District-Level System of Supports for School Counseling Program Evidence- Based Implementation Plans

Transcription

1 District-Level System of Supports for School Counseling Program Evidence- Based Implementation Plans Lisa De Gregorio, Lead Elementary Counseling Specialist Diana Camillo, Elementary Counseling Specialist Whitney Triplett, Lead High School Counseling Specialist

2 Topics To Cover CPS Context Rationale and Purpose What is the Evidence Based Implementation Plan and Process District Impact Recommendations and Next Steps

3 Current State of CPS 3 rd largest school district in the United States with more than 600 schools providing education to approximately 400,545 children. 480 Elementary Schools (Pre-K-8) and 174 High Schools (9-12) 85.0% Students Receive Free or Reduced-Price Lunch 16.3% English Language Learners (ELL) Student Race: 39.3% African American; 3.6% Asian; 0.2% Hawaiian/Pacific Islander; 45.6% Hispanic; 9.4% White; 0.3% Native American/Alaskan 41,579 Total Employees in $5.59 Billion Operating Budget for Fiscal Year 2014

4 Current State of Counseling in CPS CPS Framework for School Counselors based on the Charlotte Danielson Model was approved/released in August School principals hire, supervise, and evaluate school counselors. 3 School Counseling Specialists at Central Office. Postsecondary coaches are optional in schools. CPS district funds three positions at EVERY school in CPS-- a principal, a clerk, and a school counselor. The remainder of staffing needs are decided by the principal per student-based budget. Approximately 750 school counselors elementary and 279 high school. School counselors are generalists.

5 Rationale & Purpose: OSCPA Perspective Mission: To ensure that school counseling teams utilize leadership, advocacy, systemic change, and collaboration to promote student success, provide preventive interventions, and respond to student needs by implementing a data-driven, comprehensive school counseling program that advances the academic, personal/social, and career development of all students and is aligned with district goals and state standards.

6 Rationale & Purpose: OSCPA Perspective The Evidence Based Implementation Plan is related to one of OSCPA s twelve workstream priorities for : Strengthen data-driven, comprehensive school counseling programs implemented in every school by providing targeted professional development in accord with identified skills/competency needs, implementation plan rubric results, school visits, and tools and resources, including a new best practice College Advising Credential training.

7 Rationale & Purpose: Practitioner Perspective A tool for organizing a comprehensive school counseling program, not a compliance measure Completing this plan early in the school year ensures that counseling teams have a structured, intentional, systematic approach to address the academic, career, and personal/social development of all of their students. A tool to advocate for the work of a school counselor to affect student achievement The implementation plan, especially the Calendar, Program Results Template, and Flashlight PPT, helps counselors communicate what they do and their effectiveness while educating others on their role as stakeholders in implementing Common Core standards.

8 Rationale & Purpose: Practitioner Perspective An artifact in the REACH Framework for School Counselors performance evaluation-- o o o Demonstrates planning and evaluation of the counseling program and can be used to facilitate discussion during conferences. Specific components from the Framework for School Counselors addressed are: Domain 1c, 1e-f; 2e; 3a, 3e; 4a, 4c. The Program Results Template and Flashlight PowerPoint presentation can serve as artifacts as they demonstrate the results of observable school counseling activities: 1e, 1f; 2e; 3a, 3c; 4a in particular. A RAMP recognition readiness gauge and launch pad o OSCPA uses a rubric based on the ASCA RAMP rubric to provide individual feedback to schools.

9 OVERVIEW OF THE EVIDENCE BASED IMPLEMENTATION PLAN (EBIP)

10 What is the EBIP? Step 1: Pre-Planning Step 2: Setting the Foundation Step 3: Review Data Step 4: Set SMART Goals Step 5: Complete Annual Agreement Step 6: Complete Evidence Based Implementation Plan Step 7: Develop Lesson Plan Step 8: Develop Annual Calendar Step 9: Submit Plan & Agreement Step 10: Implement Plan Step 11: Collect Data Step 12: Analyze Program Results & Plan Step 13: Share School Counseling Program Outcomes and Impact

11 EBIP Template

12 Menu of Data Elements

13 Annual Agreement

14 Annual Agreement

15 Action Plan

16 Program Goal(s) Results Report Template

17 Sample Flashlight* Presentation *The Flashlight Presentation has been adapted from The Use of Data in School Counseling: Hatching Results for Students, Programs, and the Profession by Dr. Trish Hatch, Hatching Results. Visit chapters 11 and 12 for more support.

18 Evolution of the EBIP Process Inception Tool issued to High School Counselors only that was due by November 1st, generally Six goals required Postsecondary, FOT, Social Emotional, CHOICES/WNI Usage, Parent Engagement, and a Goal of Choice No scoring or feedback provided Training offered Past Due prior to first day of student attendance, August 28th generally Four goals required of High School Counseling Teams Career, Academic, Personal/Social, and Goal of Choice Overall color category rubric results shared with HS Counselors and HS Principals Summer Institute training by Central Office and annual ASCA National Model training conducted by Dr. Trish Hatch Recent Past Tool additionally required of Elementary Counselors with modified requirements OSCPA expanded Guidance for Completion with clear examples and step-by-step instructions Dedicated inbox created for submission and communications Launch series of professional development, including webinar Overall number scores /rubric results shared with HS Counselors, HS Principals, and HS Chiefs Begin Network Level Meetings for EL Schools Modified internal version of rubric to utilize checkboxes Exemplars posted on internal Internet site Now Due during first Quarter, September 19, 2015 Google Submission Form launched to assist in tracking Rubric results additionally shared with EL Counselors only Modified the rubric to eliminate number scores and provide general category feedback per each essential component of the rubric Detailed history, purpose, and understanding the scores supporting documents created Data reports compiled per network and shared with Chiefs and Principals Quick Guide Menu of Data Elements to show links to pulling certain data reports in software systems

19 EBIP Process and Workflow Quarter 1 Completed EBIPs are due to OSCPA within the first two weeks of school. Submissions are pulled from the counselorplan inbox and saved in Dropbox. Submissions are tracked in an Excel file. Specialists begin scoring plans, using a Google Form. Quarter 2 Scoring is completed and data is analyzed to determine scoring trends. Scores are returned to Network Chiefs, principals, and counseling teams. EBIP PD is conducted at the Fall Network Level meetings. Quarter 3 Results reports and Flashlight PowerPoint presentations are due on the last day of the third Quarter. Quarter 4 Although only a few are ultimately selected to present, all schools are expected to come to the Spring Network Level meetings prepared to present their Flashlight PowerPoints. EBIP PD is conducted at the Spring Network Level meetings. Updated EBIP templates are distributed to counseling teams in May.

20 EBIP Process and Workflow: Scoring Plans printed and split between the Specialists to score Google Form used to record scores, based on rubric Scores automatically sent to a Google sheet, enabling us to easily track the scoring data Raw scores transferred to a blank rubric sheet, which is returned to the school with info on understanding the score, how to use the feedback, and next steps

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22 RESOURCES

23 Resources: Professional Development Workshops: Overview and Step-By-Step Completion of the Evidence Based Implementation Plan Overview and Step-By-Step Completion of the Program Goals Results Report Template Structured Working Session: Annual Agreement and Setting SMART Goals District-Wide Network Level Meetings: Rubric Review and Feedback CPS Hosted School Counselor and Coaches SWAP Conference Summer Institute Training with Trish Hatch or a national trainer Webinar

24 Resources: Downloadables Found on the Knowledge Center

25 Resources: Additional Resources Dedicated account Newletter Principal Digest Memorandums Scoring Rubric and School Specific Feedback

26 DATA

27 Recent EBIP Submission Rates Elementary Schools % (n=414) % (n=426) High Schools 85% (n=107) 74% (n=125)

28 Scoring Rubric

29 SY15 Scoring Data Annual Agreement Score Mission Statement Score Annual Calendar Score 11% 8% 2% 23% 28% 51% 30% 60% 49% 26% 10% 2%

30 SY15 Scoring Data Program Goals Score Action Plan/Lesson Plan(s) Score 6% 11% 10% 9% 61% 22% 47% 34%

31 OUTCOMES AND IMPACT

32 School Level Impact Use of data to determine program goals Improved data interpretation and reporting Access to resources that align with program goals and student needs Alignment to ASCA standards Role agreement and advocacy RAMP Readiness

33 Principal Quote Realization in Chicago! I never realized that a counselor could have such an impact in such a short amount of time. In just two years, Kirsten transformed our high school admissions process at Walsh. As a result we have the highest number of students attending selective schools this year than in years past. Our students and parents are more conscious of grades, working hard in school and preparing for the future. Because of Kirsten, I have reconsidered how I utilize the role of a school counselor at Walsh. Many of our students have academic and social-emotional needs that are not being addressed because our counselor is busy doing paperwork and case management. I am working on ways to eliminate these responsibilities so that Kirsten can spend more time with our students. As an administrator, I strive to address all factors that may negatively impact student access to learning so that my students have a wellrounded school experience and success in their pursuit toward higher education. The work that school counselors do with students, staff, parents and community members plays a vital role in this process. -Krish Mohip, Principal, Walsh Elementary; Network Chief, CPS

34 CPS RAMP Schools First CPS school earned RAMP in the same year the EBIP was first implemented 23 CPS RAMP schools; 3 have re-ramped 64% of Illinois RAMP schools are from CPS 11 schools currently in the process: 2 submitted in plan to submit in plan to submit in plans to submit in 2017

35 Kenwood Academy 2008 Vaughn 2010 Phoenix Military Academy 2008 Uplift 2010 Von Steuben 2008, 2011, 2014 Mather 2010 Harlan 2009 Clark 2010 Simeon 2009 Sullivan 2010 Foreman 2009 Al Raby 2011 Chicago Academy 2009, 2014 Lane Tech 2012 Jones College Prep 2009 Steinmetz 2012 Taft 2009, 2012 Roosevelt 2013 Phillips 2009 Southside Occupational 2013 Lindblom 2009 Northside Learning Center 2013 Amundsen 2014 RAMP Is based on the ASCA National Model. Is a recognition program for individual schools, not districts or school counselors. Gives you the confidence that your program aligns with a nationally accepted and recognized model. Helps you evaluate your program and areas for improvement. Increases your skills and knowledge. Enhances your program's efforts to contribute to student success.

36 SY12 Non-RAMP Schools Compared to RAMP Schools *College enrollment based on Class of 2011 Source: ITS data files and Postsecondary college enrollment database 9

37 Student Impact Better, more equitable school-wide programs and systems Increased access to resources Improved attitudes, skills, knowledge Improved student achievement

38 District Level Impact Better understanding of the role of school counselors Increased recognition Increased collaboration with CPS departments Strenghthend partnerships with Universities

39 Additional Impacts Advocacy Increased awareness Building and utilizing partnerships Professional Impact RAMP readiness

40 RECOMMENDATIONS AND NEXT STEPS

41 Top 10 Recommendations 1. Start small and build gradually 2. Due date early in school year 3. Ensure and protect district-level bandwidth 4. Deliver personalized feedback 5. Make it relevant 6. Keep it user-friendly 7. Clear, accessible COMMUNICATION! 8. Differentiate training to 4-year district-wide scoring cycles 10.Use results to highlight counselor work

42 Next Steps Template Revisions PDF writable format Based on common issues noticed in rubric scoring, adjust templates and guidance Embed annual agreement(s) into plan so one document Update Menu of Data Elements to reflect current systems, hyperlinks Revise Menu of Data Elements to identify based on data type/achievement indicator rather than ASCA National Model domain Embed rubric into the Guidance for Completion document Align with new ASCA Mindsets and Behaviors Standards Providing Feedback Schedule appointments for personal 1x1 feedback with counseling teams, Principals, etc. Train Principals to provide feedback using the rubric in accord with REACH evaluation Hire and train other staff and/or interns to score plans with rubric Improve the scoring rubric language as clear checklist Similar to RAMP, provide district-wide thorough feedback only every 3-4 years Professional Learning Develop webinar series based on common mistakes made in implementation plans Schedule toolkit workshop day focused on implementation plan training only Offer differentiated training based on score levels Begin optional citywide monthly Google Hangouts focused on implementation plan topics Format Network Level Meetings to focus on teaching each other, peer feedback Improve Student Outcomes

43 Diana Camilo Questions? Lisa De Gregorio Whitney Triplett