SCHOOL COUNSELORS GROWTH AND PERFORMANCE SYSTEM OVERVIEW

Transcription

1 SCHOOL COUNSELORS GROWTH AND PERFORMANCE SYSTEM OVERVIEW To achieve our shared vision of Every Child Succeeds, we are in the midst of an important effort to improve and enhance the way we support our educators to ensure we have the best teams of educators serving our families and our students. Just as we have high expectations for our students, it is equally important that we have high expectations and support the development of our educators including teachers, school leaders, specialized service providers and all central school-support employees to meet our shared goals for students learning and growth. The new Denver Public s (DPS) growth and performance system builds upon the Framework for Effective Teaching used in LEAP to ensure we are empowering DPS employees with a shared understanding for performance expectations and professional growth in order to reach our community s goal of helping all students graduate DPS ready for college and chosen careers. As this is the first year of the new school counselors growth and performance system, DPS recognizes that improvements will be identified and implemented over time. counselors are vital members of the education team, and the new system will ensure that they continue to grow the knowledge and skills necessary to ensure diverse student populations have equitable access to academic instruction and participation in school related activities. As we embark upon this new effort, we do so with confidence that the new process will reinforce our values and contribute to achieving our vision, Every Child Succeeds. To continue supporting school counselors development, DPS has worked collaboratively during the last year with our Student Services staff, leaders and the Denver Classroom Teachers Association (DCTA) to develop a new growth and performance system. counselors receive final results via an End-of-Year Conversation with their school leader or district supervisor in order to provide them with the feedback and support they need to continue growing and serving our students. As school counselors review their year-end ratings and feedback this spring and identify strengths and growth areas, they will also identify next steps and opportunities for professional learning. How is the Growth and Performance System similar to/different from LEAP? The growth and performance system is unique to the profession, but does contain some similarities to LEAP s Growth and Performance System for DPS teachers. The measures of Professional Practice for school counselors contains indicators that are grouped into five expectations that align closely with the five Quality Standards from the Colorado Department of Education Specialized Service Providers (SSP) System and together they cover on-stage, off-stage and student voice, whereas Professional Practice in LEAP contains three separate measures: Observation, Professionalism and Student Perception. However, in both cases, many similar behaviors are measured, and providers are given ratings on a 7-point scale that spans 4 categories (Distinguished, Effective, Approaching, and Not Meeting). A major difference in the school counselors growth and performance system from LEAP is the importance of Beginning-of-Year Conversations. Beginning-of-Year Conversations are critical to the successful growth and performance of the school counselors. This is where the school counselors and their primary supervisor will establish expectations and the process and frequency for capturing evidence about performance. How ratings are determined is another key difference from LEAP. Profesional Practice ratings for school counselors are determined by averaging the rating achieved on the five framework expectations. Primary supervisors will have the ability to more heavily weigh indicators or expectations that are deemed more or less critical for a particular school counselor's role (an expectation that should be set in the Beginning-of-Year Conversations). For a complete guide to the similarities and differences from LEAP, please see document titled Comparison of SSP Growth and Performance System to LEAP. SCHOOL COUNSELORS GROWTH AND PERFORMANCE SYSTEM OVERVIEW DPS Framework for Effective 1

2 The Annual Growth and Performance System While there are three designated opportunities to review and discuss performance, the growth and performance system has been designed in a way that will allow primary supervisors to provide continuous feedback to employees on their effectiveness. Employees and their primary supervisor should have a scheduled time to conduct a Beginning-of-Year, Mid-Year and End-of-Year Conversation. In between these conversations, the supervisor must deliver formal and informal feedback regularly based on observations of their practice or other agreed upon methods for capturing performance data. This may take the form of a scheduled meeting time, written feedback, or even a shorter, informal discussion followed by a brief . For additional information on detailed roles and responsibilities, please see the Growth and Performance System Roles and Responsibilities Chart on the LEAP website. Observations and collection of data points, which demonstrate an employee s effectiveness, will vary greatly based on the employee s specific role, interaction with students and time in the building. The process and frequency for observations and data collection is a critical agreement that should be made during Beginning-of-Year Conversations. The process for observations and data collection may take many different forms. It could include: a primary supervisor observing the employee during an IEP meeting, a primary supervisor observing a student that receives direct services from the employee in the general classroom, a primary supervisor asking the employee to send specific documents via or direct conversations with the employee, staff, students or students families. Beginning-of-Year Conversations Beginning-of-Year Conversations are crucial to the success of the growth and performance system. Without them, employees and primary supervisors will likely have conflicting views on: the more or less critical components of the employee s role validity of data points areas for growth best ways to impact students growth the definition of effective practice Purpose of a Beginning-of-Year Conversation To allow employees and their primary supervisor to mutually agree on the specific responsibilities and growth areas the employees will focus on for the school in alignment with the employees role-specific framework. To quantify the more and less critical components of the DPS Frameworks in relation to the environment, amount of time and population served, that applies to the employee. Agree on what effective performance means and what it will look like (after reviewing/ discussing effective behaviors). Set expectations for how data collection will occur in order for primary supervisors to assess the performance of the employee. Agree on timing and process for sharing feedback throughout the year in support of the employee s growth. Roles and responsibilities in the process have been designed to empower the employees to identify and share their views on the key elements of their role and receive the level of support they desire to improve their performance. This is visible in the detailed conversation guides and reflection tool that employees can use to prepare for key conversations outlined in the process. Supervisors have the responsibilities of being accountable for adherence to process the collection of data points and transparency. Transparency is achieved through the delivery of clear, actionable feedback that employees can use to improve their performance. SCHOOL COUNSELORS GROWTH AND PERFORMANCE SYSTEM OVERVIEW DPS Framework for Effective 2

