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