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

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

3. 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
Rating scale and supporting documents created by committee
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
Pilot year

4. Believes CKES Defines Role
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

5. 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.

6. A Comprehensive School Counseling Program
Specialized
Interventions
K-12 standards-based and data-driven
Equity and Access for ALL Students
preventive in design
Individual Support
academic, career, and personal/social development
Small Group & Closing the Gap
Curriculum (Classroom Lessons/Advisement)
Gail M. Smith (2009)
A Comprehensive School Counseling Program

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

8. 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.
This is about knowing your building and your students’ needs
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 understanding of a comprehensive school counseling program OR intermittently uses the knowledge in practice.
The school counselor inadequately demonstrates an understanding of a comprehensive school counseling program OR does not use the knowledge in practice.

9. Georgia Curriculum Crosswalking Tool
Some school systems have made district decisions regarding which competencies are most appropriate for which grade levels. Some assign them by grouped grade levels (K-2, 3-5, 6-8, 9-12) while others have gotten very specific for each individual grade level. If your system has not done this, each counselor can determine, based on population and input from stakeholders, what is most important to address with each cohort of students. It is important to remember that these should be selected based on students’ developmental stage and general needs. One should not attempt to cover everything. Select those that are most appropriate.

10. 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)
Proficient (2)
Needs Development (1)
Ineffective (0)
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.
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.

11. Annual Partnership Agreement
This document is used to specify how the counselor’s time and resources will be allocated. It defines the duties and responsibilities of the counselor. It is also a great advocacy tool, as it can be the basis for a meaningful conversation between counselors and administrators regarding the best and most appropriate roles for the counselor. Use the document and the conversation as a way to teach others about what a professional school counselor can do.

12. School Counseling Program Goals
S pecific, M easureable, A ttainable, R esults-Oriented, & T ime Bound
Reflect school data
Align with School Improvement Plan S M A R T
Developing meaningful program goals based on the school’s data profile and unique needs provide the basis on which to build an effective comprehensive counseling program. These goals drive your program, informing others of your emphases and reminding you of how to spend your time.

13. Write a SMART Goal Be Specific! By _____________________,
end date
_____________________ will increase/decrease
identified students choose one 
__________________________________________
achievement, attendance, behavior
by ___________________________ .
measure of change
Be Specific!
A smart goal is succinct and specific. The goal should not include how the goal will be achieved. It simply clearly identifies the target.

14. 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
As you are identifying program goals, be sure you are clearly stating the desired student outcomes.
You must also need to base these goals on your school’s data profile. A program goal should not be a counseling program you hope to implement. It should be a student outcome in which you seek to improve of achievement, behavior, or attendance.
Program goals may address any of the 3 Domains: Career Development, Academic Development, or Personal/Social Development. However, the outcome data for any of these domains need to go back to specific data – achievement, behavior, or attendance.
It is not necessary to have one goal in each of the domains.
Sometimes, it is acceptable for a program goal to reflect a school policy or practice – but these should be addressing a closing the gap issue. For example, a program goal might focus on changing the policy around enrollment in AP classes because the data suggest that certain student populations are underrepresented. Or, perhaps the counseling department seeks to modify or change the current discipline practices within the building because the data indicate that certain populations are overrepresentated.

15. How Burning Question School Data Profile Review
Current Strategies Brainstorming
School Improvement Plan Review
SMART Goal Development
So, when you are identifying your program goals each year, consider these guidelines:
Identify a burning question you want to answer.
Study the school data profile and identify trends over recent years, populations that might be over or under represented in something, underperformance in some area, or maybe an achievement or attainment gap that needs addressing.
Consider all of the programs and strategies you currently have in place. Do any of these need closer review?
Review the school’s plan for improvement goals. Are there ways in which the counseling program can support those goals or some part of the goals.
Finally, write your goals in the SMART format.
Let’s look deeper into each of these.

16. 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?
When you want to identify that burning question, think about inequalities or social justice issues.
Consider which students are enrolled in advance or remedial classes; who is being referred for discipline, and who has significant attendance issues.
All of these hold the potential for a burning question.