3 Mid-Year Conversations End-Of-Year Conversations Mid-year conversations are the next major step in the growth and performance system process. They are an opportunity for employees to provide updates on the nature of services being provided to students, and for primary supervisors to discuss preliminary ratings, feedback on effectiveness and concrete next steps on how to improve performance. The primary supervisor should also ask how he/she can support the employee s continued growth. If the delivery of feedback has been steady since the Beginning-of-Year Conversation, then neither the employee nor primary supervisor should be surprised by any information received or discussed. Purpose of a Mid-Year Conversation To allow employees and their primary supervisor to reflect on employees performance through giving and receiving feedback. For primary supervisors to share preliminary ratings assigned at the expectation level based on data collected. For primary supervisors to share feedback on the employees performance using behaviors at the indicator level. To reflect on the Beginning-of-Year Conversation in order to identify any change in focus in the employee s role due to environmental factors, e.g., different student populations, different building, more IEPs, etc. To identify strengths, growth areas and next steps for the employee s development, and discuss how the supervisor can support continued growth. Identify and discuss data points collected to date, ensuring that they match the process and frequency that was agreed upon earlier in the year and discuss additional data points that are needed for the remainder of the year. Discuss progress on Student Learning Objectives (SLOs). The End-of-Year Conversation is the last formal discussion of the growth and performance system. It is the time during which strengths, progress in growth areas and data points that validate performance should be discussed, along with the school counselor's final rating. The process does not end here but rather contributes to supporting the employee s growth and performance in following year. The outcome should assist the employee in identifying new areas for growth, professional learning opportunities and methods to improve performance. Purpose of an End-Of-Year Conversation For primary supervisors to share ratings assigned at the expectation level based on evidence collected. For primary supervisors to share feedback on the employee s performance using behaviors at the indicator level. Identify and discuss evidence collection that has occurred, ensuring that it is complete and matches the process and frequency that was agreed upon earlier in the year. To identify strengths and growth areas for the employee s development. To identify clear, actionable steps in partnership with the employee to improve their performance. SCHOOL COUNSELORS GROWTH AND PERFORMANCE SYSTEM OVERVIEW DPS Framework for Effective 3

4 Student Growth It is important that we look at the impact of an educator on the students they served in DPS worked to meet state law by providing overall LEAP ratings to teachers for the first time that included measures of students growth. We learned through this process that we had more work to do to ensure all educators, including school counselors, have multiple measures that show how each educator is impacting students outcomes and growth. Recently passed Senate Bill 165, provides districts with greater flexibility for the school year concerning how districts use students growth measures. In collaboration with DCTA, the district has decided to take advantage of the new law and will not calculate students growth/outcomes data as 50% of overall ratings in Ratings will be comprised solely of Professional Practice data. This will allow us more time to refine students growth/outcomes measures and ensure all educators have valuable data that represents their individual contribution to students growth/outcomes. One data source we hope to use in the future is Student Learning Objectives. Piloted in 14 schools in , SLOs are developed in collaboration with peers and school leaders to measure students mastery of content and skills, identify student intervention needs and identify practices that promote mastery. SLOs use a variety of assessments to measure results, which are identified as part of the planning process. As we continue to learn how to use SLOs across all of our schools in , we will work toward using them as a measure for Student Growth/Student Outcomes. Additional details will be provided as they become available. Process for Establishing Primary Supervisors Primary supervisors for SSPs will generally be assigned based on one of the examples listed below: 1. Audiologists, DHH Itinerants, Teachers of the Visually Impaired, Orientation and Mobility Specialists and Occupational and Physical Therapists will be supervised by his/her District Supervisor within Student Services. 2. Any SSP with a 5-day a week assignment will be supervised by the Leader at his/her school. 3. Any SSP assigned to two, three or four schools will be supervised by the Leader at the building where he/she spends the most time. 4. Any SSP assigned to five schools will be supervised by the Leader at his/her Monday school assignment. A small number of individuals may not be covered by the above scenarios. In those cases, the Student Services Human Resource (HR) Partner will be responsible for identifying the supervisor for purposes of the Growth and Performance System (GPS). The HR Partner will also be responsible for ensuring that the supervisor for purposes of the growth and performance system is updated as needed for changes in building assignments, Leadership or other organizational changes. SCHOOL COUNSELORS GROWTH AND PERFORMANCE SYSTEM OVERVIEW DPS Framework for Effective 4

