A Counselor Performance Evaluation Instrument: Counselor

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A Counselor Performance Evaluation Instrument: Counselor Keys Effectiveness System (CKES) Julie Hartline, Cobb County School District Robin Zorn, Gwinnett County Public Schools

Why do we need a Counselor Performance Evaluation Instrument? Clearly define the role of the professional school counselor Standardize the evaluation of Georgia’s school counselors Ensure equity and access to the interventions of a professional school counselor in all parts of Georgia

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) August 2013 Instrument previewed by Dr. Barge and Dr. Seigler at DOE October 2013 November 2013 Instrument previewed by Avis King at DOE Instrument shared with a Focus Group of 25 school counseling professionals Determined districts interested in field testing the instrument February 2014 Revisions made to the instrument based on feedback from Focus Group Rating scale and supporting documents created by committee Revised CKES and supporting documents provided to districts field testing April 2014 May 2014 Survey conducted via CTAE Network Survey conducted and feedback collected from field test participants Follow up meeting with Dr. Barge, Avis King and Dr. Seigler June 2014 Instrument offered by Dr. Barge for districts to pilot in 2014-2015 July 2014 Training PowerPoint and Guidelines Developed Guidelines sent to districts piloting August 2014 2014-2015 2015-2016 Training PowerPoint sent to districts piloting Pilot year Data analysis from pilot year Continued use of CKES based on local decisions

Fall 2013 Focus Group Results 25 participants representing 11 of 12 regions, 17 districts and all levels Believes CKES Defines Role Current Evaluation 25 1 Counselor Teacher Support Staff None Unsure 5 2 16 20 – – – – – – Agree Unsure Disagree 15 10 5 1 Likes: 23 2 0 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

Spring 2014 Counselor Survey Results 1,128 Participants Current Evaluation Work-setting 11 1% 373 34% 3 0% 35 3% Elementary Middle High District Post Secondary 487 44% 117 10% Counselor Specific 160 14% Teacher 651 56% 194 17% 237 21% Support Staff None Other Location 101 9% 159 14% 300 27% 86 8% 373 33% 232 Southeast Southwest Middle Metro Northeast Northwest Seventy four percent want to be evaluated based on the job description of a school counselor within a comprehensive school counseling program. Unsure No Yes 57 835 106 9% 0 100 200 300 400 500 600 700 800 900

Spring 2014 Counselor Survey Results Concerns regarding a performance evaluation instrument based on the job description of a school counselor within a comprehensive school counseling program 900 800 800 700 617 600 500 385 400 300 200 116 100 0 Concerns Lack of Admin Understanding Lack of Personal Understanding Time because of noncounseling duties Support from DOE

Spring 2014 Field Test Feedback District Coordinator: “The evaluation appears to be an effective evaluation instrument that will 1) capture what counselors do on a daily basis and 2) provide a sense of accountability for all stakeholders. At first, it seemed overwhelming, but after looking at each standard and digesting the details under the 4 different levels, it appeared very "cut and dry." Administrator: “This format works well with the TKES/LKES format.”

2014-2015 CKES Pilot Participants Appling County Schools Atlanta Public Schools Bacon County Schools Barrow County School System Brantley County School System Burke County Public Schools Carrollton City Schools Cartersville City Schools Charlton County School System Clinch County School Systems Crisp County Middle School Dalton Public Schools Decatur County Schools Department of Juvenile Justice Griffin-Spalding County School System Gwinnett County Public Schools Habersham County School System Hancock County School District Haralson County School System Jefferson County Board of Education Muscogee County School Toombs County School District System North Fayette Elementary School Troup County Schools Twiggs County Middle Peach County Schools High School Pelham City Schools Union County High School Pierce County Schools Upson- Lee Middle School Dodge County Schools Dougherty County School System Lanier County Schools Polk School District Valdosta City Schools Walker County Schools Fannin County School System Georgia Connections Academy Savannah-Chatham County Public Schools Liberty County Schools Randolph County Schools Madison County Schools Taylor County Schools Ware County Board of Education Wayne County Board of Education Whitfield County Schools City Schools of Decatur Gordon County Schools Clay County Schools Grady County Schools Clayton County Schools Marietta City Schools Meriwether County School System Thomas County Schools Tift County Board of Education Worth County Schools

