CKES A Counselor Performance Evaluation Instrument Mark Ellis

CKES: A Counselor Performance Evaluation Instrument Mark Ellis Karen Griffith Sloane Molloy Tinisha Parker

Why do we need CKES? • Clearly define the role of the professional school counselor • Standardize the evaluation of Georgia’s school counselors

CKES Development July 2013 Instrument developed by committee of eight (2 Elementary, 2 Middle, 2 High, and 2 District level school counseling professionals, representing south Georgia, middle Georgia, and the metro area) November 2013 Instrument shared with a Focus Group of 25 school counseling professionals at fall conference February 2014 Revisions made to the instrument based on feedback from Focus Group February 2014 Rating scale and supporting documents created by committee February 2014 Revised CKES and supporting documents provided to districts interested in field testing April 2014 Survey conducted via CTAE Network May 2014 Survey conducted and feedback collected from field test participants 2014 -2015 Pilot year

Focus Group Results • 25 participants representing 11 of 12 regions, 17 districts and all levels Believes CKES Defines Role Current Evaluation 25 1 5 2 1 Counselor 20 Teacher 15 Support Staff 16 None Unsure 23 Agree Unsure 10 5 Disagree 2 0 • Likes: – Supports role of counselor in serving students and meeting needs of school community – Comprehensive and detailed instrument with examples and artifacts – Reinforces and informs regarding appropriate role of the counselor – Alignment with TKES & LKES – Alignment with ASCA National Model – Uniformity and standardization across the state

Counselor Survey Results 1, 128 Participants 11 1% Work-setting Current Evaluation 3 0% Elementary 373 34% Teacher 651 56% High District 237 21% 159 14% None Location 232 Southeast 300 27% Support Staff 194 17% Post Secondary 101 9% Counselor Specific 160 14% Middle 487 44% 117 10% 35 3% Seventy four percent want to be evaluated based on the job description of a school counselor within a comprehensive school counseling program. Southwest Unsure 57 Middle No Metro 86 8% 373 33% Yes 835 Northeast Northwest 106 9% 0 200 400 600 800 1000

ac K-1 2 s s tan t n dar e d dsu t Specialized S bas t L n L ed e Interventions A and r m o p f da lo ss tae e c v dri c e A ven d pre d l n a ven ci y a t o i tiv s u / e in q l E a Individual de on sig s r Support n e p nd a r, e re a c ci , m e Small Group & Closing the Gap ad Curriculum (Classroom Lessons/Advisement) Gail M. Smith (2009) A Comprehensive School Counseling Program

The American School Counselor Association National Model Evaluates the program based on outcomes and makes adjustments Involves others and measures the impact of the school counseling program Addresses the students’ needs via direct and indirect services Determines the academic, career, and personal/so -cial needs of the students in your school

Performance Standard 1: Professional Knowledge (Foundation System) The professional school counselor demonstrates an understanding of a comprehensive school counseling program by providing relevant learning experiences in the three domains: Academic achievement, career development and personal/social growth. Exemplary (3) Proficient (2) Needs Development (1) Ineffective (0) The school counselor continually demonstrates an extensive understanding of a comprehensive school counseling program and serves as a professional leader by sharing and contributing to the further development of the counseling profession. The school counselor consistently demonstrates an understanding of a comprehensive school counseling program and provides relevant learning experiences in the three domains. The school counselor inconsistently demonstrates an inadequately demonstrates an understanding of a comprehensive school counseling program OR does intermittently uses the not use the knowledge in practice.

