1. School Counselor Overview and Update Barb Brady, School Counseling Coordinator Office of Teaching and Learning Trent Danowski, Teacher Quality Coordinator Office of Professional Preparation 2015 WVDE Spring School Counselor Conference

2. VISION: West Virginia will have a comprehensive and equitable evaluation system that clearly articulates, measures, rewards, and develops educator effectiveness

3. Key Facts All educators, principals, and counselors are evaluated annually The evaluation system is a growth model The counselor takes the lead role in assessing his/her practices and program and establishing growth goals. A set of well defined rubrics guide counselors self reflection to identify strengths and weaknesses

4. Key Facts Self Reflection is evidenced based School Counselor evaluation processes and timelines are closely aligned with the principal and teacher evaluations. The counselor evaluation is guided by five standards, aligned with the WV School Counseling Model.

5. Four Performance Levels Distinguished Accomplished Emerging Unsatisfactory School Leader and Counselor Summative Evaluation Conference

6. Step 1: Self Reflection Review Program audit to examine program complete and establish a program growth goal. Complete self-reflection using the 13 standard element rubrics Determine performance level on each element based on evidence you could present.

7. Evaluation Elements derived from…..  Standard 1: Program Planning, Design and Management Standard 1:  Standard 2: Program Delivery Standard 2:  Standard 3: Data Driven Accountability and Program Evaluation Standard 3:  Standard 4: Leadership and Advocacy Standard 4:  Standard 5: Professional Growth and Responsibilities Standard 5: WV Professional School Counselor Standards

8. Standards & Elements At-a-Glance Standard 1: Program Planning, Design and Management. The professional school counselor collaboratively plans, manages and designs the comprehensive school counseling program (CSCP). – Element 1.1. The school counselor assumes leadership in planning, designing and advocating for a balanced CSCP aligned with the state model. – Element 1.2. The school counselor manages the CSCP and documents alignment with the WV School Counseling Model.

9. Standards & Elements Standards & Elements At-a-Glance Standard 2: Program Delivery. The professional school counselor facilitates delivery of the WV Comprehensive School Counseling Program for all students. – Element 2.1. The professional school counselor facilitates collaborative, integrated delivery of the West Virginia Student Success Standards (WVSSS). – Element 2.2. The school counselor utilizes research-based and best practices as reflected by state school counseling protocols. – Element 2.3. The school counselor facilitates the delivery of a continuum of interventions and responsive services. – Element 2.4. The school counselor coordinates a seamless, systematic approach to academic, career and personal/social student supports. – Element 2.5. The school counselor facilitates a coordinated approach to personalized student academic and career planning for all students.

10. Standards & Elements Standards & Elements At-a-Glance Standard 3: Data Driven Accountability and Program Evaluation. The professional school counselor examines school, student, and program data to annually evaluate school counseling program results and to assure program completeness. – Element 3.1. The school counselor guides continuous program improvement through multiple forms of evaluation. Standard 4: Leadership and Advocacy. The professional school counselor assumes a leadership role in advocating for student and program success. – Element 4.1. The school counselor advocates for the success of all students by promoting equity and access. – Element 4.2. The school counselor collaborates with various stakeholders.

11. Standards & Elements Standards & Elements At-a-Glance Standard 5: Professional Growth and Responsibilities. The professional school counselor is responsible for improving skills and knowledge and advancing his/her practice and the school counseling profession. – Element 5.1. The school counselor seeks ongoing, relevant professional development. – Element 5.2. The school counselor demonstrates professional and ethical practices. Element 5.3. The school counselor contributes to the growth of the profession.

12. Standards & Elements Standards & Elements At-a-Glance Standard 6: Student Impact Goal As substantiated by research, certain variables serve as barriers to student achievement e.g. poor attendance, behaviors, lack future goals, retentions, poor transitioning efforts, and family and social issues while other variables positively impact student achievement e.g. good attendance, parental involvement, ongoing career planning, a positive school culture, and so forth. This standard requires counselors to collaborate with school leadership to analyze student and school data and annually identify one variable they will address through a ‘student impact goal’ The student impact goal may include such areas as: improving attendance, decreasing discipline referrals, decreasing retentions, increasing number of students completing electronic career portfolios, improving graduation rates, increasing enrollment in rigorous courses, increasing parental involvement, improved learning, and so forth. Additionally counselors will annually administer a school-wide needs assessment to assess the needs of students in relation to the school counseling program standards. A student impact goal could include addressing identified high needs areas through the school counseling program. In this case, a follow-up survey would be utilized to determine if these areas of need have been addressed. Counselors will develop an action plan describing how they will address the goal (e.g. individual student planning, individual or group counseling, career development and post-secondary planning efforts, school-wide student support systems).