17. How do I choose? Examine Data Percentages, Numbers, Names
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
In order to review the school’s data, you need a systematic way to consider the data.
Begin with the school data profile template. Fill in what data you have. Think about what else you might need to know. Then, maintain this profile by updating it annually.
Once complete, you can make comparisons.
You might look at the data from one year and identify some issues.
Perhaps you need to compare your numbers against the system or state averages to identify issues.
Or, maybe there is a trend for an issue that only becomes evident once you look across the recent three years.
It is helpful to track the data by percentages and numbers.
Percentages make it easier to compare across time and across categories. For example, perhaps the general student population is 51% male, but 70% of the students who have been identified as having disabilities are males. That might suggest a gap or a social justice issue.
But you also need the actual numbers. There may be 50% of a certain subgroup who fail a state test. However, the total subgroup is only 10 and the accompanying percentage is then % of a population may sound like a not, but you have to consider the actual number of students behind that percentage.
Finally, you need to know the names of the students behind the numbers. There may be something unique or confidential that changes how that data is interpreted.

18. 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?
Now you need to consider that list of all of your core curriculum activities. What are you providing to all students across the 3 domains?
Actually writing a list can make things far more clear.
You may discover that you are doing many things in the realm of personal/social and very little in the area of achievement.
If so, you have identified a gap your program delivery and now know to address it.

19. How do I choose? Identify a SIP Goal Conversation with Administration
Which School Counseling Program Activities align with the goal?
Conversation with Administration
What is the primary focus for the year?
Look at the school’s improvement plan goals. These plans are developed annually and are already based on data. Use the work of others to help you target your program. Plus, it can be a strong endorsement of your program when it is so directly connected to the overall goal of the school.
Think about the goals within that plan and see if there is some way in which the counseling program can support or enhance that goal. Counselors do not need to provide tutoring to help the school meet their goal in math. However, counselors can help students with the feelings of self-efficacy, which can help them have a more positive attitude toward math, thereby increasing their willingness to work on math.
Finally, ask your administrators. They know what needs to be accomplished. Ask them to explain to you the school’s needs and concerns. Then, once again, find a way for the counselor to help.

20. Program Goals - Examplars
Goal #1– Decrease the total number of absences in the school year for identified students in grades 6-8 who missed greater than 15 days in the school year or who missed greater than 5 days in the first 9 weeks of the 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 school year to 50, measured at the end of the 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 4th 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.
Here are some examples:
That first goal might take several readings in order to understand it. Basically, they are looking to identify students either by last year’s attendance or the first quarter’s attendance and then work to improve it.
The second goal targets discipline and seeks to decrease the number of referrals in a specific area from one year to the next.
Goal #3 seeks to identify students who are failing at the end of the first quarter and work to raise their grades.
Goal #4 is targeting performance on a state mandated test by a specific population of students (ED) with the desired result of having fewer students within that population fail some portion of the test.

21. 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.

22. 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
Emphasize – this should look different at each worksetting.
Provide examples:
Elementary:
Middle School:
High School:

23. Individual Planning
Ongoing systemic activities to assist students individually in establishing personal goals and developing future plans
Provide examples:
Elementary:
Middle School:
High School:

24. Responsive Services Activities to meet students’ immediate needs:
Individual Counseling
Small Group Counseling
Crisis Intervention
Agency Referrals
Consultation
Peer Facilitation
This is your intentional counseling. It includes times when the counselor responds to an identified student need which develops at some time during the school year. While the counselor is prepared for these immediate needs, they are unplanned.
Provide examples:
Elementary:
Middle School:
High School:

25. Indirect Student Services
Referrals
Consultation
Collaboration
Provide examples: RTI/SST, Parent Conferences; Grade Level or Departmental Meetings
Elementary:
Middle School:
High School:

26. 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
Provide examples:
Elementary:
Middle School:
High School:

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

28. Use of time tools
There are tools available to help you analyze your time. Some are free + commercially purchased programs are available.
Good practice is to select two or three weeks each year and be particularly careful about noting everything done and then analyzing where you time was actually spent.

29. 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)
Proficient (2)
Needs Development (1)
Ineffective (0)
This standard addresses counselors’ work with small groups and individual students.
Go back to your annual program goals and see if there might be students who need more help for making those goals a reality.
Perhaps you have a closing the gap goal which can be addressed through a small group.
We want to move beyond those groups that have always been offered (family changes and/or friendship groups). These are valid, but the Professional School Counselor does more.
Use data to identify students who need a little more. You can look at data from the previous school year or consider data from the first quarter or semester of the school year.
Consider those students who are failing one or more core classes; those who miss more than 10 days of school; those with disciplinary referrals; those with less than satisfactory performance on standardized tests.
Create groups that can adequately address the needs of these students. Be sure to offer a variety of groups that address multiple needs.
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.
The school counselor consistently coordinates individual student planning and responsive services designed to meet student needs on an individual and/or small group basis.
The school counselor inconsistently coordinates individual student planning and responsive services designed to meet student needs on an individual and/or small group basis.
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.

