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What are the
typical response
to changes?
FUNDING CHANGES
 Based on the number of English
Language Learners (EL), lowincome families (LI) and Foster
Care (FC)
 State Board’s aim is to strike a
right balance between local
control and accountability
 Supplemental and
concentration grants
 Required to “improve services”
COMPLIANCE CHANGES
1.
2.
3.
4.

5.
6.
7.

8.

Compliance with Williams Settlement
Compliance with CCSS and ELD standards
Parental involvement
Pupil Achievement – statewide assessments,
API, completion of A-G requirements, CTE
sequences and advanced placement courses,
EL progress toward proficiency, college
preparation (Early Assessment Program)
Pupil engagement – attendance, dropout
and graduation rates
School climate – suspension and expulsion
rates, etc.
Access, including for subgroups and students
with special needs, to a broad course of
study in specified subject areas
Pupil outcomes in those specified subject
areas
MORE COMPLIANCE
CHANGES
 Passed in 2012; Senator
Steinberg; CASC supported
 Test results will constitute no
more than 60% of the value of
a secondary school
 Measures graduation rates
 Implementation of new
measures – 2015/2016
•January 31, 2014
•June 30, 2014
Local Control Accountability
Plan (LCAPs)
Timeline

•Equity groups to monitor LEAs
implementation decisions
http://www.youtube.com/watch?v=dY2mRM4i6tY&
desktop_uri=%2Fwatch%3Fv%3DdY2mRM4i6tY&ap
p=desktop
Where does the
school counselors’
skill-set come in?
Consider it a
school counseling
opportunity?

CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
According to Hattie, a visible learner:
•
clearly understands what they are learning,
•
knows where they are in the learning progression,
•
and can articulate their personal goals.

12
Mark Engberg and Aliza Gilbert
have synthesized the results of
data derived from the High School
Longitudinal Study of 2009 (HSLS:
09), a federally-funded, nationally
representative, study that surveyed
students beginning in the ninth
grade with follow-up surveys
administered as students
transition to postsecondary
education and the workforce.
21,000 ninth graders in 940
schools were surveyed using a
multi-stage design frame that
allows for generalization to more
than 4.2 million students. More
than 15 years of evidence-based
research involving millions of
students was utilized to determine
what actually works in schools
towards increasing college-going
rate.
13
 Organizational environment of a
high school is an important
determinant of the college-going
culture.
 Counseling department functions as
an important intermediary in
enhancing college opportunities.
 The percentage of hours spent on
college counseling as well as the
average counselor to student
caseload of a high school were
significantly related to the collegegoing culture of a school.
 Counseling resources utilized
significantly influenced four-year
college-going rates, including
resources relegated toward
financial aid assistance, college
fairs, and course-taking
opportunities at four-year colleges.

14
The Counseling Opportunity
Structure: Examining
Correlates of Four-Year
College-Going Rates
- Engberg M., & Gilbert, A. (2013)

Policy Analysis for California
Education

Analysis!

http://edpolicyinca.org/blog/couns
eling-opportunity-structureexamining-correlates-four-yearcollege-going-rates

15
YOUR TURN...
Think critically as you read through the list of influence factors
from Engberg and Gilbert‘s research (2013). Rank each –
high, medium, low – regarding the positive impact that the
action, strategy, or attitude has on students’ college going
rate. Decide which priorities you would consider with your
counseling team when you return home. You may collaborate
and communicate with your table group!
Consider it a
project not a
problem

CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
Our Project

LIF
 Our Language
 Our Involvement
 Our Focus
School Counselors make a difference
http://www.youtube.com/watch?v=ZgldBB2Hlzs
Don’t tell me
what you
did…tell me

how students

Tell me how students

are different and why
they are different

are different

using basic

because of

researched/theoretical

what you did.

concepts
 Attribution Theory: proposed that a person's own perceptions or attributions
as to why they succeeded or failed, determines the amount of effort the
person will engage in, in the future. When attributions of self lead to positive
affect, such attributions should result in greater willingness to approach similar
tasks in the future. This theory is also related to locus of control
- Benard Weiner