13. Self Reflection includes assessing program completeness to guide accuracy of self-refection when using rubrics. Self Reflection includes assessing program completeness to guide accuracy of self-refection when using rubrics.

15. Sample Evaluation Rubric

16. Why Do Educators Self- Reflect? Take Ownership of Professional Growth Establish an Understanding between Evaluator and Educator –What are the expectations set for the educator? –Has the educator met those expectations at the end of the year?

17. Self-Reflection: Myth vs. Fact Myth: Administrator guides the educator in Self-reflection. Fact: Self-reflections are driven solely by the educator. Myth: Educators must revise their completed Self-reflections during the school year. Fact: Self-reflections have proven to be one of the most beneficial components of the evaluation system.

18. Step 2 – Goal Setting Goals Across the System Teacher 2 student learning goals (2014-2015) Due in system November 1 Counselor 2 goals 1 goal targeting performance improvement using the standard element rubrics. (standard element goal) 1 goal targeted at improving student outcomes (student impact goal) Due in system November 1 Principal 1 goal around a professional standard 1 student learning goal Due in system November 1

19. The Standard Element Goal is related to professional improvement in one of the 13 standard elements. The Student Impact Goal is developed to improve an area that research identifies as a variable that impacts student achievement based on an identified need from school-wide student data (e.g. attendance, discipline, course enrollment data, drop-out data, graduation rates, etc.) and shall address an area related to the WV School Counseling Student Standards. School Counselors School Counselors develop two (2) goals each school year. Step 2: Goal Setting

20. The outcome is clear. S - Specific You can count it or see it. M - Measurable You have what you need to be able to do it. A - Achievable It is aligned with school/district goals. R – Results-oriented A specific date has been set. T - Timed SMART Goals

21. Counselor Jump Screen: On this screen Click on “Add a Goal”

23. Student Impact Goal One goal requires the counselor to work to improve an evidence-based area that impacts student achievement. Goal must relate to academic, career, and personal/social student standards and may includes such areas as: –Improving attendance –Decreasing discipline referrals –Decreasing retentions –Increasing the number of documented academic/career plans – Increasing parental engagement –Improving graduation rates –Decreasing dropout rates ….and so forth Student Impact Goal is set in collaboration with principal/ school leadership team and should align with an overarching school goal.

24. Context Who and what will you Impact? Which Standard?  Academic and Learning Development  Career Development and Life Planning  Personal and Social Development  Global Citizenship Which Students?  All Students  Grade Level  Multiple Grades  At-risk  High Risk

25. Two Data Points Clear Beginning and End –Quarter –Semester –Academic Year Results… Prior to annual Summative Conference with Evaluator Attendance Discipline records DFI reports PEP Data Career portfolios www.cfwv.com benchmark datawww.cfwv.com Scholarships (#’s receiving or $ Amount) Parent involvement Bullying incidence report School culture surveys Teacher/parent/student surveys Needs assessment data … and so forth

26. Student Impact Goal

28. Standard 6 rubrics provides guidance to assist counselors in self assessing Student Impact Goal attainment.

29. Step 3: Mid-Year Progress Check OPTIONAL Principal or counselor may request a face-to-face progress meeting (between Nov. 1 & January 1) Action Plans may be adjusted to meet goal Additional resources may be requested. Principal may ask for evidence toward goal attainment.

30. Identifying Evidence

31. Evidence Evidence is provided to support performance level determination. To be distinguished, evidence must be noted in the system. Evidence is particularly critical when there is a disagreement between the assessed performance level between the counselor and the evaluator.

32. Educator Evidence Who Collects the Evidence? –Both the Evaluator and the Educator may collect evidence. When is evidence required? –If you rate yourself as distinguished. –If your self-reflection differs from the opinion of your evaluator. –When an “Unsatisfactory” rating is given.

