Counselors: Cure for the Common Core
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Transcript of Counselors: Cure for the Common Core
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Counselors: Cure for the Common CoreTools for Success: Common Core, College and Career Conference, March 13, 2014
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MATHEMATICS
Focus, coherence and clarity: emphasis on key topics at each grade level and
coherent progression across grades
Balance between procedural fluency and understanding of concepts and skills
Promote rigor through mathematical proficiencies that foster reasoning and
understanding across discipline
ENGLISH LANGUAGE ARTS/LITERACY
Balance of literature and informational texts (non fiction); focus on text
complexity
Emphasis on argument, informative/ explanatory writing, and research
Literacy standards for history, science and technical subjects
ANCHORED IN COLLEGE AND CAREER READINESS
2
Key Advances of Common Core
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Common Core State Standards Design
Focused, coherent, rigorous
Internationally benchmarked
Evidence and research based
Linked to College and Career readiness *
* Ready for first-year, credit bearing, postsecondary coursework
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Common Core State Standards Challenge
How do we get from here... ...to here?
All studentsleave high school college and career
ready
Common Core State Standards
specify K-12 expectations for
college and career readiness ...and what can
Counselors do to help?
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Common Core Standards : Backward Design Model
Started with the End Goal
Driving force: Low US college-going rates
Economic pressure
Race to the Top pushed states to make the choice
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Common Core Standards Require Counselors to
Think across grade levels
Develop comprehensive programs
Provide academic supports to students
Create standards-based college and career focused lessons
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Local Control Budget Overlaps CC
SB 1458 passed in 2012 -Senator Steinberg
Test results will constitute no more than 60% of the value of a secondary school
Measures graduation rates and college-going rates
From API – EQI – Equity Quality Index
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Counselors as Experts for the Cure
Curriculum
Assessment
College and Career Readiness
Data-Driven Practice
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Counselors and Common Core Curriculum
Focus on academic preparation without remediation
Quality and level of high school coursework is a key level of curricular reform
Counselors experts in transcript evaluation – most important factor in college admission process
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Counselors as Assessment Experts
Formative Assessments allow for Interventions and regular check-ups
Checks on student progress and design and provide intervention programs
Identify classes/courses/teachers where students are not successful
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Counselors in College and Career Readiness
http://www.trbimg.com/img-520be020/turbine/la-me-cal-freshmen-pictures-20130816-008/980
Prepare students for college and career
Identify interests linked to major selection
Schedule college prep coursework
Aspiration building, especially for first-generation students
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Counselors in College and Career Readiness
Provide financial aid information
Promote Career Technical Education
Assist students through complex application process
Facilitate access to college
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Counselors Demonstrate Data-Driven Practices
Analyze and Gather Data on:
UC/CSU A-G Completion
PSAT, SAT, AP, IB
ACT Exams
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Counselors Demonstrate Data-Driven Practices
Analyze Data regarding:
Students not on track for college prep Math
Students repeating Math courses
Review School Policy regarding course selection, offerings, and sequencing
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Counselors are Collaboration Experts
Work with administrators to ensure equity of school-wide policies
Schedule and Placement in rigorous classes
Remedial Support &Tutoring
Identify performance barriers
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Key Shift – from High School Completion to College Graduation
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To College and Career Ready! “Closing the gap between high school completion
requirements and college entrance expectations is arguably the single most important thing to fix, if we are to address our college completion problem.
I feel strongly that higher education must step forward and exercise leadership at this moment in time.
A lot is at stake for our nation and well-being of future generations.”
-Mike Kirst, President, California State Board of Education
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Common Core and Higher Education
Create a seamless transition between sectors
Focus on skills students need to enter college
Major issue: Disconnect between K-12 and Higher Ed.
AP Program provides curricular coherence
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Counselors as Leaders and Managers
Solution-focused, data driven
Counselor a champion and architect of the college-going culture
Communicate expectations and requirements
Provide strategies for working with students and their families
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Our Membership has a Role to Play
Joint efforts = Strength
Identify common issues
Increased communication and cross-pollination
Focus on Data analysis and training
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Counselor Accountability Tool Model
Results/Outcome Statement:
Baseline Data:Goal Statement:
Impact of Levels of Interventions and School Counselor’s Role
Individual Level
Group Level
Classroom Level
Grade Level
School-wide Level
Family Level
Community Level
1 2
3 4
Year-end Data/PPT
5
Adapted from The College Board’s National Office of School Counselor Advocacy (2010)
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Identify a Critical Data Point
Number of Latino students enrolled in Algebra 1
Baseline Data:1
Adapted from The College Board’s National Office of School Counselor Advocacy (2010)
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Goal Statement Components
GOAL COMPONENTS
1. Increase/decrease 2. Group that is targeted3. Target category (e.g.
time/class)4. Degree of change (# or
%)5. End date (month/year)
Increase enrollment in the Latino students in Algebra I by 50% at the end of registration/
beginning next fall.
Goal Statement: (5 parts):
2
Adapted from The College Board’s National Office of School Counselor Advocacy (2010)
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3
Adapted from The College Board’s National Office of School Counselor Advocacy (2010)
Intervention Targets What is in Place? What Could Be?
Individual
Group
Classroom
Grade Level
School-Wide
Family
Community
Provide Interventions to Ensure Impact
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Analyze Intervention Results
4
Results/Outcome Statement:
Adapted from The College Board’s National Office of School Counselor Advocacy (2010)
•Collected data indicates the goal of 50% was not met.
•However, several levels of intervention indicate movement toward 50%.
•Institutionalization of the successful levels will begin to foster systemic policies/practices.
•Revisiting the non-movement levels will occur within 30 days.
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Sharing Outcomes is Key
Year-end Strategic Tool Sharing
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Adapted from The College Board’s National Office of School Counselor Advocacy (2010)
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Identify Effectiveness and Impact
Highlight what’s useful (and what’s not)
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Develop an Action Plan for Change
Troubling Data/Baseline data/Special Issue Link with Common Core and Local Accountability Plan– Principal’s Goals Form a Team Action steps – with a timeline Results Next steps Result Shared with and Lessons Learned
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First Steps in Developing the Plan
• Involve Administration• Develop Collaborative Teams
- Inside
- Outside• Deal with Resistance
- Anticipate
- Who would benefit
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Assemble Your Team
Practitioners Leaders Faculty Community members Parents School Board members
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Maintain Your Momentum: Strategies
• Developing Strategies
- Team meetings
- Shared responsibilities
- Goal setting• Evaluating Progress
- Use the data
- Consider short and long-term approaches• Celebrating and Sustaining
- Presentations
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Sustainability: Essential Questions
- How can we collaborate with colleagues?
- Do we have the Will to Change?
- Who sets the Priorities?
- Who Keeps us on Track?
- When do we “check in”?
- How do we communicate our success?
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Be Bold in Sharing Your Work
Faculty Meetings
Administrator Meetings
School Board Meetings
PTSA Meetings
District Headquarters
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Presentation Outline
Demographics background Data overview Troubling data Align troubling data with Common Core and Local
Accountability Plan Intervention summary Post-intervention results Pre-Post comparison Lessons learned and Next Steps
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Keep in Mind for your Common Core Plan
• Every school has existing resources
• Build partnerships! • You are not alone!• Intentionally link to
Common Core and LCAP/LCFF
• Think BIG, but remember the details.