A Counselor Performance Evaluation Instrument:

Counselor Keys Effectiveness System (CKES)

Julie Hartline, Cobb County School DistrictRobin 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 DevelopmentJuly 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 DOENovember 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 NetworkMay 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 2014-2015

July 2014 • Training PowerPoint and Guidelines Developed• Guidelines sent to districts piloting

August 2014 • Training PowerPoint sent to districts piloting2014-2015 • Pilot year2015-2016 • 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

16

1

2

5

1

Current Evaluation

CounselorTeacherSupport StaffNoneUnsure

0

5

10

15

20

25 23

2

AgreeUnsureDisagree

Believes CKES Defines Role

Spring 2014 Counselor Survey Results

30027%

868%

1069%

37333%

15914%

1019%

Location

SoutheastSouthwestMiddleMetroNortheastNorthwest

1,128 Participants

48744%

23721%

37334%

111%

30%

Work-setting

ElementaryMiddleHighDistrictPost Secondary 651

56%19417%

16014%

353%

11710%

Current Evaluation

Counselor Specific

Teacher

Support Staff

None

Other

0 100 200 300 400 500 600 700 800 900

835

57

232

UnsureNoYes

Seventy four percent want to be evaluated based on the job description of a school counselor within a comprehensive school counseling program.

Concerns0

100

200

300

400

500

600

700

800

900

617

116

800

385

Lack of Admin UnderstandingLack of Personal Understand-ingTime because of non-counsel-ing dutiesSupport from DOE

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.”

2014-2015 CKES Pilot Participants

Appling County SchoolsClinch County School Systems

Griffin-Spalding County School System

Muscogee County School District

Toombs County School System

Atlanta Public SchoolsCrisp County Middle School

Gwinnett County Public Schools

North Fayette Elementary School Troup County Schools

Bacon County Schools Dalton Public SchoolsHabersham County School System Peach County Schools

Twiggs County Middle High School

Barrow County School System Decatur County Schools

Hancock County School District Pelham City Schools Union County High School

Brantley County School System

Department of Juvenile Justice

Haralson County School System Pierce County Schools Upson- Lee Middle School

Burke County Public Schools Dodge County Schools

Jefferson County Board of Education Polk School District Valdosta City Schools

Carrollton City SchoolsDougherty County School System Lanier County Schools Randolph County Schools

Walker County Schools

Cartersville City SchoolsFannin County School System Liberty County Schools

Savannah-Chatham County Public Schools

Ware County Board of Education

Charlton County School System

Georgia Connections Academy

Madison County Schools Taylor County Schools

Wayne County Board of Education

City Schools of Decatur Gordon County Schools Marietta City Schools Thomas County SchoolsWhitfield County Schools

Clay County Schools Grady County SchoolsMeriwether County School System

Tift County Board of Education

Worth County Schools

Clayton County Schools

CKES 2014-2015 Pilot Guidelines1. 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 DataCounselor Perception of CKES

2014-2015 Pilot DataCKES 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/social 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 timeCore CurriculumIndividual Student PlanningResponsive ServicesIndirect Student Services 20% of timeProgram 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 GroupsIndividual Student Planning Responsive Services

(Delivery System)Individualized Instruction Performance Standard 4:

ACADEMIC

PERSONAL SOCIAL

CAREER

Variety of strategies and instruments

Pre-post testsReports on Behavior, Attendance, AchievementNeeds Assessments

(Accountability/Management Systems)Data Collection

Performance Standard 5:

Core Curriculum Results ReportsSmall Groups Results ReportsClosing the Gap Reports

(Accountability/Management Systems)Data Evaluation

Performance Standard 6:

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

Perception Data

Strongly Agree Agree Disagree Strongly Disagree0%

10%

20%

30%

40%

50%

60%

70%

80%

Pre-testPost-test

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%)

Strongly Agree Agree Disagree Strongly Disagree

0%

10%

20%

30%

40%

50%

60%

70%

80%

Pre-testPost-test

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

Strongly Agree Agree Disagree Storngly Disagree0%

10%

20%

30%

40%

50%

60%

70%

80%

Pre-testPost-test

Boys Girls Total0

2

4

6

8

10

12

14

Year 1Year 2

There was a 57% decrease in 5th 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

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