ON THE ROAD TO CREATING CHAMPIONSHIP CLASSROOM GUIDANCE & SMALL GROUP SESSIONS Summer Kuba, Ed.S. & Ellen Chance, Ed.S. TODAYS ROAD MAP Introductions Parking Lot Goals and Objectives Networking Advocacy Engaging Students Data Back to Objectives Fun AGENDA INTRODUCTIONS: Summer Perhay Kuba FSCA Board Member Advocacy Chair EBSCC Member ACA Member ACES Member ASCA Member Professional School Palm Pointe Educational Research School Doctoral Student & Graduate Florida Atlantic University Ellen Chance Palm Beach Florida School Counselor Association (PBSCA), Co-President FSCA, Member ASCA, Member ACES, Member Professional School Pierce Hammock Elementary School in Palm Beach County Doctoral Student & Graduate Florida Atlantic University PARKING LOT This is a place for you to PARK any additional questions you may have. Please PARK your name andcontact if you would like to become involved in advocating for the school counseling profession. OUR GOAL AS PROFESSIONAL SCHOOL COUNSELORS TO REACH AS MANY STUDENTS AS POSSIBLE. DURING OUR TIME WITH STUDENTS, WE MUST CREATE AN ATMOSPHERE OF COHESIVENESS AND COLLABORATION, WHICH PROMOTES ACTIVE ENGAGEMENT AND OVERALL SUCCESS. BY CREATING "CHAMPIONSHIP" LESSONS, WE ENSURE THAT STUDENTS TAKE AWAY THE SKILLS NECESSARY TO BE SUCCESSFUL IN LIFE. The Joy of School Counseling https://www.youtube.com/watch?v=qykPBKCR6o4 TODAYS 1.Attendees will be able to identify at least 4 cooperative learning strategies that can be incorporated into small group & classroom guidance lessons to promote a caring, supportive and encouraging classroom all while keeping students engaged. 2.Attendees will be able to align engagement strategies with the ASCA National Model. 3.Attendees will be able to embed strategies/activities into their already utilized core curriculum by planning activities that promote academic, career or social-emotional development. 4.Attendees will be able to identify at least 4 methods for tracking outcome data. Learning Goals 1 ST STEP TOWARDS NETWORKING BREAKING THE ICE Find Someone Who Lives in another state. Works with elementary students. Works with middle school students. Works in the high school setting. Works with pre-school children. Exercised this week. Is attending the Advocacy Session tomorrow. Knows who your local legislator is. Is going to an Orlando theme park this weekend. Is here with their family and/or children Loves being a school counselor. Is a FSCA Member. Has a pet. Is currently in school. ICE BREAKER RESPONSIBILITIES TO THE PROFESSION Networking Advocacy Professional Identity BE THE CHANGE WHY IS NETWORKING IMPORTANT TO OUR PROFESSION? **Lets NETWORK** Turn and Talk Get someones name andaddress. NETWORKING WHAT ARE SOME WAYS YOU ADVOCATE FOR WHY IS ADVOCACY IMPORTANT? 1.Your students? 2.Your profession? RESPONSIBILITIES TO YOUR STUDENTS Individual Counseling Consultation Classroom Guidance Lessons** Small Group Counseling** **OUR FOCUS TODAY SCHOOL COUNSELORS ROLE https://www.youtube.com/watch?v=F38vcHf 5Xfc https://www.youtube.com/watch?v=pkQqbm n59xM WE LEARN: 10% of what we read 20% of what we hear 30% of what we see 50% of what we both see and hear 70% of what is discussed with others 80% of what we experience personally 95% of what we teach someone else William Glasser How Do We Learn? HOW DO I ENGAGE MY STUDENTS? Jot down, in your color, what you think of when you hear the words, cooperative learning relating to our job as a school counselor. 