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 Instrument previewed by Avis King at DOE November 2013 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 Survey conducted via CTAE Network May 2014 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 July 2014 Training PowerPoint and Guidelines Developed Guidelines sent to districts piloting August 2014 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 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 Believes CKES Defines Role

Spring 2014 Counselor Survey Results 1,128 Participants Seventy four percent want to be evaluated based on the job description of a school counselor within a comprehensive school counseling program.

Concerns regarding a performance evaluation instrument based on the job description of a school counselor within a comprehensive school counseling program Spring 2014 Counselor Survey Results

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.”

CKES Pilot Participants Appling County Schools Clinch County School Systems Griffin-Spalding County School System Muscogee County School District Toombs County School System Atlanta Public Schools Crisp County Middle School Gwinnett County Public Schools North Fayette Elementary SchoolTroup County Schools Bacon County SchoolsDalton Public Schools Habersham County School SystemPeach County Schools Twiggs County Middle High School Barrow County School SystemDecatur County Schools Hancock County School DistrictPelham City SchoolsUnion County High School Brantley County School System Department of Juvenile Justice Haralson County School SystemPierce County SchoolsUpson- Lee Middle School Burke County Public SchoolsDodge County Schools Jefferson County Board of EducationPolk School DistrictValdosta City Schools Carrollton City Schools Dougherty County School SystemLanier County SchoolsRandolph County Schools Walker County Schools Cartersville City Schools Fannin County School SystemLiberty County Schools Savannah-Chatham County Public Schools Ware County Board of Education Charlton County School System Georgia Connections Academy Madison County SchoolsTaylor County Schools Wayne County Board of Education City Schools of DecaturGordon County SchoolsMarietta City SchoolsThomas County Schools Whitfield County Schools Clay County SchoolsGrady County Schools Meriwether County School System Tift County Board of Education Worth County Schools Clayton County Schools

CKES 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.

Pilot Data Administrator Perceptions of CKES

Pilot Data Counselor Perception of CKES

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

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

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

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

ACADEMIC PERSONAL SOCIAL CAREER

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

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

To decrease the number of discipline referrals for 5 th 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%)

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%)

Attitude: I feel good about myself. 28% increase from the pre to post-test for Strongly Agree and Agree(74% to 95%)

There was a 57% decrease in 5 th grade girls receiving discipline referrals from year 1 to year 2. Outcome Data

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

Mission, Vision & Belief Statement

Action Plans

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

Post Secondary Planning

CCRPI

(Foundation System) Professionalism Performance Standard 9: Professional Development

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

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