 Locus of control is the framework from Rotter's (1954) social-learning theory
of personality. It refers to the extent to which individuals believe that they can
control events that affect them. A person's "locus" (Latin for "place" or
"location") is conceptualized as either internal (the person believes they can
control their life) or external (meaning they believe that their decisions and life
are controlled by environmental factors which they cannot influence).
Individuals with a high internal locus of control believe that events in their life
derive primarily from their own actions; for example, when receiving test
results, people with an internal locus of control would praise or blame
themselves and their abilities, whereas people with a high external locus of
control would praise or blame the teacher or the test.
- Julian B. Rotter, 1954
Our Project

LIF
 Our Involvement

 Our Focus
School Counselors make a difference
http://www.youtube.com/watch?v=ZgldBB2Hlzs
Email sent on November 7, 2013

Our
Focus

Our
Involvement

Loretta: Day two (State Board) presented interesting questions
about the way schools will be able to use the LCFF money and if it
will be going to the students that the money represents. School
counselors could be viewed instrumental in this process, if they can
demonstrate how to accurately identify and orchestrate key
resources to help the Foster, poor and ELA populations. In our
District, every below basic student under AB 1802 was electronically
documented and was followed through with a series of questions
with parents to determine individual need. In similar fashion,
counselors can show their value and results in this latest
scenario. I'm worried that the money will go to class size reduction
and Superintendents' priorities, if counselors don't begin to show
local school boards how they can make a difference. I heard nothing
about professional development for school counselors at this last
meeting, only teachers and admin. It would appear if sch. couns.
are part of the equation in helping this population, receiving some
monies to train sch. couns. in this process would be a beginning
step in recognizing their place at the table. George
For more information contact:
Loretta Whitson: Lwhitson@monroviaschools.net

http://www.youtube.com/watch?v=JAAsWDNcgtM

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Ventura counseling presentation 12 1 3