1) Positive Interdependence where team members are reliant on one another to achieve a common goal, and the entire group suffers the consequences if one member fails to do his or her work; Interdependence 2) Individual Accountability where each member of the group is held accountable for doing his or her share of the work; Accountability 3) Face-to-face Promotive Interaction where, although some of the group work may be done on an individual basis, most of the tasks are performed through an interactive process in which each group member provides feedback, challenges one another, and teaches and encourages his or her group mates; INTERACTION 4) Appropriate use of Collaborative Skills where students are provided with the opportunity to develop and implement trust- building, leadership, decision-making, communication, and conflict management skills; and COLLABORATE 5) Group Processing in which team members establish group goals, the assessment of their performance as a team occurs periodically, and they often identify changes that need to be made in order for the group to function more effectively. PROCESS 4 BASIC PRINCIPLES Equal Participation * Drives Students sense of importance gets rid of hogs and logs* Equal time-Equal turns Simultaneous Interaction *Drives engagement* Visual/audible interaction=engagement Individual Accountability *Drives Achievement* Each student must perform in front of another. They cannot hide. Positive Interdependence *Drives Cooperation* A gain for 1 benefits another Everyone must contribute PI ES Spencer Kagan BRAIN GYM BREAK Student Success Skills ON THE ROAD TO A POSITIVE SCHOOL CLIMATE Acceptance, Inclusion, Safety Mutual Respect, Fairness, & Kindness Free of discrimination and harassment; Positive Modeling & Encouragement Open Communication & Engagement EQUITY Cultural Diversity, Acceptance, and Tolerance Inspiration HIGH EXPECATIONS FOR ALL SCHOOL CLIMATE CLASS BUILDING TEAM BUILDING Stand Up Move Around Work with Others *We want teams to build a synergistic power as students bounce ideas off each other and build on each others ideas. WHAT DOES IT LIKE? How are you currently engaging students in your small groups and/or classroom guidance lessons? Think-Pair-Share What did you hear someone say? LOOKS LIKE TEAM BUILDING EXAMPLE: TEAM BUILDING CLASS BUILDING EXAMPLE: Quiz-Quiz-Trade Feelings (looks like, sounds like, feels like) Timer Each person should have 1 card. When music starts, move around the room stopping often. Quiz someone and switch cards. Dont forget to thank/congratulate! Move on to the next person. CLASSROOM WHATS IN IT FOR ME? Create a caring, cooperative classroom Make your lessons come alive Use strategies to reach all your students Foster belonging for students of all ability levels Have fun with your students Establish a classroom environment where everyone wants to beincluding you Reduce discipline problems Improve student relations in your class and beyond Build Your Students Social Skills Promote caring, kindness, empathy, respect, and responsibility Develop your students character in the context of learning together Improve student relations in your class and beyond Together Everyone Achieves More Increase students ability to value differences in teammates and themselves Develop synergy to increase energy and cooperation Make learning more fun for everyone Engage ALL students WIIFM ALIGNING THE STANDARDS BRAIN GYM BREAK Student Success Skills DATA: THE FINAL DESTINATION It is no longer enough for Professional School Counselors to answer the question, What do school counselors do? Professional School Counselors must now respond How are students different as a result to the question, How are students different as a result of what we do? (ASCA National Model, 2014). DATA Student Achievement Data Achievement Related Data Standards & Competency Related Data Disaggregate Data Comprehensive School Counseling Program Evaluation Data Data Over Time Data Drives Decisions DATA: A School Counselors Best Friend PROCESS DATA Where and how is your time spent? How do you document your time? How do you identify outcomes? DATA: A School Counselors Best Friend PROCESS DATA Recommended Tools For School Counselors: EZ Analyze (Time-Tracking Tool) Tracks time spent providing direct and indirect services. Tracks time with individual students, small groups, classroom guidance, parent meetings, etc. Creates graphs, analyzes data automatically. Calendars Google Calendar DATA: A School Counselors Best Friend PERCEPTION DATA Measures Competency Achieved 100% of the 5 th grade students have completed a career interest inventory Knowledge Gained 96% of student report