Ogden School District – Continuous Improvement System

Continuous Improvement System - COUNSELORS “Comprehensive School Counseling Programs strive to have every student graduate from high school with the skills, knowledge and dispositions essential for success.”

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Ogden School District – Continuous Improvement System

JOINT EVALUATION COMMITTEE Pursuant to Utah Code 53A-8a-403, the following individuals have served on the District’s Joint Evaluation Committee. CHAD CARPENTER Chairman: Human Resources

IAN DAVEY Teacher

MACIE WOLFE Teacher

MATT OGLE Teacher (Ogden/Weber UnivServe)

ROSS LUNCEFORD Administrator

MISTI YOUNG Administrator

BEVERLY JENSON Administrator

SHANE STORY Parent

JEFFERY HEINER Parent

CHRIS ANDRUS Parent

EDUCATOR EVALUATION WORK GROUP The following individuals were essential in the development of the Ogden School District Continuous Improvement System. CHAD CARPENTER Executive Director - HR

SANDY COROLES Superintendent

BRENDA RUFFIER Assistant Superintendent

SONDRA JOLOVICH-MOTES Zone Executive Director

DR. RICH NYE Zone Executive Director

ZACHARY WILLIAMS Communications Director

MISTI YOUNG Curriculum

CJ SMITH Technology

RANDON REED Technology

For additional information regarding the Ogden School District Continuous Improvement System, please contact: Human Resources 1950 Monroe Boulevard, Ogden, UT 84401: Telephone: (801) 737-7320: Fax: (801) 737-8867

Visit us on the Web: www.ogdensd.org

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Ogden School District – Continuous Improvement System

Ogden School District Continuous Improvement System Manual Introduction Ogden School District Continuous Improvement System Purposes of the Continuous Improvement System Definitions Counselor and Principal Responsibilities Utah Effective School Counselor Performance Standards

4 5 5 7 7

Continuous Improvement System Process Components of Process Self-Assessment Student Learning Objectives (SLOs)/Professional Growth Plan (PGP) Stakeholder Input

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Rubric for Ogden School District Counselors Explanation of the Rubric and Performance Ratings Ogden School District Continuous Improvement System Tool Mid-Year Performance Rating Form Year-End Performance Rating Form

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Remediation and Plan of Assistance Procedures for Determining Remediation (Informal and Formal) Process – Informal Remediation (Tier II) Process – Formal Remediation (Tier III) Process – Plan of Assistance Process – Termination Process – Outside Evaluation

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Checklist of Required Counselor Continuous Improvement System Activities Resources

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Ogden School District – Continuous Improvement System

Introduction - CIS Ogden School District (District) believes that one of the most important factors in improving student achievement is based upon a teacher and counselor effectiveness. Improved evaluation will not only benefit students by driving the systematic improvement and growth of teachers and counselors, but will benefit teachers and counselors themselves by treating them as professionals. The District believes that effective teaching and counseling must be recognized, and ineffective teaching and counseling must be addressed. The main purposes of the Continuous Improvement System (CIS) are: 

Improve student learning and achievement

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Improve teacher and counselor effectiveness

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Provide a path to recognize highly effective educators (and formally recognize them)

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Guide personnel decisions/actions

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Identify professional development needs/opportunities for educators

Ogden School District Continuous Improvement System (CIS) The CIS tools are based on the Utah Observation Tool, the observation tracker template (with enhanced capabilities developed by Ogden School District), the Utah Effective Teaching Standards, and the Utah Effective School Counselor Performance Standards. The tools are designed to improve student achievement, enhance professional practice and effectiveness, provide opportunities for professional growth and development, recognize highly effective educators, and guide necessary personnel decisions. The principal or a designee (hereinafter “principal”) will conduct the evaluation process in which the counselor will actively participate through the use of a Student Learning Objective/Professional Growth Plan (PGP), self- assessment, reflection, presentation of artifacts, student and parent surveys, and classroom demonstration(s) and observations, walk-throughs, student growth data, and other observable venues.

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Ogden School District – Continuous Improvement System

Purposes of the Continuous Improvement System (CIS) The CIS evaluation will identify and measure individual teachers and counselors’ strengths and challenges accurately and consistently, so that teachers and counselors get the feedback they need to improve their professional practice and so the District can determine how best to allocate resources and provide support. The counselor CIS process will:  Serve as a measurement for individual counselor effectiveness;  Serve as a guide for counselors as they reflect upon and improve their effectiveness;  Serve as the basis for instructional improvement;  Provide a format for continuous feedback between educator and principal;  Align goals and objectives of our District to support, monitor, and evaluate its counselors;  Provide for targeted professional development opportunities.

Definitions For purposes of this CIS process, the following terms are defined below: 1. Artifact – A product resulting from a counselor’s work. Artifacts are natural by-products of a counselor’s work and are not created for the purpose of satisfying evaluation requirements. Artifacts are used as evidence to support an evaluation rating. Teachers may use them as exemplars of their work. Examples of artifacts may include: a. Lesson Plans – Teacher’s daily plans that demonstrate integration of Utah Core Standards. b. Professional Development – Staff development, based on research, data, practice and reflection that focuses on deepening knowledge and pedagogical skills in a collegial and collaborative environment. c. Professional Learning Community Documentation – Evidence of effective collaboration and planning in PLC with data-driven results. d. Student Achievement Data – Student achievement/test data available from SAGE, CIAs, CFAs, class grades, etc. e. School Improvement Plan – A plan that includes strategies for improving student performance, how and when improvements will be implemented, use of state funds, requests for waivers, etc. Plans are in effect for no more than three years. Teachers should be able to demonstrate their participation in the development of the plan and/or their active support of the plan. (e.g., 90-day plans). f. School Improvement Team documents – Work of a team made up of the school administration, instructional personnel, instructional support personnel, paraprofessionals, and parents of children enrolled in the school. The team’s purpose is to develop a school improvement plan to strengthen student performance (e.g., 90-day plans). 2. Career Status Counselor – Counselors who have been granted Career Status in the District. 3. Continuous Improvement Tool – Evaluation instrument used to provide a rating on standard(s) within the Continuous Improvement System. Ratings provided in the CIS Tool may be used for remediation purposes. 4. Data – Factual information used as the basis for reasoning, discussion, or planning. 5.

Evaluation Instrument – Observation Tracker and Continuous Improvement System Tool used to provide a rating on standard(s) and may be used to determine if a teacher is in need of remediation.

6.

Evaluator – The person responsible for overseeing and completing the teacher evaluation process. This is usually the school principal, but it may be the principal’s designee; the educator’s immediate supervisor; or another person specified in the evaluation program (see Utah Code 53A-8a-405). Evidence – Documents that demonstrate or confirm the work of the person being evaluated and support the rating on a given element. Formal Remediation (Tier III) – The continued process of working with a counselor to improve classroom performance. Tier III does not occur until Informal Remediation (Tier II) has been attempted. When a counselor is on Tier III, a Plan of Assistance is put into place. Individualized Data Meeting – Opportunity for the school principal and counselor to review and discuss student and counselor achievement/testing data available. Informal Remediation (Tier II) – The process of working with a counselor to improve classroom performance related to the Standards. It may include assistance from other counselors, specialists, and other resources. Media – Mass communication, communication that reach or influence people and typically widely used to deliver a message. Observation Tracker – Evaluation instrument that houses observations, principal notes, artifacts, ratings, dates, and student growth data. Orientation – The principal of each school shall orient all educators assigned to the school concerning the District

7. 8.

9. 10. 11. 12. 13.

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Continuous Improvement System, including the purposes of the evaluations and the method used to evaluate. Evaluations may not occur prior to the orientation by the principal (see Utah Code 53A-8a-404). 14. Performance Rating Scale (Observable) –A counselor’s overall ratings are determined at the end of the year during the CIS Summative Conference. The overall ratings are as follows:  Not Effective: Teacher did not demonstrate competence on standard(s) of performance.  Emerging Effective: Teacher demonstrated basic competence on standard(s) of performance.  Effective: Teacher exceeded basic competence on standard(s) of performance most of the time.  Highly Effective: Teacher consistently and significantly exceeded basic competence on standard(s) of performance. 15. Plan of Assistance – Includes a written definition of the areas of concern, objectives to be met, and timeline for meeting objectives. The plan of assistance may also include the following elements; instructional coaching, consultation with mentors, assistance from other peer educators, etc. 16. Professional Growth Plan (PGP) – A plan created and reviewed annually by an active educator and the principal that details the professional goals of the educator based on the standards relating to the educator’s self-assessment and formal evaluation. (see Utah Code 53A-8a-301). The PGP will consist of two goals; (1) Data-driven goal, and (2) professional development goal 17. Professional Learning Community (PLC) – A group of educators who meet regularly, share expertise, analyze data, create instructional action plans, and work collaboratively to improve teaching skills, and the academic performance of students. 18. Provisional Counselor – Counselors who are in the first three years of counseling and who hold a Level 1 Utah Educator License, or experienced educators who have been in Ogden School District for less than three years. 19. Principal – Principals and assistant principals with a Utah Administrative License. 20. Resource – Information students access to master content; materials supporting instruction including – whiteboards, websites, printed texts, videos, manipulatives, and realia. All other materials that do not fall under technology, but support instruction and student learning. 21. Self-assessment – Personal reflection about one’s professional practice to identify strengths and areas for improvement conducted with guidance from principal. The self-assessment provides the educator the opportunity to reflect upon multiple lines of evidence (e.g., student growth data, observations, professional development, etc.) and to establish goals and objectives that will help the educator improve professional practice. 22. Stakeholder Input – See Component 3 Section in Manual 23. Student Learning Objectives (SLOs) – See Professional Growth Plan (PGP) 24. Teacher – A person who holds a valid Utah Educator License (or appropriate equivalent – e.g., Letter of Authorization) and is employed to instruct, direct or supervise the instructional program. 25. Technology – Tools used to enhance student learning, including computers, graphing, smart boards, clickers, iPads, chrome books, phones, InterWrite boards, responders, and laptops. Typically electronic components, including mechanizations, use of scientific technical knowledge and or telecommunications.

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Ogden School District – Continuous Improvement System

Counselor and Principal Responsibilities Counselor Responsibilities:  Know and understand the Utah Effective School Counselor Performance Standards.  Understand the Ogden School District Continuous Improvement System.  Prepare for and fully participate in each component of the Continuous Improvement System process.  Gather data, artifacts, evidence to support performance in relation to standards and progress in attaining goals.  Develop and implement strategies to improve personal performance/attain goals in areas individually or collaboratively identified. Principal/Evaluator Responsibilities:  Know and understand the Utah Effective School Counselor Performance Standards.  Participate in training to understand and implement the Continuous Improvement System.  Supervise the Continuous Improvement System process and ensure that all steps are conducted according to the approved process.  Identify the counselor’s strengths and areas for improvement and make recommendations for improving performance.  Ensure that the contents of the Ogden School District Continuous Improvement System Tool contain accurate information and accurately reflect the counselor’s performance.  Develop and supervise implementation of a plan of assistance (remediation plan) as appropriate (if necessary).

Utah Effective School Counselor Performance Standards The Utah Effective School Counselor Performance Standards align with (1) the American School Counselor Association school counselor standards, (2) the work of the National Office of Counselor Advocacy, and (3) current research on effective counselor practice. Standard I: Collaboration, Leadership, and Advocacy  The professional counselor is a leader who engages collaboratively with learners, families, colleagues, and community members to build a shared vision and supportive professional culture focused on student growth and success. Standard II: School Guidance Curriculum and Instructional Skills  The professional school counselor delivers a developmental and sequential guidance curriculum prioritized according to the results of the school needs assessment process. Standard III: Plan for a College and Career Readiness Process 

The professional school counselor implements the individual planning component by guiding individuals and groups of students and their parents or guardians through the development of educational and career plans. Standard IV: Responsive Services and Dropout Prevention  The professional school counselor provides responsive services through the effective use of individual and small-group counseling, consultation and referral skills and implements programs for student support in drop-out prevention. Standard V: Data-Driven Accountability and Program Evaluation  The professional school counselor collects and analyzes data to guide program direction and emphasis. Standard VI: Program Management and System Support  The professional school counselor is involved in management activities that establish, maintain and enhance the total school counseling program. Standard VII: Professional and Ethical Behavior  The professional school counselor demonstrates the highest standard of legal, moral, and ethical conduct, as delineated in Utah State Board Rule R277-515.

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Ogden School District – Continuous Improvement System

Continuous Improvement System (CIS) Process The intended purpose of the Ogden School District Continuous Improvement System (CIS) is to assess the counselor’s performance in relation to the Utah Effective School Counselor Performance Standards and to design a plan for professional growth. The principal or a designee (hereinafter “principal”) will conduct the CIS process in which the counselor will actively participate through the use of a Student Learning Objective/Professional Growth Plan (PGP), self- assessment, reflection, presentation of artifacts, surveys, and classroom demonstration(s) and observations, walk-throughs, student growth data, and other observable venues.

Process The Ogden School District Continuous Improvement System shall include the following components: Component 1: Training Before participating in the CIS, principals must complete training on the process. Component 2: Orientation (copies and information may be provided by electronic means or via video recording) Within 15 days of a counselor’s first day of work in any school year, the principal will provide the counselor with a copy of or directions for obtaining access to a copy of: A. The Ogden School District Continuous Improvement System Manual B. Rubric for the Standards for Ogden School District Educators; C. Consequences of unsatisfactory performance. First evaluations cannot occur until at least 15 days after Components 1 and 2 are satisfied (see Utah Code 53A-8a-406). Component 3: Self-Assessment, Student Learning Objectives (SLO)/Professional Growth Plan (PGP), and Stakeholder Input Prior to September 20th, the counselor will complete the following items and meet with the principal to review the goals and to discuss expectations for observations (including other observable venues). This review should take place before the first observation is conducted. This is known as the pre-observation conference and is not required for subsequent observations/evaluations. Prior to September 20th, the teacher will: A. Conduct a self-assessment which provides an opportunity for the educator to reflect upon multiple lines of evidence (e.g., student growth data, observations, professional development, etc.) and to establish goals and objectives that will help the educator improve professional practice. B. Reflect on two goals using the Student Learning Objective/(PGP); (1) Data-driven goal and (2) Professional Development goal. As part of the SLO/PGP, the counselor will reflect about professional practice to identify strengths and areas for improvement conducted with guidance from principal. In addition, the teacher will explain how the two goals in the SLO/PGP will improve student growth outcomes and whether or not the outcomes were met (by April 1 st). C. Complete the School’s Culture Rubric. Once the counselor has completed the Culture Rubric, the results will be shared with counselors. Counselors will reflect (and provide evidence) of how their professional practices have been improved in response to the Culture Rubric from the beginning of the year (by September 20 th) to the end of the year (April 1st). Component 4: Observations and Evaluations A. Observations - Observations by a principal may be for short periods of times (e.g., 10-20 minutes) in a walk-through or may last for an entire class period. Observations do not have to be announced. B. Number of Observations a. The principal shall conduct multiple observations during the year. b. Observations may include PLC meetings, individualized data meetings, and classroom observations, etc. C. Summative Evaluation(s) a. All provisional counselors will be evaluated at least twice per year (first evaluation completed by November 1 st and second evaluation by April 1st). b. All career counselors will be evaluated at least one time per year (completed by April 1st). c. A summative evaluation for both provisional and career counselors can be completed at any time during the school year. During observations, the principal shall note the counselor’s performance in relationship to the standards identified in CIS. Revised August 2015

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Ogden School District – Continuous Improvement System

Component 5: Post-Classroom Observation Feedback Session/Conference The principal shall conduct a post-classroom observation feedback session no later than 7 working days after each classroom observation. During the post-observation feedback session, the principal and counselor shall discuss and document the strengths and challenges of the counselor’s performance during the classroom demonstration(s) and observations, walk-throughs, student data discussions, and other observable venues (e.g. PLC, PTC, etc.). Principal will provide written documentation (may be in an electronic format). If the principal does not meet with the counselor within 7 working days after the observation, it may not be used as an evaluation (or part of the summative evaluation) unless the counselor request that it be used. Component 6: Summative CIS Conference and Scoring the Mid-Year/Year-End Performance Rating Form The principal shall conduct a summative CIS conference with the provisional counselor twice during the year (prior to November 1st and April 1st) and once for career counselors (prior to April 1st). During the summative CIS conference, the principal and counselor may discuss the teacher’s most recent SLO/PGP, the components of the Ogden School District CIS completed during the year, classroom observations, artifacts submitted or collected during the evaluation process and other evidence of the counselor’s performance. At the conclusion of the CIS Process, the principal shall: A. B. C. D. E.

Give a rating for each Standard; Give an overall performance rating of all Standards; Provide the counselor with the opportunity to add/attach comments to the Mid/Year-End Performance Rating Form; Review the completed Educator Mid/Year-End Performance Rating Form with the counselor; and Secure the counselor’s signature on the Educator Mid/Year-End Performance Rating Form. The counselor’s signature indicates receipt of the Educator Mid/Year-End Performance Rating Form and does not indicate that the counselor agrees with the rating.

Component 7: Counselor Ratings (Highly Effective and Not Effective) Once the principal has conducted numerous observations, he/she will give a rating for each standard. The summative rating (both Mid-Year and End-of-Year) will be determined by which rating tier (e.g., Not Effective, Emerging Effective, Effective, and Highly Effective) has been marked or identified most often during the CIS. For example, if during a summative CIS, a counselor receives 2 marks for Not effective, 6 marks for Emerging Effective, 9 marks for Effective, and 5 marks for Highly Effective, the counselor’s summative rating would be “Effective” because that tier has receive the majority of the markings for that CIS. We believe that highly effective counseling must be recognized. We also believe ineffective counseling must be addressed. The principal may place the counselor on Tier II (Informal Remediation) if after at least two observations of a counselor, the principal determines that there are: 

Three (3) performance indicators rated (marked) as “Not Effective” in any one single standard; and/or



Five (5) performance indicators rated (marked) as “Not Effective” among all the standards.

If the deficiencies continue after Tier II (Informal Remediation), the principal may proceed to Tier III (Formal Remediation)*. Beginning with the 2015-2016 school year, a teacher (Provisional or Career) may not advance a step/level on the Ogden School District salary schedule if the teacher’s overall summative rating on the April 1st CIS is at the lowest level (rating) of the CIS instrument and they have been placed on Tier II (Informal Remediation). Likewise, a Career Teacher may not receive the Educator Salary Adjustment ($4,200) if the Career teacher’s overall summative rating on the April 1st evaluation is at the lowest level (rating) of the CIS instrument and they have been placed on Tier III (Formal Remediation).

*See Remediation and Plan of Assistance Section for more details.

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Self-Assessment (Required) – Beginning of Year (prior to September 20th) Counselor Name: ____________________________________

