
 Networking Opportunities
 Your school made you come
 Nothing else to do
 Didn’t like the other sessions during this time slot
 Pool is closed?
What are the Common Core
State Standards (CCSS)?
 Beginning in the spring of 2009, Governors and state
commissioners of education from 46 states, 2 territories
and the District of Columbia committed to the process of
developing a common core of state K-12 English-language
arts (ELA) and mathematics standards.
 The Common Core State Standards Initiative
(CCSSI) is a state-led effort coordinated by the National
Governors Association (NGA) and the Council of Chief
State School Officers (CCSSO).
 www.corestandards.org
How did we get here?
 The Common Core State Standards (CCSS) align U.S. K-12
education with a uniformly higher standard – college and
career readiness
 45 states and DC have adopted the CCSS for English
language arts and mathematics.
 ACT research on college and career readiness lies at the
heart of the CCSS
 Achieve and the College Board (SAT) were members of the
CCSS Development Team
How did we get here? (continued)
 CCSS were developed using a backward design model – start
with the end goal and then figure out how to get there
 Identified the college & career standards being sought and
worked backwards through each grade resulting in grade
level shifts in content throughout the grades
 Economic pressure and the continuous decline of the United
States regarding high school graduates and lackluster
success of college bound students when compared to other
nations was the driving force behind the creation of the
CCSS
 Race to the Top (RTTT) pushed states to voluntarily make
the choice to join the CCSSI
Common Core State
Standards Design
 Building on the strength of current state
standards, the Common Core State Standards
are designed to be:
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Focused, coherent, clear and rigorous
Internationally benchmarked
Linked to college and career readiness*
Evidence and research based
* Ready for first-year credit-bearing, postsecondary coursework
without the need for remediation.
Common Core State Standards
Evidence Base
 Evidence was used to guide critical decisions in the following
areas:
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Inclusion of particular content
Timing of when content should be introduced and the progression of content
Ensuring focus and coherence
Organizing and formatting the standards
Determining emphasis on particular topics in standards
 Evidence includes:
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Standards from high-performing countries, states, and nationally-regarded
frameworks
Research on adolescent literacy, text complexity, mathematics instruction,
quantitative literacy
Lists of works consulted and research base included in standards’ appendices
Higher Education and Employers
Want Students Who Can
 Identify areas for research, evaluate and synthesize
resources and develop & draw conclusions
 Conduct research and apply that research to solve
problems
 Apply skills and knowledge across the content areas
to solve problems
 Model real world situations and solving problems
Assessment of the CCSS
PARCC - Partnership for Assessment of
Readiness for College and Careers
(www.parcconline.org)
Arizona, Arkansas, Colorado, District of Columbia, Florida, Illinois,
Indiana, Kentucky, Louisiana, Maryland, Massachusetts,
Mississippi, New Jersey, New Mexico, New York, Ohio,
Pennsylvania, Rhode Island, and Tennessee.
Smarter Balance
(http://www.smarterbalanced.org)
Alaska, California, Connecticut, Delaware, Hawaii, Idaho, Iowa, Kansas,
Maine, Michigan, Missouri, Montana, Nevada, New Hampshire, North
Carolina, North Dakota, Oregon, Pennsylvania, South Carolina, South
Dakota, Vermont, Washington, West Virginia, Wisconsin and Wyoming
PARCC assessment details
• Field tests begin in 2014; formal assessments in
2014-15
• Reading, writing & math only
• Taken online
• Diagnostic tests will be available anytime
• Performance-based assessments (PBA) –
ELA/Literacy & Math
• End-of-the-year (EOY) assessments – ELA/Literacy
& Math
• Speaking & Listening assessment – ELA/Literacy
only
• PARCC score will include results from both PBA &
EOY assessments
PARCC assessment details
(continued)
• May take the place of the college placement test;
not used in admission decision process
• Retakes will be available
• States will decide if PARCC is used for
graduation purposes and if so, the cut-off scores
• Testing window of two four weeks in the spring
• Total testing time
• Grade 3 – 8 hours
• Grades 4 & 5 – 9 hours
• Grades 6-12 – 9.5 hours
• http://www.parcconline.org/sites/parcc/files/P
ARCCFAQ_8-12-13.pdf
What does this mean for
School Counselors?
