WV Student Success StandardsMath Integration

Dr. Barb Brady

School Counseling Coordinator

&

Office of Secondary Programs Staff

College and Career and Citizenship Ready

means that students exit high school qualified to enroll in high-quality postsecondary opportunities in college and career, including the U.S. Military, without need for remediation and equipped with the knowledge, skills and dispositions to make that transition successfully. This means that all students must graduate having mastered rigorous content knowledge and demonstrated their ability to apply that knowledge through higher-order skills including but not limited to critical thinking and complex problem solving, working collaboratively, communicating effectively, and learning how to learn. Students must also be prepared to navigate the pathways and systems that will allow them to gain access to positive postsecondary opportunities.

School Success – College and Career Ready

Knowledge, Skills, and Dispositions: The Innovation Lab Network State Framework for College, Career, and Citizenship Readiness, and Implications for State Policy Chief Council of State School Officers – Feb 2013

Core Skills

Initiative Social & Personal Responsibility

Self–Control

Intellectual Curiosity Adaptability Study Skills

Problem Solving Collaboration Time and Goal Management

Critical Thinking Communication Leadership

Self–Awareness Self–Control Applied Knowledge

Integrity Self-Efficacy Social & Personal Responsibility

Beyond academics

Key skills and dispositions supported by research as strongly predictive of academic and lifelong success. (Pk-12 school success, college retention, graduation, etc.)

School Success –College and Career Ready

Knowledge, Skills, and Dispositions: The Innovation Lab Network State Framework for College, Career, and Citizenship Readiness, and Implications for State Policy Chief Council of State School Officers – Feb 2013

Beyond academics

School Success: College and Career Ready

Knowledge, Skills, and Dispositions: The Innovation Lab Network State Framework for College, Career, and Citizenship Readiness, and Implications for State Policy Chief Council of State School Officers – Feb 2013

Global Competence

Global competence is the capacity and disposition to understand and act on issues of global significance.

Educating for Global Competence: Preparing Our Youth to Engage the World Council of Chief State School Officers’ EdSteps Initiative & Asia Society Partnership for Global Learning (2011)

Global Competence• Recognize perspectives and communicating with diverse audiences

• Understand the work individuals in society carry out, civic participation, self-expression, social life, and health unfold in a global scenario.

• Appreciate cultural diversity and the importance of intercultural understanding and acceptance of differences of opinion

• Investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research.

• Take action to improve conditions, viewing themselves as players in the world and participating reflectively.

Educating for Global Competence: Preparing Our Youth to Engage the World

CCSSO

Delivery Systems

5.1.b. Integrated Delivery of WV Student Success Standards – The WVSSS (see incorporated documents) describe the attitudes, knowledge, skills and behaviors all students shall develop in relation to academic and learning development; career and life planning; personal and social development; and global citizenship. The WVSSS are critical to the holistic development of all students and require integration into all aspects of each student’s educational experience utilizing a variety of delivery modalities. The WVSSS are the foundational standards for each CSCP. The integrated delivery of these standards is coordinated by the school leadership team, the school counselor and teachers.

CSCP Four Student Standards areas:

– ACADEMIC and LEARNING DEVELOPMENT

– CAREER DEVELOPMENT and LIFE PLANNING

– PERSONAL and SOCIAL DEVELOPMENT

– GLOBAL CITIZENSHIP

Programmatic Level Competencies (Elementary [3 levels], Middle and High School)

– Competencies grouped by overarching Learner Outcomes

How the Student Success Standards were Developed

• Reviewed the current standards in Policy 2315 and the revised version from the Model Task Force.

• Reviewed other state and national standards and documents including:

• ASCA National Standards (same as 2001 Policy 2315)• Utah Office of Education Comprehensive Counseling and

Guidance Program (global citizenship)• Connecticut State Board of Education Comprehensive School

Counseling Program (programmatic levels)• Council of Chief State School Officers (Global Competence

Matrix)• National Association of School Psychologists (School Mental

Health)• National Association for the Education of Young Children

(developmentally appropriate practices)• National Endowment for Financial Education• College Board: National Office for School Counselor Advocacy• National High School Center - College and Career Readiness

Mapping the Landscape

West Virginia Student Success Standards

• REPLACE school counseling program standards

• Identify programmatic level competencies

• Everyone owns the responsibility to ensure student success and college and career readiness

West Virginia Student Success Standards

• Course Integration– Cross walk tools – NxtGen Standards

• Standards-based advisory systems (6-12)• Course Integration

• coordinated by the school leadership team, the school counselor and teachers

WVSSS Integration

• School leadership team determines priorities and delivery schedule (who, what, when, how)

– Student data (Middle and high school needs assessments, discipline referrals, bullying incidences, dropout rate, culture survey, etc.)

– Community data (crime, violence, poverty rate, disasters

– Systemically embedded in early learning framework

– Programmatic level indicators designed to be purposefully within each programmatic level

Student Success Standards (continued)

Composite Cross-Walk

Cross-walk Integration GuideSAMPLE – English/Language Arts

West Virginia Student Success Standards (WVSSS) for Adolescent Level Programming

(Grades 9-12)

Competency 3.2 - Goal Setting and Attainment: ALP.SS.3.2.1• analyze the relationship between behaviors, choices and

consequences and apply a decision making model to achieve desired goals.

• HE.HS.5.01: apply a decision-making process for various life situations

Some mathematical content lends itself will to SSS Learning Outcomes

For example: Learning Outcome:

Practice Financial Responsibility

Middle School Objectives Related to “Practice Financial Responsibility”

• M.7.RP2 represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.

• M.8.EE.5 graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare the cost of a cell phone plan represented by a graph to the cost of another represented by an equation.

School CounselingWebsite

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WV School Counseling Model and Implementation Tools

GROUP DIALOGUE • Give examples of how the WVSSS are being integrated

in your schools.

• Discuss your role in coordinating integrated delivery of the standards

• Describe your leadership team and the process for ensuring integrated delivery of the WVSSS within your programmatic level

Questions

Dr. Barb Brady barbbrady@k12.wv.us

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