CKES 2014-2015 Pilot Guidelines 1. Districts should plan to utilize both their existing evaluation for counselors and the new evaluation instrument for the pilot year. 2. Districts are allowed to select one of three options for the pilot: Option 1: A whole-district model in which all schools and counselors within the district participate in the pilot. Option 2: An across-district counselor-specific model in which approximately 50% of the counselors from various schools in the district are selected by the district for participation in the pilot. Option 3: An across-district school-specific model in which specific schools within the district are selected by the district for participation in the pilot.

2014-2015 Pilot Data Administrator Perceptions of CKES

2014-2015 Pilot Data Counselor Perception of CKES

2014-2015 Pilot Data CKES Instrument Performance The CKES instrument performed moderately well statistically with regards to normality, reliability, and item correlations.

What are School Counselors Being Evaluated on with CKES?

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) Academic Achievement –Use time-management, organizational and study skills Career Development –Understanding that postsecondary education and life-long learning are necessary for long-term career success Personal/Social growth –Demonstrate effective coping skills when faced with a problem –Use effective collaboration and cooperation skills

Performance Standard 2: Instructional Planning (Management/Foundation Systems) Partnership Agreement SMART Goals Plans for activities and interventions to meet the needs of all students

Performance Standard 3: Instructional Strategies (Delivery System) 80% of time Core Curriculum Individual Student Planning Responsive Services Indirect Student Services 20% of time Program Planning School Support

Appropriate and Inappropriate School Counseling Activities Interpreting standardized tests Testing coordinator Counseling students who have discipline concerns Assigning discipline consequences Collaborating with teachers to present the core curriculum lessons Teaching classes when teachers are absent

Performance Standard 4: Individualized Instruction (Delivery System) Individual and/or Small Groups Individual Student Planning Responsive Services


Performance Standard 5: Data Collection (Accountability/Management Systems) Variety of strategies and instruments Pre-post tests Reports on Behavior, Attendance, Achievement Needs Assessments

Performance Standard 6: Data Evaluation (Accountability/Management Systems) Core Curriculum Results Reports Small Groups Results Reports Closing the Gap Reports

To decrease the number of discipline referrals for 5th grade girls by 20% from year 1 to year 2.

Perception Data Skills: I know how to solve a friendship conflict. 60% increase from the pre to post-test for Strongly Agree and Agree (62% to 99%) 80% 70% 60% 50% Pre-test Column1 40% 30% 20% 10% 0% Strongly Agree Agree Disagree Strongly Disagree

Knowledge: I know good healthy friendship behaviors for getting along with others. 61% increase from the pre to post-test for Strongly Agree and Agree (62% to 100%) 80% 70% 60% 50% 40% Pre-test Column1 30% 20% 10% 0% Strongly Agree Agree Disagree Strongly Disagree

Attitude: I feel good about myself. 28% increase from the pre to post-test for Strongly Agree and Agree(74% to 95%) 80% 70% 60% 50% Pre-test Column1 40% 30% 20% 10% 0% Strongly Agree Agree Disagree Storngly Disagree

Outcome Data 14 12 10 8 Year 1 Series 3 6 4 2 0 Boys Girls Total There was a 57% decrease in 5th grade girls receiving discipline referrals from year 1 to year 2.

Performance Standard 7: Positive Learning Environment (Foundation System) Advocates for student needs in order to reach their educational goals.

Mission, Vision & Belief Statement

Action Plans

Performance Standard 8: College and Career Readiness Environment (Delivery System) Student-Centered Environment Post-Secondary Planning Development of Soft Skills

Post Secondary Planning


Performance Standard 9: Professionalism (Foundation System) Professional Development

Professional Development

Performance Standard 10: Communication (Delivery/Management Systems) Comprehensive School Counseling Program Students Parents/Guardians District and School Personnel Other Stakeholders

Engaging Key Stakeholders Advisory Council School Leadership Team

Effective Communication

Why do we need a Counselor Evaluation? Clearly defines the role of the professional school counselor Standardizes the evaluation of Georgia’s school counselors

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