We Must:
1. Understand the Standards
2. Support the Standards implementation
3. Act on the Standards
ELA Writing Standards
Expect students to compose arguments and opinions,
informative-explanatory pieces, and narrative texts
 Focus on the use of reason and evidence to substantiate
an argument or claim
 Emphasize ability to conduct research – short projects
and sustained inquiry
 Require students to incorporate technology as they
create, refine, and collaborate on writing
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The ELA Reading Standards
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Text Complexity
• Range of Reading – not just text books and literary works
• Exemplar Texts (Shakespeare, Hemmingway – U.S. Constitution,
MLK Letter from Birmingham Jail)
Reading Comprehension
• Standards for Reading Foundational Skills (K-5)
• Reading Standards for Literature (K-12)
• Reading Standards for Literacy in History/Social Studies (6-12)
• Reading Standards for Literacy in Science and Technical Subjects
(6-12)
• Reading Standards for Informational Text (K-12)
The Math Standards
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Call on students to practice applying mathematical
ways of thinking to real world issues and challenges
Require students to develop a depth of
understanding and ability to apply mathematics to
novel situations, as college students and employees
regularly are called on to do
Emphasize mathematical modeling, using
mathematics and statistics to analyze problems,
understand them better, and improve decisions
Identify the mathematics that all students should
study in order to be college and career ready.
The Other Standards
 Science: In a process managed by Achieve, with the help of the National
Research Council, the National Science Teachers Association, and the
American Association for the Advancement of Science, states are
developing the Next Generation Science Standards.
http://www.nextgenscience.org/
 World Languages: The American Council on the Teaching of Foreign
Languages published an alignment of the National Standards for
Learning Languages with the ELA Common Core State Standards.
http://www.actfl.org/sites/default/files/pdfs/Aligning_CCSS_Language
_Standards_v6.pdf
 Arts: The National Coalition for Core Arts Standards is leading the
revision of the National Standards for Arts Education.
http://www.arteducators.org/research/nccas
Successful Implementation Requires
 Schools must build and sustain a culture of success
 Changes in attitudes
 Changes in practice
 Embraced by all educators, including counselors
 Instructional and systemic leadership
 All staff buy-in and implementation
How can School Counselors Support
the Implementation?
 Think & work across the K-12 grade span
 Develop comprehensive school counseling plans utilizing
the ASCA national standards
 Create standards based college and career focused
classroom lessons and programs
 Design clearer processes for course sequencing and credit
articulation
How can School Counselors Support
the Implementation? (continued)
 Familiarize yourself with the standards
 Become part of the leadership team which is charged with
overseeing the CCSSI implementation
 Ensure that your school counseling program statement of
philosophy aligns with the school and district’s vision and
mission statements
 Formulate and distribute an agreed upon set of beliefs and
expectations that every student achieve at high levels
Turn to a neighbor
 Have you begun to have conversation in your school
counseling program about how to get on the Common
Core bandwagon?
 If so, what is your role with the CCSSI movement? (in
other words, how do you do it?