  • 1.
  • 2. What are the typical response to changes?
  • 3. FUNDING CHANGES  Based on the number of English Language Learners (EL), lowincome families (LI) and Foster Care (FC)  State Board’s aim is to strike a right balance between local control and accountability  Supplemental and concentration grants  Required to “improve services”
  • 4. COMPLIANCE CHANGES 1. 2. 3. 4. 5. 6. 7. 8. Compliance with Williams Settlement Compliance with CCSS and ELD standards Parental involvement Pupil Achievement – statewide assessments, API, completion of A-G requirements, CTE sequences and advanced placement courses, EL progress toward proficiency, college preparation (Early Assessment Program) Pupil engagement – attendance, dropout and graduation rates School climate – suspension and expulsion rates, etc. Access, including for subgroups and students with special needs, to a broad course of study in specified subject areas Pupil outcomes in those specified subject areas
  • 5. MORE COMPLIANCE CHANGES  Passed in 2012; Senator Steinberg; CASC supported  Test results will constitute no more than 60% of the value of a secondary school  Measures graduation rates  Implementation of new measures – 2015/2016
  • 6.
  • 7. •January 31, 2014 •June 30, 2014 Local Control Accountability Plan (LCAPs) Timeline •Equity groups to monitor LEAs implementation decisions
  • 9. Where does the school counselors’ skill-set come in?
  • 10. Consider it a school counseling opportunity? CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction
  • 11.
  • 12. According to Hattie, a visible learner: • clearly understands what they are learning, • knows where they are in the learning progression, • and can articulate their personal goals. 12
  • 13. Mark Engberg and Aliza Gilbert have synthesized the results of data derived from the High School Longitudinal Study of 2009 (HSLS: 09), a federally-funded, nationally representative, study that surveyed students beginning in the ninth grade with follow-up surveys administered as students transition to postsecondary education and the workforce. 21,000 ninth graders in 940 schools were surveyed using a multi-stage design frame that allows for generalization to more than 4.2 million students. More than 15 years of evidence-based research involving millions of students was utilized to determine what actually works in schools towards increasing college-going rate. 13
  • 14.  Organizational environment of a high school is an important determinant of the college-going culture.  Counseling department functions as an important intermediary in enhancing college opportunities.  The percentage of hours spent on college counseling as well as the average counselor to student caseload of a high school were significantly related to the collegegoing culture of a school.  Counseling resources utilized significantly influenced four-year college-going rates, including resources relegated toward financial aid assistance, college fairs, and course-taking opportunities at four-year colleges. 14
  • 15. The Counseling Opportunity Structure: Examining Correlates of Four-Year College-Going Rates - Engberg M., & Gilbert, A. (2013) Policy Analysis for California Education Analysis! http://edpolicyinca.org/blog/couns eling-opportunity-structureexamining-correlates-four-yearcollege-going-rates 15
  • 16. YOUR TURN... Think critically as you read through the list of influence factors from Engberg and Gilbert‘s research (2013). Rank each – high, medium, low – regarding the positive impact that the action, strategy, or attitude has on students’ college going rate. Decide which priorities you would consider with your counseling team when you return home. You may collaborate and communicate with your table group!
  • 17. Consider it a project not a problem CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction
  • 18. Our Project LIF  Our Language  Our Involvement  Our Focus School Counselors make a difference http://www.youtube.com/watch?v=ZgldBB2Hlzs
  • 19.
  • 20.
  • 21. Don’t tell me what you did…tell me how students Tell me how students are different and why they are different are different using basic because of researched/theoretical what you did. concepts
  • 22.  Attribution Theory: proposed that a person's own perceptions or attributions as to why they succeeded or failed, determines the amount of effort the person will engage in, in the future. When attributions of self lead to positive affect, such attributions should result in greater willingness to approach similar tasks in the future. This theory is also related to locus of control - Benard Weiner  Locus of control is the framework from Rotter's (1954) social-learning theory of personality. It refers to the extent to which individuals believe that they can control events that affect them. A person's "locus" (Latin for "place" or "location") is conceptualized as either internal (the person believes they can control their life) or external (meaning they believe that their decisions and life are controlled by environmental factors which they cannot influence). Individuals with a high internal locus of control believe that events in their life derive primarily from their own actions; for example, when receiving test results, people with an internal locus of control would praise or blame themselves and their abilities, whereas people with a high external locus of control would praise or blame the teacher or the test. - Julian B. Rotter, 1954
  • 23. Our Project LIF  Our Involvement  Our Focus School Counselors make a difference http://www.youtube.com/watch?v=ZgldBB2Hlzs
  • 24. Email sent on November 7, 2013 Our Focus Our Involvement Loretta: Day two (State Board) presented interesting questions about the way schools will be able to use the LCFF money and if it will be going to the students that the money represents. School counselors could be viewed instrumental in this process, if they can demonstrate how to accurately identify and orchestrate key resources to help the Foster, poor and ELA populations. In our District, every below basic student under AB 1802 was electronically documented and was followed through with a series of questions with parents to determine individual need. In similar fashion, counselors can show their value and results in this latest scenario. I'm worried that the money will go to class size reduction and Superintendents' priorities, if counselors don't begin to show local school boards how they can make a difference. I heard nothing about professional development for school counselors at this last meeting, only teachers and admin. It would appear if sch. couns. are part of the equation in helping this population, receiving some monies to train sch. couns. in this process would be a beginning step in recognizing their place at the table. George
  • 25. For more information contact: Loretta Whitson: Lwhitson@monroviaschools.net http://www.youtube.com/watch?v=JAAsWDNcgtM

Notas do Editor

  1. http://www.youtube.com/watch?v=5s0rRk9sER0 – State standards solve what: Global competitiveness, consistency among states, college and career life preparation.http://www.youtube.com/watch?v=dY2mRM4i6tY&desktop_uri=%2Fwatch%3Fv%3DdY2mRM4i6tY&app=desktop I choose Chttp://www.youtube.com/watch?v=7KMM387HNQkhttp://www.youtube.com/watch?v=9IGD9oLofkshttp://www.youtube.com/watch?v=0-J-3kXKHag
  2. Give handout