33. Educator Evidence Are Educators required to upload Evidence? –No. The Evidence Form is intended to document Evidence to be verified. How much Evidence is needed? –Can be as simple as a description with date/time. –Portfolios/Binders full of Documentation are NOT NEEDED!!

34. Educator Evidence Best Practices – Educators submit all evidence prior to the Summative Evaluation Conference. –A description of all evidence to be considered should be entered into the online system. Best Practices- Educators do not bring new evidence to the Summative Evaluation Conference. –Artifacts can be requested for review by the evaluator prior to the conference.

35. Sample Evidence Electronic calendars Online counselor log (Use of time) Three-tier Model self-Reflection Tool Student Needs Assessments Appropriate data (attendance, discipline, DFI reports, academic records etc. of identified students PEP forms www.cfwv.com student portfolio information www.cfwv.com Counselor Documentation Handbook Agendas/attendance certificates Etc.

36. Evidence Samples Available on Evaluation Webpage http://wvde.state.wv.us/evalwv/counselors.html

37. Policy 5310 Update Policy 5310 extends the deadline for the completion of Counselor and Teacher Summative Evaluations. –Counselor Summative Evaluations to be completed no later than June 15. –Teacher Summative Evaluations to be completed 1) Prior to teacher’s last day in classroom OR 2) No later than June 15 (Whichever occurs first).

38. Step 4: Year-End Meeting Face-to-Face Meeting between Counselor and Principal (between May 1 – June 15) Counselor presents updated: – performance levels based on end-of year self reflection. –Program audit to demonstrate program growth –Any evidence to validate performance levels (documents online) Principal completes summative assessment

39. Self Reflection

41. End of Year Procedure What is the appropriate procedure for Summative Evaluations at the end of the year? 1.Evaluator and educator conduct Summative Evaluation Conference. 2.Evaluator finalizes the Summative Evaluation prior to close of the school year.

42. End of Year Procedure 3. Educator accepts the Summative Evaluation prior to the end of the school year. Educator may also add addendum to evaluation at this time. 4. School-wide growth data is inserted into system during the fall of the next school year. 5. Educator finalizes their evaluation after growth data is available.

43. Why Roster Verification? WVEIS data cannot accurately track a Record of Teaching... Can only track the Teacher of Record. Roster Verification potentially enhances state educational data quality for many purposes: - Highly Qualified Teacher Data - Loan Forgiveness Data / Process

44. Why Roster Verification? Beginning in 2014-2015, high stakes evaluation decisions for PreK-3 and CTE/OIEP educators depend upon roster verification results. Beginning in 2015-2016, high stakes evaluation decisions for RLA and Mathematics educators (Grades 4-11) depend upon roster verification results.

45. Roster Verification allows teachers to help district data systems correct these data sins: –Teacher-subject attribution –Student-teacher attribution –Student and teacher mobility –Situations where multiple teachers shared responsibility for instruction and student learning What Roster Verification Achieves

46. WV Roster Verification Training & Resources wvde.state.wv.us/evalwv/trainings.html

47. Focused Support Plans Rationale Comprehensive system of support Culture based on trust, support and professional growth Active role for educators Time and resources

48. Focused Support Plan Essential Components: Identified area of concern with reference to the standard(s) to be addressed Expectations for change 9 week timeline for implementation Resources for support, including referral to other educators

49. Focused Support Plan Proactive, preventative Area(s) of concern in one or more performance standards Support meets individual needs

50. Focused Support Plan Nine Weeks Decision 1.Standard met-removed from plan 2.Adequate progress – another Focused Support Plan 3. Inadequate progress – Corrective Action Plan

51. Corrective Action Plan Essential components: Identified area of unsatisfactory performance with reference to the standard(s) to be addressed Expectations for change Timeline for implementation Resources for support, including referral to other educators

52. Corrective Action Plan 18 weeks Unsatisfactory performance shown in a completed evaluation Inadequate progress on focused support plan Certain instances may require immediate action Determinative

54. THANK YOU!! Dr. Barb Brady BarbBrady@k12.wv.usBarbBrady@k12.wv.us Trent Danowski tdanowski@K12.WV.UStdanowski@K12.WV.US http://wvde.state.wv.us/evalwv/counselors.html