30. ACADEMIC CAREER PERSONAL SOCIAL
Your groups and individual sessions can be linked back to program goals and to one or more of the three domains.
A group that unites students with common career interests might provide the impetus for members to enroll in more rigorous courses as well as create a support group for those with similar interests. Perhaps there is a group for girls that focuses on STEM careers or a group for those whose results on an interest inventory are so diverse that it’s hard to narrow choices.
Academic support groups may focus on improving study habits or maintaining motivation.
Social skill building groups may focus on “soft skills” but ultimately contribute to a student’s ability to be a more effective and engaged member of a class and career ready.

31. 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)
Proficient (2)
Needs Development (1)
Ineffective (0)
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.
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.

32. 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)
Proficient (2)
Needs Development (1)
Ineffective (0)
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.
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.

33. School Counseling Program Data Collection
PROCESS
(Numbers Impacted)
PERCEPTION
(Attitude, Skills, & Knowledge)
OUTCOME
(Achievement, Attendance, or Behavior)
Process (Numbers Impacted)
Perception (Attitude, Skill & Knowledge)
Outcome (Achievement, Attendance, or Behavior)

34. 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 34

35. 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?
This one is easy.
Process data is just about the numbers – number of students and number of sessions
Did all of the students participate?
Did it actually happen? Did it happen as planned?
Keep your evidence:
A copy of the flyer for your College Night
Your calendar (master or weekly) which shows that you taught as planned (or not)
Attendance records of sign in sheets 35

36. 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
See notes on slides 36

37. 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. 37

38. 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… 38

39. Perception Data What do people think they know, believe or can do?
Attainment of competencies
Changes in attitudes and beliefs
Perceived gains in knowledge
This one is fun (I think).
Did the students increase their knowledge?
Was there pre/post test improvement?
This data is collected before and after the curriculum is delivered – that’s why you have to plan for it ahead of time.
Think about what information you will collect and from whom (students, teachers, parents, everyone or a random sample) 39

40. Perception Data From Different Sources
Pre/Post Assessments
Surveys
Continuums or Scaling Techniques
Take a Stand Activities
Observations
Journaling
Some general examples include:
Pre and Post Assessments
Name three personal interests
Name three personal skills
Name possible careers
Surveys (paper/pencil or online surveys)
Online surveys will do the analysis for you! and the students think they are cool.
What are the three most important skills needed to be successful in middle school?
Which of these will help you be more organized?
Continuums or Scaling Techniques (before and after)
How worried are you about going to high school? Students color in a thermometer labeled not at all at the bottom and totally freaked out at the top.
Take a Stand Activities
Create 4 stations or corners in the room – Totally Agree, Agree, Disagree, Totally Disagree
Read several statements related to the curriculum content and have students move to the station which best reflects their opinion.
Discuss reasons for agreeing/disagreeing
Observations
This can be an effective assessment, although it can be time-consuming.
Note the primary concepts covered and then conduct classroom or playground or cafeteria observations to see if they are being utilized.
Journal Reflections – a great qualitative measure 40

41. Outcome What was the impact? Available or Created Data?
The Core Curriculum Collects Data …
Outcome
What was the impact?
On Achievement
On Behavior
On Attendance
Available or Created Data?
Provide Evidence
This is the one that especially matters to administrators – and maybe teachers.
It’s also a good one to publicly report.
What impact did your curriculum have on achievement, behavior, and/or attendance
For each one, there is usually data that is already collected and available. You can also decide to create some data.
It can be collected from students, teachers, parents, or system data tracking tools
Achievement
Available Data include: GPA, report card grades, standardized test scores, promotion rates, graduation rates
Created Data include: analysis of class test scores or unit scores
Behavior
Available Data include: discipline referrals
Created data include: action plans (or something similar), number of playground incidents
Attendance
Individual student attendance records – absences, early check-outs, late arrivals

42. 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
See notes on slides 42

43. 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 fifth-grade males referred for anger management support knew three ways to divert anger in a healthy way; after the sessions, this increased to 92% 43

44. 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
ITEMS 44

45. Examples of Outcome Data “The Ultimate Goal”
Achievement
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
Attendance of Latino students in seventh and eighth grades has improved by 12% this year.
Behavioral
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) 45

46. Results Reports – Closing the Gap, Core Curriculum & Small Group
Georgia Closing the Gap Results Report
School: Year:
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
Number of Students Involved
Perception
Data (attitudes, skills and knowledge impacted)
Outcome
Data (achievement, attendance, or behavior impacted)
Implications:
Based upon the data
What have you concluded from the intervention?
What are your future plans?

47. 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.