Georgia Curriculum Crosswalking Tool

Performance Standard 2: Instructional Planning (Management/Foundation Systems) The professional school counselor plans and develops a goal-driven, comprehensive school counseling program using curriculum and standards, resources, and data to address the needs of all students. Exemplary (3) The school counselor uses data and evidence-based resources to plan and develop a comprehensive school counseling program and specific program goals that are aligned with the school strategic plan to promote achievement for all students. Proficient (2) Needs Development (1) Ineffective (0) The school counselor consistently plans and develops a goal-driven, comprehensive school counseling program using curriculum and standards, resources, and data to address the needs of all students. The school counselor inconsistently uses curriculum and standards, resources, data, and/or goals to plan a comprehensive school counseling program for all students. The school counselor does not plan a goal-driven, comprehensive school counseling program OR plans without adequately using curriculum and standards, resources, and/or data.

Annual Partnership Agreement

School Counseling Program Goals S 1. S pecific, M M easureable, A A ttainable, R R esults-Oriented, & T T ime Bound 2. Reflect school data 3. Align with School Improvement Plan

Write a SMART Goal By ___________, end date ___________ will increase/decrease identified students choose one _____________________ achievement, attendance, behavior by ______________. measure of change Be Specific!

School Counseling Program Goals • State Specific, Desirable Student Outcomes • Based on School Data • Address 3 Domains • May Address School-wide Data, Policies, & Practices to Address Closing the Gap Issues

How 1. Burning Question 2. School Data Profile Review 3. Current Strategies Brainstorming 4. School Improvement Plan Review 5. SMART Goal Development

How do I choose one? • Identify a “Burning Question” – What courageous conversations have been or need to be conducted? – Consider current beliefs & inequalities – Based on data • Enrollment patterns – Which students are taking which classes (remedial/enrichment)? • Discipline referrals – Which students are being referred and why? • Student absences – Who is absent and why?

How do I choose? • Examine Data – School Data Profile • Identify academic gaps by categories • Think about categories (which groups & what do you want to know? ) – Compare • Consider categories within one year • Compare local performance with system and state performance • Look at trends across years • Percentages, Numbers, Names – What percentage of the population shows up and how compare it to the total school population? – Always check the actual numbers and individuals behind those percentages

How do I choose? • Identify Current Strategies (Core Curriculum) – What are you Providing to All Students – Consider All 3 Domains (academic, career, personal/social) • Provides Overview – Provides Reminder of Strategies Used • Reveals Gaps in Program Delivery – Which areas have less? Too much?

How do I choose? • Identify a SIP Goal – Which School Counseling Program Activities align with the goal? • Conversation with Administration – What is the primary focus for the year?

Program Goals - Examplars Goal #1– Decrease the total number of absences in the 2012 -2013 school year for identified students in grades 6 -8 who missed greater than 15 days in the 2011 -2012 school year or who missed greater than 5 days in the first 9 weeks of the 2012 -2013 school year from 164 cumulative days absent to 100 days measured at the end of the school year. Goal #2 – Decrease the number of discipline referrals in grades 6 -8 for classroom and school disturbance from 87 in the 2011 -2012 school year to 50, measured at the end of the 2012 -2013 school year. Goal #3 - Decrease the number of students in grades six through eight who are failing a class at the end of the first nine weeks from 70 to 20 by the end of the 4 th 9 weeks. Goal #4 – Decrease the number of identified economically disadvantaged students in grades six through eight who failed either of the Reading, ELA, and Math sections of the Spring 2013 CRCT from 28 to 14.

Performance Standard 3: Instructional Strategies (Delivery System) The professional school counselor promotes student learning by implementing a comprehensive school counseling program by spending 80% of time in school counseling core curriculum, individual student planning, responsive services, and indirect student services and 20% in program planning and school support. Exemplary (3) Proficient (2) Needs Development (1) Ineffective (0) The school counselor continually promotes student learning by implementing an exemplary comprehensive school counseling program that serves as a model for other counseling programs and positively impacts the overall school strategic plan. The school counselor consistently promotes student learning by implementing a comprehensive school counseling program by spending 80% of time in school counseling core curriculum, individual student planning, responsive services, and indirect student services and 20% in program planning and school support. The school counselor inconsistently promotes student learning by implementing some components of a comprehensive school counseling program. The school counselor does not promote student learning by failing to implement a comprehensive school counseling program, which includes core curriculum, individual student planning, responsive services, and indirect student services.