You Got To Have
this Document
 http://www.achieve.org/files/RevisedCounselorActionBrief_F
inal_Feb.pdf
Action Steps: Literacy instruction
 Gather & analyze relevant literacy standardized test
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data to share with colleagues and invested constituents
Gather & analyze relevant Response to Intervention
(RTI) Tier 2 & 3 data with colleagues and invested
constituents
Monitor and share student literacy related progress
reports
Identify students with literacy needs and plan with staff
appropriate interventions
Integrate literacy standards into your lesson plans
Action Steps: Mathematics instruction
 Gather & analyze relevant math standardized test data to
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share with colleagues and invested constituents
Gather & analyze relevant RTI Tier 2 & 3 data with
colleagues and invested constituents
Monitor and share student math related progress reports
Identify students with math needs and plan with staff
appropriate interventions
Advocate for four years of high school math requirement
if it is not already in place
Action Steps: Mathematics instruction
(continued)
 Analyze data regarding
Students who are not on track for early math grade level
achievement (elementary level data analysis)
 Number of students repeating math courses – what
grade do they begin to fall behind and with which
teacher(s)
 Students who do not minimally complete the college
prep math track – Algebra I, Geometry & Algebra II or
integrated math levels I-III
 Student achievement on state or national standardized
tests (I.e.: Accuplacer, SAT/ACT, AP, IB)
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Action Steps: Mathematics instruction
(continued)
 Provide math faculty the opportunity to collaborate
with college math faculty to review scope and
sequence of course syllabi
 Review (and change if necessary) the school’s policy
regarding course selection, offerings & sequencing to
ensure all students have access to higher level math
courses
Action Steps: Systemic Approaches
 Participate in discussions about rigor in your school
 Assist in the gathering of data on the # of students on
target to be career/college ready
 Explore, Plan, ACT, PSAT, SAT, Accuplacer, AP, IB
 Provide data analysis regarding the # of students taking
rigorous courses of study
Action Steps: Systemic Approaches
(continued)
 Provide data analysis about the # of students who
attain the ACT/SAT college readiness benchmarks
 Explore & provide dual/concurrent enrollment
opportunities with local colleges
 Explore & provide early college programs and
opportunities for students who show potential and
ability to participate in such activities
Action Steps: Instructional Time
 Help identify ways to extend learning time for students,
including those in Tier 2 interventions
 Monitor participation and progress of students involved
with Tier 2 and 3 interventions
 Share results & impact of such interventions
 Identify students and interventions for accelerated/
enriched extended learning opportunities
Action Steps: Instructional Practices
 Determine impact of the CCSS on the development and
implementation of educational plans for all students
 Develop & annually update 6 year individual learning
plans which contain necessary career & college readiness
elements
 Develop career & college readiness lesson plans aligned
with CCSS standards
 Develop school counselor classroom lesson calendar and
distribute to all staff
Action Steps: Professional Learning
 Be part of the discussions with school leadership team,
data team and/or literacy council based on assessed
needs of students and observed needs of staff as they
relate to CCSS implementation
 Be an active participant in school wide PD activities
 Include PD goals in your Comprehensive School
Counseling program and your individual evaluation
 Reference ASCA’s tools when creating PD plans
Action Steps: Assessment
 Ensure that students understand how to interpret
current standardized assessments and the
implications of the results relating to their level of
career and college readiness
 Begin learning about and communicating about
upcoming common assessments
 Use data to identify student needs and monitor
progress
Action Steps: Visuals
 Display college poster and pennants
 Post college information, scholarships and student
acceptances*
 Post achievement and accomplishments of students
– I.e.: NMSQT Semi-finalists & finalists, AP scholars,
Honor Roll, NHS
* Only if this data is routinely published and will not
cause issues among students and community members
Action Steps: Visuals (continued)
 Proudly display pennants or articles of clothing
from their alma mater(s)
 Provide relevant and current information on your
counseling office website
 Create bulletin boards/special displays with
important career/college information or data
Action Steps: Auditory
 Make frequent announcements about student
accomplishments, deadlines, reminders, programs,
field trips
 Engage in routine conversations with students and
parents about career and college research, selection
and the application process
 Have counselors, teachers and other educators engage
in frequent discussions with all students about careers
and college
 Bring in alumni (high school or college) and business
people to speak to students about colleges and careers
Action Steps: Practices/Rituals
 School wide celebrations for academic achievement
(Honor roll breakfast, National Honor Society
induction)
 Incentives for academic achievement (I.e.:
Renaissance program, special privileges for honors
students; scholarship recognitions)
 Community activities that highlight academic
successes (I.e.: newspaper articles, bulletin boards in
local businesses)
 Advisory – incorporate career/college activities within
the small group advisory curriculum (if applicable)
Questions & Conversations
 What is not clear?
 What more do you need?
 How can we help each other?
 Who wants to share a success with CCSS
Implementation?
My contact information
Bob Bardwell
School Counselor & Director of School Counseling
Monson Innovation High School
55 Margaret Street
Monson, MA 01057
413.267.4589x1109
www.bobbardwell.com
[email protected]
bardwellr