gaining knowledge of how to handle and report bullying in their school. Attitudes/Beliefs of Students 85% of students feel safe at school. Tools to Measure: Pre-Post Tests Activity Completion Evaluations Surveys & Rating Scales DATA: A School Counselors Best Friend EXAMPLE: PRE/POST SURVEY DATA: A School Counselors Best Friend OUTCOME DATA How effective are you? What changes have you seen? Proof is in the data! Examples: Attendance improved among 5 th graders by 53%. Referrals decreased by 39% among the at-risk cohort. Outcome Data Tools: Vary by school district. Example (Educational Data Warehouse EDW) School Improvement Plans/Student Development Plans EZAnalyze DATA: A School Counselors Best Friend STRATEGIES: MAKING DATA LESS DAUNTING! Organized Start and Stay Organized Record Keeping Ensure efficient Record Keeping by utilizing effective tools (example EZAnalyze) to track time & outcomes. Needs Assessments Provide Needs Assessments at Beginning of Year Pre-Post Tests Use of Pre-Post Tests for every small group and classroom lesson. Surveys & Rating Scales Suggestion: Use Google Forms or Survey Monkey to disseminate needs assessments & Pre-Post surveys to students, teachers & parents online. Data is collected and analyzed seamlessly. resources Utilize these resources to assist you! DATA: A School Counselors Best Friend EXAMPLE ONLINE NEEDS ASSESSMENT DATA: A School Counselors Best Friend DATA RESOURCES Dimmitt, C., & Carey, J. (2007). Evidence-based school counseling: Making a difference with data-driven practices. Thousand Oaks, CA: Corwin Press. Hatch, T., & Wilkinson, D. (2014). The use of data in school counseling: Hatching results for students, programs, and the profession. Thousand Oaks, Calif.: Corwin. Kaffenberger, C., & Young, A. (2007). Making data work. Alexandria, VA: American School Counselor Association. Stone, C., & Dahir, C. (2006). The transformed school counselor. Boston: Lahaska Press. BACK TO OUR OBJECTIVES 1. Attendees will be able to identify at least 4 cooperative learning strategies that can be incorporated into small group & classroom guidance lessons to promote a caring, supportive and encouraging classroom all while keeping students engaged. Pair Share Jot Thoughts Find Someone Who Quiz-Quiz-Trade Whole Group Share LEARNING GOAL 1 BACK TO OUR OBJECTIVES 2. Attendees will be able to align engagement strategies with the ASCA National Model. Examples: Academic A:A3.2 Demonstrate the ability to work both independently and cooperatively with other students Personal/Social PS:A1.9 Demonstrate cooperative behavior in groups Career C:A1.4 Learn how to interact and work cooperatively in teams. LEARNING GOAL 2 BACK TO OUR OBJECTIVES 3. Attendees will be able to embed strategies/activities into their already utilized core guidance curriculum by planning activities that promote academic, career and/or social- emotional development. LEARNING GOAL 3 BACK TO OUR OBJECTIVES 4. Attendees will be able to identify at least 4 methods for tracking outcome data. Process Data Perception Data Outcome Data LEARNING GOAL 4 Team Work is FUN! MIRROR DANCING THANK YOU Please fill out the Evaluation We appreciate you taking time to play along. Dont forget to park your questions, comments on our parking lot along with youraddress. Pleaseus if you have any questions. Summer Kuba Ellen Chance EVALUATION QUESTIONS & ANSWERS REFERENCES American School Counselor Association (2004). The ASCA national model: A framework for school counseling programs (2nd ed.). Alexandria, VA: Author Brigman, G. & Webb, L. (2006). Student Success Skills: Classroom Manual. Boca Raton, FL: Atlantic Education Consultants. Kagan, S. (1994). Cooperative learning. San Juan Capistrano, CA: Kagan Cooperative Learning. Kagan, S., & Rodriguez, C. (2000). Silly sports and goofy games. San Juan Capistrano, CA: Kagan Publishing. Tsay, M., & Brady, M. (2010). A case study of cooperative learning and communication pedagogy: Does working in teams make a difference? The Journal of Scholarship of Teaching and Learning, 10, REFERENCES