Core Curriculum • Standards based – Academic Achievement – Career Exploration – Personal/Social Growth • • Developmentally appropriate for Pre K-12 Tied to the school improvement plan Can be cross-walked with teacher standards Delivered through – Classroom Lessons – Group Activities

Individual Planning Ongoing systemic activities to assist students individually in establishing personal goals and developing future plans

Responsive Services Activities to meet students’ immediate needs: – Individual Counseling – Small Group Counseling – Crisis Intervention – Agency Referrals – Consultation – Peer Facilitation

Indirect Student Services • Referrals • Consultation • Collaboration

Program Planning and School Support Management activities that establish, maintain, and enhance the total school counseling program such as: • Program Management • Professional Development • Data Analysis • Fair Share Responsibilities

Addressing student needs within comprehensive programs Direct Services to School Counseling Core Students (Face to Face Curriculum Interactions with Students) Provides developmental curriculum content in a systematic way to all students Individual Student Planning Assists students in the development of educational, career and personal plans Responsive Services Indirect Services for Students (Communications on behalf of students) Addresses the immediate concerns of students Recommended 80% or more Referrals, Consultation and Interacts with others to provide Collaboration support for student achievement Program Planning and Foundation, management School Support and accountability of the program and school support Includes planning and evaluating the school counseling program and school support activities 20% or less

Use of time tools

Performance Standard 4: Individualized Instruction (Delivery System) The professional school counselor coordinates individual student planning and responsive services designed to meet student needs on an individual and/or small group basis. Exemplary (3) The school counselor continually facilitates innovative individual and small group interventions that engage students in critical and creative thinking and challenging activities tailored to address individual student needs. Proficient (2) The school counselor consistently coordinates individual student planning and responsive services designed to meet student needs on an individual and/or small group basis. Needs Development (1) The school counselor inconsistently coordinates individual student planning and responsive services designed to meet student needs on an individual and/or small group basis. Ineffective (0) The school counselor does not coordinate individual student planning and responsive services designed to meet student needs on an individual and/or small group basis.

AC CA C I M E AD RE E R PERSONAL SOCIAL

Performance Standard 5: Data Collection (Accountability/Management Systems) The professional school counselor uses a variety of strategies and instruments to collect student data in order to guide appropriate counseling interventions and programs. Exemplary (3) The school counselor continually demonstrates expertise and provides leadership in the development and the utilization of a variety of strategies and instruments that measure process, perception and outcome data to drive program planning. Proficient (2) Needs Development (1) Ineffective (0) The school counselor systematically and consistently uses a variety of strategies and instruments to collect student data in order to guide appropriate counseling interventions and programs. The school counselor inconsistently uses a variety of strategies and instruments OR the instruments are not always appropriate to collect the necessary student data to guide counseling interventions or programs. The school counselor does not use strategies and instruments OR the instruments are not appropriate to collect the necessary student data to guide counseling interventions or programs.

Performance Standard 6: Data Evaluation (Accountability/Management Systems) The professional school counselor evaluates student data and the effectiveness of the counseling core curriculum, small groups, and closing-the-gap data in order to assess and plan the school counseling program and shares program results with stakeholders. Exemplary (3) The school counselor continually demonstrates expertise in using relevant data to evaluate the program and leads others in the effective use of data to inform program decisions that bring about systemic change. Proficient (2) Needs Development (1) Ineffective (0) The school counselor systematically and consistently uses relevant data to evaluate and develop the school counseling program, and shares program results with stakeholders. The school counselor inconsistently uses relevant data to evaluate and/or develop the school counseling program, and/or inconsistently shares program results with stakeholders. The school counselor does not use data to evaluate and develop the school counseling program OR does not share program results with stakeholders.