5 DPS FRAMEWORK FOR EFFECTIVE SCHOOL COUNSELORS ROLE EXPECTATION INDICATOR Demonstrates Mastery of and Expertise in the Domain for Which They are Responsible 1.A Incorporates the American Counselor Association (ASCA) National Model and exhibits expertise in the social/emotional, career and academic development of students into devlopment of strong counseling programs. 1.B Demonstrates knowledge, expertise and implements effective, evidence-based interventions, services or instruction that reduces barriers to and supports learning in literacy, math and other content areas. 1.C Incorporates knowledge of the interconnectedness of home, school and community influences on students achievement in services. SCHOOL COUNSELORS Supports and/or Establishes Safe, Inclusive and Respectful Learning Environments for a Diverse Student Population. Plans, Delivers, and/or Monitors Services and/ or Specially Designed Instruction and/or Creates Environments That Facilitate Learning for Their Students 2.A 2.B 2.C 3.A 3.B 3.C Creates and supports safe and accessible learning environments characterized by acceptable students behavior, positive behavioral strategies and a positive, nurturing relationship with caring adults and peers. Demonstrates respect for diversity within the home, school and local and global communities; and engages students as unique individuals with diverse backgrounds, interests, strengths and needs. Engages in proactive, clear and constructive communication; and works collaboratively with students, families and other significant adults and/or professionals. Develops and provides services and/or specially designed instruction aligned with state and federal laws, academic standards, the district s organized plans of instruction and the individual needs of students. Plans and consistently delivers services and/or specially designed instruction using multiple sources of data to inform practices related to students needs, learning and progress toward achieving academic standards and individualized students goals utilizing appropriate and available technology. Communicates effectively while establishing high expectations for students that support the development of 21st century skills including: critical-thinking, self-advocacy, leadership and problem solving. Reflects on Practice 4.A Demonstrates the effective use of data and evaluation to analyze students learning, development and growth; and apply what he/she learns to improve his/her practice. 4.B Links professional growth to professional goals. Demonstrates Collaboration, Advocacy and Leadership 5.A Collaborates with internal and external stakeholders to advocate for and meet the needs of students, families and schools. 5.B Demonstrates leadership in educational setting(s) and contributes knowledge and skills to educational practices and profession. 5.C Demonstrates high ethical standards. Symbols have been incorporated into this document to provide guidance on the most likely method of observation for effective behaviors. Key to Symbols: Read Observe Information Literacy/Technology Conversation OVERVIEW DPS Framework for Effective 5

6 EXPECTATION: DEMONSTRATES MASTERY OF AND EXPERTISE IN THE DOMAIN FOR WHICH THEY ARE RESPONSIBLE INDICATOR 1.A: Incorporates the American Counselor Association (ASCA) National Model and expertise in the social-emotional, career and academic development of students into development of strong counseling programs. Has limited understanding of professional standards, the ASCA National Model and processes related to the delivery of services* within the school setting. Has limited understanding of the multifaceted role of a Counselor. Has limited understanding of academic, career, social-emotional theory and development and/or their impact on students success. Rarely articulates knowledge of: delivery systems such as individual, group work and classroom guidance lessons, annual agreements, advisory councils, use of data to drive his/her program, annual and weekly calendars, curriculum, small-group and closing the gap action plans. Has understanding and sometimes incorporates counseling theory, human development theory, student learning theory and/or their impact on students success into the guidance program. Has basic knowledge of and generally adheres to the national recognized professional school counseling competencies and standards of practice. May articulate knowledge of: delivery systems such as individual, group work and classroom guidance lessons, annual agreements, advisory councils, use of data to drive his/her program, annual and weekly calendars, curriculum, small-group and closing the gap action plans. Has one or two of these components in place. Creates a counseling program and services designed to enhance students academic, career and social-emotional development. Incorporates nationally recognized professional competencies and standards of practice into his/her guidance program. Can articulate the components and competencies of the ASCA National Model. Has more than two of those components in place and is actively using those components in his/her program. Fully implements a counseling program and services designed to enhance students success based on counseling theory, human development theory and student learning theory. Plans and implements nationally recognized professional competencies in collaboration with school staff, district staff, students, parents and community members. Has an advisory council that meets at least once a semester to discuss the counseling program and the components of the ASCA National Model. *Services may include individual or group therapy, assessments, interventions, specially designed instruction, participation in school-wide initiatives and other special education related tasks. Classroom guidance, small-group or individual lessons Parent communication through phone call, , newsletter or parent evening Discussion of delivery plans including: individual sessions, group sessions and classroom guidance lessons Annual Agreement signed by school administration to determine program goals for the year; should be signed within four weeks of the start of the school year Advisory Council that meets at least once a semester composed of staff, district staff, students, parents and community members Pre- and post-tests with data aggregated and analyzed for effectiveness Annual and weekly calendars shared with administrators Action plans EVIDENCE GUIDE DPS Framework for Effective 1.A 6

7 EXPECTATION: DEMONSTRATES MASTERY OF AND EXPERTISE IN THE DOMAIN FOR WHICH THEY ARE RESPONSIBLE INDICATOR 1.B: Demonstrates knowledge, expertise and implements effective, evidence-based interventions, services* or instruction that reduces barriers to and supports learning in literacy, math and other content areas. Has limited understanding of the relevance of his/her services to the students ability to learn and how it relates to other content areas/disciplines. Has limited understanding of evidencebased school counseling practices and sources to obtain relevant and current research. Counseling program rarely addresses academic, personal/social and career needs of the students and school in order to decrease academic barriers through teaching students skills such as test taking, anxiety reduction, study skills behaviors, attendance support, etc. Rarely uses current research on evidence-based strategies he/she has used with students such as, but not limited to: Locus of Control, Transactional Analysis, Restorative Justice, etc. Occasionally understands and can sometimes articulate his/her role in reducing barriers to students academic success across a variety of environments. Designs and at times provides services to reduce barriers and support learning in literature, math and other content areas. Is able to identify resources** and/or appropriate evidence-based practices to support the growth of students. Stays current with relevant research. Counseling program occasionally addresses academic, personal/social and career needs of the students and school in order to decrease academic barriers through teaching students skills such as test taking, anxiety reduction, study skills behaviors, attendance support, etc. Occasionally uses current research on evidence-based strategies he/she has used with students such as, but not limited to: Locus of Control, Transactional Analysis, Restorative Justice, etc. Consistently develops and carries out services/instruction in the comprehensive counseling curriculum that reduces barriers and supports learning in literature, math and other content areas. Utilizes current research and collaboration with other mental health professionals, building staff, district staff, parents and community members to implement evidence-based strategies, practices and interventions to address the individualized needs of students and promote growth most of the time. Counseling program addresses academic, personal/social and career needs of the students and school in order to decrease academic barriers through teaching students skills such as test taking, anxiety reduction, study skills behaviors, attendance support, etc. Uses current research on evidence-based strategies he/she has used with students such as, but not limited to: Locus of Control, Transactional Analysis, Restorative Justice, etc. Consistently engages team members including other mental health professionals, building staff, district staff, parents and community members in addressing students needs. Initiates formal and informal Professional Development for school staff, family or community members to integrate the evidence-based practices into broader school programs. Collaborates with other staff members to integrate counseling program practices into the classroom or school-wide model. Takes advantage of opportunities to share evidence-based practices and research with school staff, family and/or community members in forms of communication such as, but not limited to: instruction, workshops, individual conversations, newsletters, etc. *Services may include individual or group therapy, assessments, interventions, specially designed instruction, participation in school-wide initiatives and other special education related tasks. **Resources can be anything that is utilized to assist students in progress toward achievement of individualized student goals and/or mastery of the content-language objective(s), including: academic tools, language supports, media, technology and additional adults in the room. NOTE: Some resources should be available in multiple formats depending on student needs. Classroom guidance, small-group, or individual lessons, lesson plans or workshops Communication with school staff, administration and families through face-to-face, or newsletters EVIDENCE GUIDE DPS Framework for Effective 1.B 7

