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

7. •January 31, 2014
•June 30, 2014
Local Control Accountability
Plan (LCAPs)
Timeline
•Equity groups to monitor LEAs
implementation decisions

8. http://www.youtube.com/watch?v=dY2mRM4i6tY&
desktop_uri=%2Fwatch%3Fv%3DdY2mRM4i6tY&ap
p=desktop

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

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

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