School Counseling Program Data Collection PROCESS (Numbers Impacted) PERCEPTION (Attitude, Skills, & Knowledge) OUTCOME (Achievement, Attendance, or Behavior)

Process Data What you did for whom? • Evidence that event occurred • How activity was conducted • Did the program follow the prescribed practice? DOES NOT SAY HOW KIDS ARE DIFFERENT

Process Data What you did for whom? • • • Evidence that event occurred How many? Who? When? How activity was conducted? Did the program follow the prescribed practice?

Process Data What you did for whom? • Eight fourth-grade students participated in a study skills group that met six times for 45 minutes • 450 ninth-graders completed an individual learning plan • 38 parents attended the middle school orientation meeting

Example of Process Data What you did for whom? Three groups of ten (30 total) seventh-grade students met once a week (rotating class periods) for eight weeks in the school counseling group room to learn motivational skills utilizing the “Why Try” curriculum. Hatch, T. (2014)

Perception Data What does a student know, believe or can do? • A - Changes in attitudes and beliefs • S - Attainment of competencies (skills) • K - Gains in knowledge I believe… I can… I learned…

Perception Data What do people think they know, believe or can do? • Attainment of competencies • Changes in attitudes and beliefs • Perceived gains in knowledge

Perception Data From Different Sources • • • Pre/Post Assessments Surveys Continuums or Scaling Techniques Take a Stand Activities Observations Journaling

The Core Curriculum Collects Data … Outcome • What was the impact? – On Achievement – On Behavior – On Attendance • Available or Created Data? • Provide Evidence

Perception Data What do people think they know, believe or can do? • 100% of sixth-graders can identify three career interests • 89% of students demonstrate knowledge of promotion/ retention criteria • 92% can identify early warning signs of violence • 93 % of fourth-graders believe fighting is not an appropriate method of solving problems • 69 % of all students report feeling safe at school • 90 % of the parents report benefiting from a presentation on college entrance requirements

Examples of Perception Data What do students think they know, believe or can do? • Before receiving a classroom lesson, 30% of students believed taking college prep courses was important. This increased to 80% after the lesson. • Every seventh-grade student completed an interest inventory. • Before a series of group counseling sessions, 56% of fifthgrade males referred for anger management support knew three ways to divert anger in a healthy way; after the sessions, this increased to 92% Hatch, T. (2014)

Outcome Data (Formerly Known as Results Data) - ULTIMATE GOAL So what? • Hard data • Application data • Evidenced by student’s ability to utilize the knowledge, attitudes and skills – Attendance – Behavior – Academic achievement BIG S M ITE

Examples of Outcome Data “The Ultimate Goal” Achievement Attendance Behavioral 85% of students who earned below a 2. 0 overall GPA in the first trimester improved by earning a 2. 0 GPA or better by the third trimester. Attendance of Latino students in seventh and eighth grades has improved by 12% this year. The number of referrals for incidences of bullying in fourth and fifth grades has decreased 51% from the first semester to the second. Hatch, T. (2014)

Results Reports – Closing the Gap, Core Curriculum & Small Group Georgia Closing the Gap Results Report School: Program Goal: Target Group and data used to identify students: Counselor(s) ASCA Domain, Standard and Student Competency Type of Activities Delivered and in What Manner Resources Utilized Year: Number of Students Involved Perception Data (attitudes, skills and knowledge impacted) Outcome Implications: Data Based upon the data What are your (achievement, What have you future plans? attendance, or concluded from the intervention? behavior impacted)

Performance Standard 7: Positive Learning Environment (Foundation System) The professional school counselor promotes a safe, positive learning environment which is inclusive of ALL students (including but not limited to race, color, religion, gender, national origin or disability) and advocates for student needs in order to reach their educational goals. Exemplary (3) Proficient (2) Needs Development (1) Ineffective (0) The school counselor continually promotes a positive learning environment for ALL students by working collaboratively with all stakeholders to remove educational barriers for students and creating systemic change at the local, district or state level. The school counselor consistently promotes a safe, positive learning environment which is inclusive of ALL students and advocates for student needs. The school counselor inconsistently promotes a safe, positive learning environment that is inclusive of ALL students and inconsistently advocates on behalf of student needs. The school counselor inadequately promotes a safe, positive learning environment that is inclusive of ALL students OR does not advocate on behalf of student needs.