8 EXPECTATION: DEMONSTRATES MASTERY OF AND EXPERTISE IN THE DOMAIN FOR WHICH THEY ARE RESPONSIBLE INDICATOR 1.C: Incorporates knowledge of the interconnectedness of home, school and community influences on students achievement in services.* Has limited understanding of the interconnectedness of home, school and/or community and its impact on students learning. Rarely supports or implements strategies to coordinate information or provide resources** to promote improved students participation in the home, school and/or community. Rarely involves agencies and referrals when needed (e.g., therapists, academic advisors, Department of Human Services, etc.). Community resources are rarely shared with families when a need arises. Articulates the interconnectedness of home, school and community and its impact on students learning. Collaborates with other school staff to provide a system of care for students to produce a positive impact on students achievement. Usually involves agencies and referrals when needed (e.g., therapists, academic advisors, Department of Human Services, etc.). Community resources are usually shared with families when a need arises. Coordinates services and provides information and resources to staff, students and families to support students achievement across home, school and community environments. Always involves agencies and referrals when needed (e.g., therapists, academic advisors, Department of Human Services, etc.). Community resources are shared with families when a need arises. Takes a lead role in developing systems for coordinating services and providing information and resources to school staff, students and families to support students achievement across home, school and community environments. This may include facilitating and supporting families in accessing community resources, medical services, equipment, etc. May host organizations at school during hours or provide resource fairs at parents nights. Communication with parents happens both when students are struggling and when they are succeeding. Seeks information and understanding on local, state and national news and policies that impact students and families. Always considers cultural context and potential impacts when working with families. *Services may include individual or group therapy, assessments, interventions, specially designed instruction, participation in school-wide initiatives and other special education related tasks. **Resources can be anything that is utilized to assist students in progress toward achievement of individualized student goals and/or mastery of the content-language objective(s), including: academic tools, language supports, media, technology and additional adults in the room. NOTE: Some resources should be available in multiple formats depending on student needs. Communications with parents and/or students Bulletin boards, fliers, newsletters, etc. Coordinate events EVIDENCE GUIDE DPS Framework for Effective 1.C 8

9 EXPECTATION: SUPPORTS AND/OR ESTABLISHES SAFE, INCLUSIVE AND RESPECTFUL LEARNING ENVIRONMENTS FOR A DIVERSE STUDENT POPULATION.FOR A DIVERSE STUDENT POPULATION INDICATOR 2.A: Creates and supports safe and accessible learning environments characterized by acceptable students behavior, positive behavioral strategies and a positive, nurturing relationship with caring adults and peers. Has limited understanding of the importance of and/or rarely creates a safe, inviting, respectful and inclusive environment for students, staff and families. Rarely provides clear expectations that guide students behavior in the school setting. Utilizes ineffective or inappropriate strategies some of the time to support students in the therapeutic setting. Understands the importance of and creates a safe, inviting, respectful and inclusive environment for students, staff and families. Assesses schools cultures and climate to implement programming that ensures inviting, respectful, supportive and inclusive school environments. Recognizes the need for rules and expectations to guide students behavior and puts procedures in place to maximize appropriate students behavior during counseling time either individually, in groups or in classroom guidance lessons. Assesses and implements change based on the needs of the school environments to ensure they are inviting, respectful, supportive and inclusive. Consistently implements school wide integration of positive behavioral supports for all students. Monitors counseling practice to improve students behaviors and use of time in the learning environment. Develops school counseling programs based on the school s expectations and behavioral needs of the student population in order to support personal student growth. Provides curricula or other activities that lead to positive and nurturing relationships. Leads school-wide integration of positive behavioral support for all students through broad collaboration with the school community. Staff, Student or Family Students and families rarely articulate a positive change in school culture. Students time in class is frequently disrupted. Staff, students or families are rarely able to access the counselor. Students and families usually articulate a positive change in school s cultures. Students sometimes engage in groups or clubs that are welcoming and inclusive of the school s cultures. Students time in class is sometimes negatively impacted. Staff, students or families are usually able to access the counselor. Students and families consistently articulate a positive change in school s cultures. Positive changes can be seen through students and staffs behaviors and parent involvement. Students consistently engage in groups or clubs that are welcoming and inclusive of the school s cultures. Students time in class is maximized. Staff, students or families are always able to access the counselor. Students are engaging in schoolwide or grade-wide systems. Culturally sensitive communication through newsletters, s, posters and visuals to teachers/parents/community Training for staff on safe environments and culturally inclusive language Parents are included in school initiatives through translated materials, community based meetings, etc. Opportunities for students: clubs, groups, internships, job shadows, speakers, career activities or programs RtI and PBIS involvement or leaderships Behavior, attendance or improvement plans Restorative approach efforts Classroom presentations Teacher support Crisis Response Plan/Management EVIDENCE GUIDE DPS Framework for Effective 2.A 9

10 EXPECTATION: SUPPORTS AND/OR ESTABLISHES SAFE, INCLUSIVE AND RESPECTFUL LEARNING ENVIRONMENTS FOR A DIVERSE STUDENT POPULATION.FOR A DIVERSE STUDENT POPULATION INDICATOR 2.B: Demonstrate respect for diversity* within the home, school, and local and global communities; and engages students as unique individuals with diverse backgrounds**, interests, strengths and needs. Has limited understanding and/or rarely recognizes the influence of culture, identity, demographics and socio-economic status on students development and engagement. Rarely seeks or supports the fullest potential for all students. Understands and articulates the importance of respecting culture, identity, diverse demographics and socio-economic status on students development and engagement. Is able to identify students strengths, needs and interests. Provides services*** based upon the academic, personal/social and career interests, strengths and needs of some students. Establishes routine processes that result in delivery of programming and services that honor diversity within the home, school, local and global communities based on culture, identity, diverse demographics and socio-economic status. Provides services and facilitates students development of academic, personal/social and career goals based upon the unique strengths and needs of all students. Provide programming at the individual and group level to assist in elevating cultural awareness among students, families, staff and the community. Works collaboratively with others to integrate his/her programs across learning environments based upon the academic, personal/social and career needs to increase engagement and students achievement. Advocates for policies and programs that promote equity, access and inclusion for all students regardless of race, religion, sexual orientation, country of origin, ethnicity, language, ability or socio- economic status. Staff, Student or Family Students display apathy, isolation, embarrassment or fear, indicating they do not feel comfortable and/ or safe. Students do not make positive connections between school and personal experiences. Students raise cultural or diversity issues in a derogatory or dismissive way. The level of students participation and engagement indicates that some students feel comfortable and/or safe. Students make occasional, positive connections between school and personal experiences. Some students recognize, discuss and/or acknowledge cultural perspectives other than their own. Students utilize native languages. High level of students participation and engagement (body language, attention, interest) indicates that students feel comfortable and safe. Students are secure being themselves, evidenced in sharing artifacts from home, interests, viewpoints and/or personal experiences. Students recognize, discuss and/or acknowledge cultural perspectives other than their own. Students intentionally utilize native languages to enhance their learning. Students explore, share and apply their cultural perspectives. Students demonstrate critical thinking, and appear comfortable questioning prevailing currents of thought and expressing dissenting and diverse viewpoints in respectful ways. *Diversity includes race, ethnicity, gender, sexual orientation, socioeconomic status, language, mental and/or physical abilities (students with disabilities, gifted and talented), religion, age, political beliefs, etc. DPS places particular emphasis on the needs of students of color and students with disabilities in order to close achievement gaps for these groups of students. * *Background is a generic term that can include many dimensions of a student s life, for example: ethnicity, religion, language, sexual orientation, gender identity, disability, citizenship status, family composition, living arrangements, etc. * **Services may include individual or group therapy, assessments, interventions, specially designed instruction, participation in school-wide initiatives and other special education related tasks. (Continued next page) EVIDENCE GUIDE DPS Framework for Effective 2.B 10

11 INDICATOR 2.B (Continued from previous page) Students are offered opportunities such as cultural awareness activities, groups, clubs or community involvement Goals set with sensitivity to diverse students needs Community outreach and involvement Visuals/Posters, translated materials, diverse visuals, etc. Individual Career and Academic Plans (ICAP)/Personal Education Plans (PEP) completion Contact log with students; particularly students in English Language Learners (ELL) and Special Ed programs and those struggling with attendance, academics and behavior Student Risk Assessment and Safety Plan EVIDENCE GUIDE DPS Framework for Effective CEL.1 11

12 EXPECTATION: SUPPORTS AND/OR ESTABLISHES SAFE, INCLUSIVE AND RESPECTFUL LEARNING ENVIRONMENTS FOR A DIVERSE STUDENT POPULATION.FOR A DIVERSE STUDENT POPULATION INDICATOR 2.C: Engages in proactive, clear and constructive communication; and work collaboratively with students, families and other significant adults and/or professionals. Rarely develops effective rapport or communication with students, staff and/or parents. Communication methods are often unclear and/or inconsistent. Is working toward developing a rapport with students, staff and/or parents. Has established basic lines of communication. Consistently develops effective rapport with students, staff and parents through a variety of methods. Establishes open lines of communication through a variety of methods. Parents are invited to share their ideas and concerns multiple times throughout the school year. Develops rapport easily and collaborates and maintains open lines of communication to promote academic success. Collaborates openly with students, staff, parents and community members to address concerns, needs and discuss students and schools successes. Demonstrates courage and care in interrupting non-inclusive language and behavior. Honestly assesses and challenges own values, biases, assumptions, beliefs and values. Seeks to understand privileges and barriers that limit access to and success in education. Staff, Student or Family Staff, students and families rarely communicate with the counselor. Students and families are unsure of how to communicate when language barriers exist. Students and families rarely participate in school related events. Families rarely participate in opportunities for collaboration. Staff, students and families occasionally communicate with the counselor. Language barriers occasionally have a negative impact on communication from students and families. Students and families sometimes or infrequently participate in school related events. Families infrequently participate in opportunities for collaboration. Staff, students and families regularly seek out the counselor through a variety of formats. Students and families consistently overcome language barriers through the use of multiple communication formats. Students and families consistently participate in school related events. Families consistently participate in opportunities for collaboration. Staff, students and families are proactive in creating opportunities for collaboration with the counselor or other adults in the building. Translated communications could include, but are not limited to: Newsletters, website, s, bulletin boards, etc. Opportunities for parent communication and collaboration including Advisory Council, parent appointments, phone calls, etc. Relationship with a Parent Liaison or Community Liaison to increase collaboration EVIDENCE GUIDE DPS Framework for Effective 2.C 12

13 EXPECTATION: SUPPORTS AND/OR ESTABLISHES SAFE, INCLUSIVE, AND RESPECTFUL LEARNING ENVIRONMENTS FOR A DIVERSE STUDENT POPULATION INDICATOR 3.A: Develops and provides services* and/or specially designed instruction aligned with and based on state and federal laws, academic standards, the district s organized plans of instruction and the individual needs of their students. Rarely provides required educational and/or intervention plans that align with educational law and district policy. Rarely recognizes and responds to students academic, career, and mental health needs. Provides required educational and/or intervention plans that align with educational law and district policy; however, timelines are not always met. Understands the use of evaluative tools and systems in assessing and responding to students academic, career, mental health crisis and needs, and plans counseling services accordingly. Understands the school s/district s written crisis response policies and procedures. Meets all requirements, including timelines for professional practices in accordance with educational law and district policy. Uses a variety of evaluative tools and systems in assessing and responding to students academic, career, and mental health needs and plans counseling services accordingly. Responds to students mental health crisis and needs by offering education, prevention and crisis/short-term counseling and makes referrals to community resources** as needed. Ensures that services are delivered in a differentiated way so as to maximize meaning and intention for all students. Communicates need-to-know information about the needs of students in a confidential, educational and respectful way to other school staff in individual, small-group or Professional Development settings. Staff, Student or Family Staff, students and families are unaware of the services which are being provided. Staff, students or families rarely communicate regarding available services and progress towards goals. Staff, students or families are aware of some services being provided. Staff, students or families occasionally communicate regarding available services and progress towards goals. Staff, students or families are aware of services being provided. Staff, students or families regularly communicate regarding available services and progress towards goals. Students and/or families demonstrate an understanding of educational rights required by law. Students may communicate ways to adapt lessons to make them more appropriate for their personal approach to learning. Students and/or families demonstrate an understanding of how interventions are intended to enable students to achieve by meeting the Colorado Academic Standards. *Services may include individual or group therapy, assessments, interventions, specially designed instruction, participation in school-wide initiatives and other special education related tasks. **Resources can be anything that is utilized to assist students in progress toward achievement of individualized student goals and/or mastery of the content-language objective(s), including: academic tools, language supports, media, technology and additional adults in the room. NOTE: Some resources should be available in multiple formats depending on student needs. 504 Plans, IEPs Student Intervention Teams (SIT) Team notes ICAPs/PEPs Instructional Services Advisory (ISA) Team notes Threat Assessment/Risk Management Crisis Response Plan Completed Suicide Risk Review assessments, Threat Assessments, etc. Communication with administration/staff Professional developments or training courses EVIDENCE GUIDE DPS Framework for Effective 3.A 13

14 EXPECTATION: SUPPORTS AND/OR ESTABLISHES SAFE, INCLUSIVE, AND RESPECTFUL LEARNING ENVIRONMENTS FOR A DIVERSE STUDENT POPULATION INDICATOR 3.B: Plans and consistently deliver services* and/or specially designed instruction using multiple sources of data to inform practices related to students needs, learning and progress toward achieving academic standards and individualized students goals utilizing appropriate and available technology. Rarely accesses data to develop a school counseling core curriculum. Rarely utilizes students achievement data or achievement related data to strengthen the academic skills of students. Rarely utilizes available software, technology and curriculum to support students success. Accesses data to develop a school counseling core curriculum. Utilizes achievement and achievement related data to identify gaps in learning for students. Accesses and disaggregates data to understand individual students needs and inform delivery of services. Occasionally utilizes available software, technology and curriculum to support students success. Is adept at utilizing a variety of data including formal and informal data and methods to determine students needs and create programs to close achievement gaps. Works individually, with small or large groups of students to plan and deliver services based on data related to students abilities, interests, skills and achievement. Effectively utilizes appropriate software, technology and curriculum to enhance students success. Develops a comprehensive plan using multiple, varied assessment tools across a variety of settings to determine students needs. Works individually, with small or large groups of students to plan and deliver services based on the integration of multiple sources of data related to students abilities, interests, skills and achievement in collaboration with school staff, parents and community members. Supports students and/or parents in accessing resources** on their own. Creates counseling core curriculum developed through multiple source data collection using both informal and formal assessments. *Services may include individual or group therapy, assessments, interventions, specially designed instruction, participation in school-wide initiatives and other special education related tasks. **Resources can be anything that is utilized to assist students in progress toward achievement of individualized student goals and/or mastery of the content-language objective(s), including: academic tools, language supports, media, technology and additional adults in the room. NOTE: Some resources should be available in multiple formats depending on student needs. (Continued next page) EVIDENCE GUIDE DPS Framework for Effective 3.B 14

15 INDICATOR 3.B (Continued from previous page) Staff, Student or Family Staff, students and families are unaware of the services which are being provided. Staff, students or families rarely communicate regarding services provided and progress towards goals. Students are not able to state their own educational goals. Staff, students or families are aware of some services being provided. Staff, students or families occasionally communicate regarding services provided and progress towards goals. Students are mostly able to state their own educational goals. Staff, students or families are aware of services being provided. Staff, students or families regularly communicate regarding services provided and progress towards goals. Students and families understand the use of multiple data sources as relevant to students care. Students are able to state their own educational goals. Students and families provide data to contribute to the design of services. Students demonstrate an understanding of their strengths and weaknesses. Students and families participate in the design of services. Students and staff s needs assessments Results reports or Level Accountability Report which include pre-/post-test data from classroom guidance lesson, groups and individual sessions Assessment test results lessons such as ACT, PLAN, EXPLORE and Transitional Colorado Assessment Program (TCAP) Action Plan reports with minimum of three lesson plans that address students needs in academic, career and personal/social arenas Use of Time analysis Use of Naviance, CollegeInColorado.org, Student/Parent Portal, Social Media and relevant web based mediums Closing the Gap Action Plans EVIDENCE GUIDE DPS Framework for Effective 3.B 15

16 EXPECTATION: SUPPORTS AND/OR ESTABLISHES SAFE, INCLUSIVE, AND RESPECTFUL LEARNING ENVIRONMENTS FOR A DIVERSE STUDENT POPULATION INDICATOR 3.C: Communicates effectively while establishing high expectations for students that support the development of 21st century skills including: critical-thinking, self-advocacy, leadership and problem solving. Rarely demonstrates effective communication or establishes high expectations for students or understands his/her role in post-secondary workforce readiness and 21st century skill development. Rarely builds a rapport with students. Establishes or communicates high expectations for students and understands his/her role in post-secondary workforce readiness and 21st century skill development. Builds a rapport with students and is able to effectively communicate basic needs within a comprehensive counseling program. Establishes and communicates high expectations for students to other stakeholders and implements services to facilitate post-secondary workforce readiness and 21st century skill development. Is able to communicate with students based on the students needs, emotional and developmental level and communication style. Encourages students to succeed and communicates this expectation to parents, community members and other staff. Communicates high expectations for students, parents, staff and community members. Delivers a multitude of services to develop students post-secondary workforce readiness and 21st century skills through classroom guidance and/or engagement activities and opportunities. Is able to communicate with students based on the students needs, emotional and developmental levels, uses a communication style to engage in meaningful dialogue and seeks to increase participation in academic and engagement activities. Staff, Student or Family Students misbehavior consistently detracts from others learning. Few students exhibit appropriate behavior and/or do not change their behavior when prompted by the counselor. Students display anger, embarrassment, sadness or fear due to counselors disrespectful or unfair response to their behavior. Students misbehavior sometimes detracts from others learning. Some students exhibit appropriate behavior while others change their behavior when prompted multiple times by the counselor. Students follow rituals and routines with counselor prompting. Students misbehavior rarely detracts from others learning. Most students exhibit appropriate behavior, while others immediately change their behavior when prompted by counselor. Students follow rituals and routines with minimal counselor prompting. Students and families apply critical thinking skills to support good choices. Students self-manage their behavior and manage others behavior. Students prompt each other to follow rituals and routines. Students demonstrate strong self-advocacy and problem-solving skills in their learning environments as a result of counselor support. Students and families advocate for self in working with the counselor to set individual goals. Mission and vision statement reflects belief in all students Messages relay high expectations in written and verbal communications such as newsletters, websites, fliers, etc. Curriculum action plans Written and verbal communication Student feedback Observations EVIDENCE GUIDE DPS Framework for Effective 3.C 16

17 EXPECTATION: REFLECTS ON PRACTICE INDICATOR 4.A: Demonstrates the effective use of data and evaluation to analyze students learning, development and growth and apply what he/she learns to improve his/her practice. Rarely collects data related to students performance, nor utilizes that data to inform their practice and services*. Is able to identify methods and tools to collect students data. Conducts program audits to assess the impact of the comprehensive counseling program on students academic, career and personal/social development. Efficiently collects, compiles, and analyzes a wide range of data in order to audit the effectiveness of the counseling program and makes changes to it based on students and schools needs. Shares data with administration, stakeholders and the advisory committee in order to elicit recommendations for change. Program changes are made in accordance with data and recommendations gathered. Staff, Student or Family Collects data on program effectiveness on an inconsistent basis. Conducts a yearly program evaluation/ audit based on evidence collected. Regularly collects and analyzes data to evaluate the effectiveness of the counseling program on an ongoing basis. Makes changes to the program based on students and schools needs. Conducts a yearly program evaluation/audit that includes the results of all the program components using students and staff s needs assessments. Analyzes the yearly evaluation/audit to make changes to the counseling program for the following year. Shares the results of the program audit with administrators, Counseling Advisory Council members and other appropriate stakeholders. *Services may include individual or group therapy, assessments, interventions, specially designed instruction, participation in school-wide initiatives and other special education related tasks. Student and/or staff needs assessments Pre- and post-tests of classroom guidance lessons, small-groups or individual sessions to gauge learning Results Reports or Level Accountability Report Counseling Program Assessment EVIDENCE GUIDE DPS Framework for Effective 4.A 17

18 EXPECTATION: REFLECTS ON PRACTICE INDICATOR 4.B: Links professional growth to professional goals. Rarely uses professional feedback from supervisors and/or colleagues to improve practice. Rarely able to identify growth areas and does not seek support in learning new skills to improve practice. Rarely actively participates in departmental trainings or meetings nor completes required Professional Development course(s). Occasionally engages in evidence-based Professional Development activities. Sometimes applies knowledge and skills learned to practice and service* delivery. Actively engages in regular, evidencebased Professional Development activities and departmental meeting activities to address students needs and meet professional goals. Applies the knowledge and skills learned to professional growth and goals, as well as students service delivery. Has a long-term Professional Development Plan tailored to meet professional goals. Develops and/or leads focused and rigorous professional development at the school, district, state and/or national level. Engages in self-reflection, takes responsibility for improving skills and knowledge through Professional Development, practices ethical principles and promotes the school counseling profession. Staff, Student or Family Limited personal reflection, consultation or supervision to promote professional growth and development. Occasionally engages in Professional Development courses. Occasionally uses resources** to inform and guide ethical and legal work. Occasionally engages in personal reflection for areas of professional growth and development. Regularly engages in Professional Development and uses resources to inform/ guide ethical and legal work. Participates in one or more school counseling and/or education-related professional organizations. Develops a yearly Professional Development Plan demonstrating how he/she will advance relevant knowledge, skills and dispositions. Continuously engages in Professional Development and uses resources to inform and guide ethical and legal work. Participates in multiple school counseling and education-related professional organizations. Conducts professional training for colleagues and other stakeholders to share his/her expertise. Uses personal reflection, consultation and supervision to promote professional growth and development. *Services may include individual or group therapy, assessments, interventions, specially designed instruction, participation in school-wide initiatives and other special education related tasks. * *Resources can be anything that is utilized to assist students in progress toward achievement of individualized student goals and/or mastery of the content-language objective(s), including: academic tools, language supports, media, technology and additional adults in the room. NOTE: Some resources should be available in multiple formats depending on student needs. Records of Professional Developments Presentations or agendas for conducted training courses Lesson plans demonstrating skills learned in Professional Development (PD) Professional Development plan EVIDENCE GUIDE DPS Framework for Effective 4.B 18

19 ROLE: COUNSELORS EXPECTATION: DEMONSTRATES COLLABORATION, ADVOCACY AND LEADERSHIP INDICATOR 5.A: Collaborates with internal and external stakeholders to advocate for and meet the needs of students, families and schools. Not Meeting (1 2) Approaching (3 4) Effective (5 6) Rarely collaborates with key stakeholders regarding the needs of students. Does not regularly initiate or maintain appropriate dialogue or collaborative process with colleagues to support students success. Rarely identifies or prioritizes students, families and/or schools needs. Rarely actively advocates for all students. Rarely establishes cooperative and productive working relationships with parents, families, and community members and/or responds to , phone and face-to-face interactions. Rarely organizes and facilitates grade-level, multi-disciplinary and/or intervention team or partnership meetings. Rarely collaborates with appropriate support staff to make recommendations that are specific, relevant and useful. Rarely facilitates problem solving with parents, students, teachers and/or community members to create change. Rarely hosts parents nights/meetings to increase communication. Consistently collaborates and initiates dialogue with school staff, parents, students and community members to support students success. Identifies and prioritizes students, families and schools needs. Identifies and actively builds relationships with stakeholders to serve as a foundation for advocacy. Occasionally establishes cooperative and productive working relationships with parents, families, and community members and/or responds to , phone and face-to-face interactions. Occasionally organizes and facilitates grade-level, multi-disciplinary and/or intervention team or partnership meetings. Occasionally collaborates with appropriate support staff to make recommendations that are specific, relevant and useful. Occasionally facilitates problem solving with parents, students, teachers and/or community members to create change. Occasionally hosts parents nights/meetings to increase communication. Establishes and maintains appropriate communication through a variety of means with key stakeholders (e.g., school staff, students, families, outside providers, etc.) to meet students needs. Develops effective working relationships with community members and agencies to support students success. Advocates for changes that support students, families and schools needs that promote students achievement. Provides counseling curriculum so students can learn to self-advocate in appropriate ways. Regularly establishes cooperative and productive working relationships with parents, families and community members, and responds to , phone and face-to-face interactions. Organizes and facilitates grade-level, multi-disciplinary and/or intervention team or partnership meetings. Collaborates with appropriate support staff to make recommendations that are specific, relevant and useful. Facilitates problem solving with parents, students, teachers and/or community members to create change. Hosts parents nights/meetings to increase communication. Distinguished (7) Builds effective teams by encouraging collaboration and leads the team to work toward meeting a common goal. Provides counseling curriculum so students learn to self-advocate in appropriate ways and provide regular opportunities for families to communicate their needs and impact schools, school board or local policy that reflects these needs. Consistently collaborates with stakeholders and can manage difficult dynamics of communication and negotiation in order to reach a common goal. Coordinates community resources* for student and family needs. Often refers students and families to additional resources. * Resources can be anything that is utilized to assist students in progress toward achievement of individualized student goals and/or mastery of the content-language objective(s), including: academic tools, language supports, media, technology and additional adults in the room. NOTE: Some resources should be available in multiple formats depending on student needs. (Continued next page) EVIDENCE GUIDE DPS Framework for Effective 5.A 19

20 INDICATOR 5.A (Continued from previous page) Consultation records Meeting logs or committee participation logs communications Counselor/Administrator agreement Students and/or staff s needs assessments Records of parent/student conferences or meeting Lesson plans and/or pre-/post-tests from classroom presentations on self-advocacy Resource List EVIDENCE GUIDE DPS Framework for Effective 5.A 20