48. Beliefs - Examplar School counselors believe:
All students have the ability to achieve high levels of learning and academic success to their individual potential. 
The needs of all students can be met through the implementation of our comprehensive school counseling program. 
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. 
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. 
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. 
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.
You program begins with you. What do you believe about students? About your program and how it is developed and delivered? About learning? About your role?

49. 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.
A good vision statement focuses on the ultimate goal you have for your students. It is written with the students as the focus and is oriented toward the future. What will those students be 5 to 15 years from now because of the experiences they had in your counseling program?

50. 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.
The mission provides the focus and direction for the vision statement. This explains how you create those perfect people you describe in the vision.

51. Mission, Vision & Belief Statement
And then – publicize it! Put it on your departmental website, your newsletters. Post it in the office.

52. Closing the Achievement Gap
Remember what that exemplary counselor does? Look at the rubric for this standard:
continually promotes a positive learning environment for ALL students
That means that the Professional School Counselor searches for and reveal gaps in achievement, attainment, or opportunity and then works intentionally to address that gap. It begins with data and analyzing it and moves on to develop and implement a plan. The response to the gap depends on the gap identified, the specific needs of the students, and the type of evidence-based programming that best eliminates the gap. It might include a counseling group, but is not limited to that. It might include a different way to qualify/enroll students in specific programs. It might include parent or teacher educational programs that call attention to the need and provides ways in which to address it. Perhaps it includes a variety of responses.
Ultimately, it works to create that positive learning environment for ALL.

53. College and Career Readiness Environment
Performance Standard 8:
College and Career Readiness Environment
(Delivery System)
The professional school counselor creates a student-centered environment which promotes post-secondary planning and the development of soft skills.
This is a huge focus – for all of us in Georgia and in the nation.
We need to think about what needs to implemented, who needs to implement it, how to respond in a developmentally appropriate way.
What might this look like in elementary school, middle school, and high school?
As Professional School Counselors, we are also uniquely trained to be involved in Georgia’s emphasis on College and Career Readiness. We need to renew our knowledge on career theory and development and apply that knowledge in meaningful and effective ways.
Exemplary (3)
Proficient (2)
Needs Development (1)
Ineffective (0)
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.
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.

54. Post Secondary Planning

56. 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
You can go to the NOSCA website to review suggestions for each worksetting – high school, middle school, and elementary school.

57. 4 year HS Career Development Plan
9th Grade
Freshmen Orientation
Counselors
Fall
College Jamboree
Sept
“High School Success” Series
Fall semester (7-8 sessions)
Family Small group sessions
Oct
Career Cruising interest inventory
Schedule/Career advisory lessons
Teacher Advisors
Aug, Feb, March, May
10th Grade
College Jamboree
Counselors
September
PSAT
Teacher Advisors
Oct
Family Small group session
November
PSAT score lesson
January
Career Cruising Activities exploration
Spring
Type Focus Personality testing
College Admission Trip
Counselors/Teachers
Schedule/Career advisory lessons
Aug, Feb, March, May
11th Grade
College Jamboree
Counselors
September
PSAT
Teacher Advisors
October
Junior Information Night
January
PSAT score lesson
College Fair Trip
February
Junior one-on-one family counseling
Jan-Feb
ACT/SAT Prep Workshop
Career Cruising-Job/College Search
Spring
Type Focus-Personality and career
Schedule/Career advisory lessons
Aug, Feb, March, May
12th Grade
Senior Information Night
Counselors
August
Senior one-on-one family counseling
Aug-Sept
College Jamboree
September
College Fair Trip
College Application Lock-in
Teacher Advisors/ Counselors
November
Financial Aid Workshop
February
Transitioning beyond High School
April
Schedule/Career advisory lessons
Teacher Advisors
Aug, Feb, March, May
At the high school level, it may involve being more systematic about delivering career information across the four grade levels.

58. 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
At the elementary setting, it may focus on delivering the state mandates effectively as well as ensuring that students receive instruction that aligns with career development theory.

59. 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.

60. 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 School Counselors understand and follow the ethical standards, as identified by the professional organizations.

61. Professional Development
Being a professional means membership in professional organizations and participation in the professional development offered through them.
It is more than passive membership. It is involvement in sharing your knowledge, being engaged in action research, and assuming leadership roles.

62. 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.

63. Effective Communication

64. Engaging Key Stakeholders
Advisory Council
School Leadership Team

65. 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 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 with an Ineffective results in an overall rating of Needs Development.)
Needs Development: Total Score of
Ineffective: Total Score of 0-7

67. Questions
CKES Contact Information: