School Counselor Systematic Change · • SLO‐Student Learning Objectives • IAGDs‐Indicators of Academic Growth and

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School CounselorLeadershipAdvocacy

CollaborationSystematic Change

Agenda

1. Identifying Acronyms 2. PEAC Core Requirements3. Student and Educator Support Specialists4. History of SESS Work Group5. Content of the Infamous White Papers6. Connecticut’s System for Educator Evaluation7. School Counselors and SEED 8. SLOs9. Resources10.Next Steps

Connecticut State Department of Education

Acronyms• PEAC‐Performance Evaluation Advisory Council

• SEED‐Connecticut’s System for Educator Evaluation and Development

• SESS‐The Student and Educator Support Specialists' Work Group

• SLO‐Student Learning Objectives• IAGDs‐Indicators of Academic Growth and Development

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PEACThe Performance Evaluation Advisory Council

(PEAC)• Work Groups Started Meeting in 2012 (Teacher, Administrator, Implementation, SESS)

• Developed the Core Requirements and Evaluation Framework

• Adopted by the State Board of Education on June 27, 2012


The Student and Educator Support Specialists' Work Group (SESS) The Working Group Represented Multiple

Disciplines• This group consists of some of the individuals who are included in the non‐tested grades and subjects category, but not all

• It is important to note that 69% of teachers are not in the grades or subjects where state testing applies (Goe, 2012).


Student and Educator Support Specialists

• ELL Teachers• Social Workers• School Psychologists• Library Media Specialists• Counselors• Speech Language Pathologists• Math/ELA Coaches• PTs/OTs• Nurses• Special Educators• Transition Coordinators• Others?

• How can learning objectives be articulated for these professionals?

• What tools are available to measure the objectives?


School CounselorGuidance Documents for SESS

• Overview of titles and roles• Sample SLOs and IAGDs• Recommendations for customizing the observation rubric

• Recommendations for gathering staff, student and parent feedback

• Resources• Credits


Recommendations for Customizing the Observation Rubric

The most difficult and churning issue:• Some of the groups thought the current Common Core of Teaching Rubric for Effective Teaching was appropriate for their discipline

• Other disciplines (School Counselors, SLPs and School Psychologists, Social Workers) recommended using rubrics established by national associations

• The CSDE understands the need to use national guidance for these disciplines


Crosswalk CCT and Framework

5 Domains 2. Classroom Environment, Student

Engagement and Commitment to Learning

3. Planning for Active Learning4. Instruction for Active Learning5. Assessment for Learning6. Professional Responsibilities and

Teacher Leadership

5 Domains2. Environment, Student

Engagement and Commitment to Learning

3. Planning for Active Learning4. Service Delivery5. Assessment for Service Delivery6. Professional Responsibilities and

Leadership

SESS Framework-DraftCCT Foundational Skills


The Solution

• Short Term: For those using the state model, we have developed an amended Common Core of Teaching Rubric for use with SESS educators

• Long Term: Work with constituent groups to take the content from the national tools and retrofit them in the SEED model


Educator Evaluation Categories


ANNUAL TEACHER RATING

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OUTCOME RATING

Educator Evaluation Categories

PRACTICE RATING

Educator Evaluation Process

Orientation on process

Teacher reflection and goal‐setting

Goal‐setting conference

Review goals and performance to date

Mid‐year conferences

Teacher self‐assessment

Scoring

End‐of‐year conference

Goal‐Setting & Planning Mid‐Year Check‐in End‐of‐Year Review

By November 15, 2013 January/February 2014 By June 30, 2014*

*If state test data may have a significant impact on a final rating, a final rating may be revised by September 15 when state test data are available.


Levels of Performance

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Exemplary4

• Substantially exceeding indicators of performance

Proficient3

• Meeting indicators of performance

Developing2

• Meeting some indicators of performance but not others

Below Standard1

• Not meeting indicators of performance

Each district shall define effectiveness and ineffectiveness utilizing a pattern of summative ratings derived from the new evaluation system..

Priorities of the New Educator Evaluation System

1. Place Student Learning at the Center – Student learning is central to the evaluation

and development of educators

2. Fosters an ethos of collaboration and dialogue

3. Promote Growth and Development – Provide all educators with immediate

feedback and opportunities that support continuous growth and improvement

through collaboration

4. Every educator is an active participant in an evaluation process that supports

collaboration and continuous learning (informs Professional learning)

5. Builds leadership capacity

6. System for documenting teacher performance based on multiple data sources

regarding educator performance

7. Support system for providing assistance when needed


SLOs


What are Student Learning Objectives?

• Broad statements about the knowledge and skills that

students will demonstrate as a result of instruction/service;

• Address the central purpose of the educator’s assignment;

• Take into account baseline data on student performance;

• Reflect content mastery or skill development;

• Reflect attainable but ambitious goals for student learning;

• Are measured by indicators of academic growth and

development (IAGDs); and

• Are standards‐based.Connecticut State Department of Education

ASCA Student and School Counselor Competencies (Standards)

Student:Knowledge, attitudes and skills that student should be able to demonstrate as a result of school counseling. SC use the standards to assess student growth and development.School Counselor:Knowledge, attitudes and skills that ensure SC can meet the rigorous demands and have an impact on students’ lives

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Setting Student Learning Objectives Planning Cycle (SEED)


School Counselors and SLOs

Collecting , analyzing & using‐data (1)

Understanding who you are and where you

want to go (SIP, mission)

Setting measureable goals (determining

priorities) (2)

Action plan, interventions,

implementation, tiering

Progress monitoring(benchmark

assessments) (3)

Results Report outcomes and sustainability (4)

Accountability to Each Student

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Strategic SLOsSchool Reform

District and School

Improvement Plans

Data Teams and Needs Assessments

School Leadership Governance

SLO Development

Requirements for Goal Setting for 45%

• Student Learning Objective focus statementDescription of the general learning content to be covered

• Baseline Data• The population of students addressed by SLOGrades, sub‐groups, caseload

• Standards Addressed• Interval of instruction/time• Assessments• Indicator(s) for Academic Growth an Development• Strategies and tier interventions


• The specific evidence, with a quantitative target, that will demonstrate whether the objective was met

• Each indicator should make clear: 1. What evidence will be examined,2. What level of performance is targeted; and3. What proportion of students is projected to achieve the

targeted performance level.• Indicator statements should follow SMART Goal language:

Specific/Strategic, Measurable, Aligned/Attainable, Results‐oriented and Time bound

Indicators of Academic Growth and Development


CT’s Educator Evaluation and Development Alignment to ASCA

1. Promotes the academic, career, and personal/ social development of every student

2. Advocates for equitable opportunities for every student

3. Ownership for professional growth4. Assumes a leadership role within the school

community5. Collaborates to support the success of all students6. Utilizes data to promote student success

and systemic change24

Guiding Principles:Measure Impact of School Counselors on:

• Student Achievement in Three Developmental Domains (Standards and Competencies)

• School Reform Initiatives• District and School Improvement Plans• Data Team Goals• Needs Assessments• School Leadership and Governance• Helping District Demonstrate Accountability Defined in State and Federal Policies

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School Counselors and SLOs (45%)ASCA aligned to CT

Use of Data:• Achievement, attendance, behavioral Helps SC to:• Monitor progress, ID barriers and behavioral issues, ID access and equity issues, close “GAPS”, assess and evaluate effectiveness and educate and advocate.

Example Categories: Gender, race/ethnic, SES, courses, SPED, grade level, ELL

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Program and Counselor EvaluationStudent Measurable Outcomes

Sample Data Elements

All Levels• Attendance• Discipline • Gifted and Talented• Promotion• Transition‐IEP, Post‐secondary,

Career• Extra Curricular Activities• Graduation (HS)• Drop Out (M, HS)• AP course (HS) • Achievement Data• Access Data (HQT, Courses)

27CSDE

Observation Rubric 40%



Sample Observation‐School Counselors (40%)

School Counseling Core Curriculum

Individual Student Planning

Responsive Services

Indirect Student Services

30ASCA National Model, 2012

ASCA Standards 1‐5 Competencies

I. School Counseling ProgramII. FoundationsIII.ManagementIV.Delivery V.Accountability


Post Conference

Reflection and Self‐Assessment

Evidence of Expected Results

Dialogue

Evaluation Assessment

Plans for improvement




Resources

• All are located on the SEED website: www.connecticutseed.org

• All are located on the CSCA website: http://www.ctschoolcounselor.org/

• Student and Educator Support Specialists White Papers by Discipline, 2013

• A crosswalk of the CCT rubric and the SESS rubric• Amended CCT observation rubric for SESS• A copy of this PowerPoint that you can customize to use in district


Resources• CT SEED website www.connecticutseed.org• 2013 SEED Handbook• Connecticut Guidelines for Educator Evaluation(Core Requirements)

• CCT Rubric for Effective Teaching• CSDE‐Approved Trainer List• Evaluation Toolkit (including SLO guidance document)


Next Steps

• Phase Two of the Work:1. Convene practitioner based work group to refine SLO and IAGD examples

2. Convene practitioner based work groups to look at national standards against CCT framework

3. Work with SDE to focus on enhancing supports


Thank You

CT State Department of Education:

Kimberly Traverso, LPC, Education [email protected]