Beliefs - Examplar School counselors believe: 1. All students have the ability to achieve high levels of learning and academic success to their individual potential. 2. The needs of all students can be met through the implementation of our comprehensive school counseling program. 3. High levels of learning and academic success of all students will be achieved if equal access to all programs is advocated by the leadership of school counselors as they collaborate with all stakeholders. 4. All students benefit through participation in a comprehensive school counseling program that is planned, managed, delivered, and evaluated by trained and licensed professional school counselors. 5. The comprehensive school counseling program must be developed and delivered based on current school data and needs assessments that have been translated in to attainable goals. 6. The ASCA Ethical Standards for School Counselors are the basis and guide in which all school counselors will make decisions to maintain the highest standard of integrity, leadership, and professionalism.

Vision - Examplar The vision of the xxxx Middle School counseling program is for all students to achieve high levels of learning and academic success. They will graduate college and career ready and able to meet the challenges of a global workforce as self-sufficient, socially competent, critical thinking, and problem solving individuals. They will reach their full potential as productive and engaged citizens full of compassion, perseverance, and resolve ready to make a positive difference in their community.

Mission - Examplar The mission of the School counseling program is to promote high standards and high expectations that challenge all students across academic, personal, social and career domains that will inspire them to learn and excel. A comprehensive and developmental school counseling program that is aligned with the curriculum will be implemented by professional school counselors so that all students can achieve their full potential in a positive, safe, orderly, respectful and culturally sensitive environment. In collaboration with administration, teachers, parents, and the community, school counselors will advocate for equal access to all programs and resources for all students so that their academic, personal, social, and career needs will be met. Our mission is to foster responsible student behavior and a passion for lifelong learning.

Mission, Vision & Belief Statement

Closing the Achievement Gap

Performance Standard 8: College and Career Readiness Environment (Delivery System) The professional school counselor creates a studentcentered environment which promotes postsecondary planning and the development of soft skills. Exemplary (3) The school counselor continually creates an innovative environment where students set realistic individual post-secondary goals and develop the skills necessary to reach those goals. Proficient (2) Needs Development (1) Ineffective (0) The school counselor consistently creates a student-centered environment which promotes post-secondary planning and the development of soft skills. The school counselor inconsistently provides a student-centered environment which promotes post-secondary planning and the development of soft skills. The school counselor does not provide a student-centered environment which promotes post-secondary planning or the development of soft skills.

Post Secondary Planning

NOSCA’s 8 components of College and career Readiness • • College Aspirations Academic Planning for College and Career Readiness Enrichment and Extracurricular Engagement Connect College and Career Exploration and Selection Processes College and Career Assessments College Affordability Planning College and Career Admission Processes Transition from High School Graduation to College Enrollment

4 year HS Career Development Plan 9 th Grade Freshmen Orientation Counselors Fall College Jamboree Counselors Sept “High School Success” Series Family Small group sessions Career Cruising interest inventory Schedule/Career advisory lessons Counselors Fall semester (7 -8 sessions) Oct Counselors Fall Teacher Advisors Aug, Feb, March, May College Jamboree PSAT Family Small group session PSAT score lesson Career Cruising Activities exploration Type Focus Personality testing College Admission Trip Schedule/Career advisory lessons Spring Counselors/Teachers Teacher Advisors Spring Aug, Feb, March, May Counselors August Senior one-on-one family counseling Counselors Aug-Sept College Jamboree Counselors September College Fair Trip Counselors September College Application Lockin Teacher Advisors/ Counselors November Financial Aid Workshop Counselors February Spring Transitioning beyond High School Counselors April Aug, Feb, March, May Schedule/Career advisory lessons Teacher Advisors Aug, Feb, March, May Counselors September PSAT Teacher Advisors Counselors October Teacher Advisors Counselors January Junior one-on-one family counseling Counselors Jan-Feb ACT/SAT Prep Workshop Counselors Jan-Feb Career Cruising-Job/College Search Counselors Spring Type Focus-Personality and career Counselors Schedule/Career advisory lessons Teacher Advisors College Fair Trip Counselors Senior Information Night College Jamboree PSAT score lesson September Oct November January Spring 12 th Grade 11 th Grade Junior Information Night 10 th Grade Counselors Teacher Advisors Counselors January February

And at the Elementary Level • Georgia’s Career Clusters – Developing Effective Lessons – Deciding Who Delivers them • • Exploring Interests & Skills Linking Interests to Careers Career Exploration Goal Setting

Performance Standard 9: Professionalism (Foundation System) The professional school counselor exhibits a commitment to professional ethics and the mission, vision and beliefs of the school counseling program and participates in professional growth opportunities. Exemplary (3) Proficient (2) Needs Development (1) Ineffective (0) The school counselor promotes and facilitates a culture of professionalism and ethical behavior within the counseling and education professions, contributes to the professional development of others AND serves as a model within the school counseling profession. The school counselor consistently exhibits a commitment to professional ethics and the mission, vision and beliefs of the school counseling program and regularly participates in professional growth opportunities. The school counselor inconsistently supports the mission, vision and beliefs of the school counseling program OR seldom participates in professional growth opportunities. The school counselor shows a disregard for professional ethics OR mission, vision and beliefs of the school counseling program OR rarely takes advantage of professional growth opportunities.

A. RESPONSIBILITIES TO STUDENTS B. RESPONSIBILITIES TO PARENTS/GUARDIANS C. RESPONSIBILITIES TO COLLEAGUES & PROFESSIONAL ASSOCIATES D. RESPONSIBILITIES TO SCHOOL, COMMUNITIES AND FAMILIES E. RESPONSIBILITIES TO SELF F. RESPONSIBILITIES TO THE PROFESSION G. MAINTENANCE OF STANDARDS

Professional Development

Performance Standard 10: Communication (Delivery/Management Systems) The professional school counselor communicates effectively with students, parents/guardians, district and school personnel, and other stakeholders in a way that enhances student learning and improves the comprehensive school counseling program. Exemplary (3) Proficient (2) Needs Development (1) Ineffective (0) The school counselor continually uses a variety of communication techniques to proactively inform, network, and collaborate with stakeholders to enhance student learning and improve the comprehensive school counseling program. The school counselor communicates effectively and consistently with students, parents/guardians, district and school personnel, and other stakeholders in a way that enhances student learning and improves the comprehensive school counseling program. The school counselor inconsistently communicates with students, parents/guardians, district and school personnel, and other stakeholders OR communicates in ways that only partially enhance student learning or partially improve the comprehensive school counseling program. The school counselor inadequately communicates with students, parents/guardians, district and school personnel, or other stakeholders by poorly acknowledging concerns, responding to inquiries, or encouraging involvement.

Effective Communication

Engaging Key Stakeholders Advisory Council School Leadership Team

Overall Rating for CKES Indicate the overall rating based on the total score above. Exemplary: Total Score of 27 – 30 with NO Needs Development or Ineffective Ratings (A score of 27 -30 with a Needs Development or Ineffective results in an overall rating of Proficient. ) Proficient: Total Score of 17 – 26 with NO Ineffective Ratings (A score of 17 -26 with an Ineffective results in an overall rating of Needs Development. ) Needs Development: Total Score of 8 - 16 Ineffective: Total Score of 0 -7

Questions CKES Contact Information: CKES@gaschoolcounselors. com