Provisional Status

School: _______________________________________

Date: ______________

Counselor Self-Assessment

Career Status

1Low

2

3

4– High

Self-Assessment

I collaborate to promote a positive school climate. (1.1) I collaborate to promote academic success for all students. (1.2) I collaborate to help all students become college and career ready. (1.3) I assume leadership role(s) in advocating for equity and access for all students to curriculum, programs, services, and resources. (1.4) I use data to identify problems and barriers that impede student success and create achievement gaps. (1.5) I advocate for systemic change in policy and procedures that limit or inhibit academic achievement. (1.6) I plan guidance curriculum based on Comprehensive School Counseling formal Needs Assessment results, Student Outcomes, and school improvement plan. (2.1) I utilize a variety of guidance curriculum resources and work w/classroom teachers when planning. (2.2) I manage the classroom effectively when implementing guidance curriculum. (2.3) I use appropriate selection of teaching strategies, clear communication, effective questioning and assessments (formative & summative) to engage all students. (2.4) I conduct informational seminars for parents, guardians, and students to address the school needs. (2.5) I facilitate a process of career exploration that may include planning, monitoring, and managing individual education and career plans. (3.1) I assist in developing each student’s academic achievement and career planning by providing CTE Pathways resources and training. (3.2) I research and provide current and accurate information regarding post-secondary and workforce options. (3.3) I assist students and parents/guardians in understanding and utilizing assessment data. (3.4) I understand and utilize graduation or exit-level requirements of the school, and provide information regarding credit recovery as needed. (3.5) I assist students in grades 6-12 in creating course plans to meet college and career readiness goals. (3.6) I effectively counsel individual students and small groups with identified needs and concerns.(4.1) I consult w/parents, teachers, administrators, community resources regarding student needs. (4.2) I collaborate with others to develop, communicate, and maintain a crisis prevention/youth protection response plan, and follow the response plan as needed. (4.3) I assist students in developing a plan for credit recovery or appropriate grade level interventions. (4.4) I use data to make decisions regarding Comprehensive School Counseling Program improvement and close student achievement gaps. (5.1) I utilize formal Needs Assessments for Comprehensive School Counseling program management. (5.2) I analyze school and counseling data to determine how students are different as a result of the school counseling program. (5.3) I use data to show the impact of the school counseling program on achievement, attendance, and behavior. (5.4) I implement and evaluate a comprehensive school counseling program. (6.1) I promote the guidance program’s philosophy, priorities and practices to staff, parents, and community. (6.2) I serve on both building- and district-level committees as appropriate. (6.3) I comply with federal and state laws, State Board of Education administrative rules, state assessment policies, local board policies, and supervisory directives. (7.1) I maintain confidentiality of student needs in accordance with FERPA and PPRA, promote inclusiveness in both diversity and interpersonal relationships, deal with stakeholders in a professional manner, effectively deal with conflict, and participate in school counseling professional development.. (7.2)

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Ogden School District – Continuous Improvement System

Student Learning Objectives (SLO) & Professional Growth Plan (PGP) (Required) – Beginning of Year (prior to September 20th) Name: ____________________________________

Provisional Status

School: ___________________________________

Date: ______________

Career Status

Abbreviated Secondary School Example-Standard 3.1 & 3.5, College/Career Readiness: Increase the number of seniors accepted to college and completing FAFSA by 15% compared to last year   

Student Learning–Prepare/present lessons to all senior advisories on: CAW (College Application Week), Goal Setting and Planning, and FAFSA for six week rotations of implementation. Proficiency Targets– Focus Group (AI/AN students): 85% to graduate on time; 75% to complete CAW, and 60% to complete FAFSA. All Students: 90% to graduate on time, 60% to complete CAW, and 40% to complete FAFSA this year. Assessment-Use credits, CAW and FAFSA number; track lesson completion; obtain student engagement data for one lesson per term to gauge my effectiveness in lesson delivery as this will impact participation in the events targeted in my goal.

Abbreviated Elementary School ExampleStandard 2.2, & 2.4, School Guidance Curriculum and Instructional Skills: Ensure student understanding of cyber bullying and online safety for grades 3-6 with all students at or above 90% correct on a cyberbullying quiz by the end of the year.   

Student Learning—Prepare/present lessons to each 3-6 classroom at least six times this school year on cyber bullying and online safety based on guidance curriculum and other supplemental resources. Proficiency Targets—By mid-year students should be able to answer at least 60% of quiz items correctly. By the end of the year students should be able to answer 90% correctly. No fewer than 80% of students should meet this target (low end goal); my target is 95% will hit 90% or better on the quiz by the post-assessment. Assessment—Develop grade appropriate pre/post assessments on online safety and cyberbullying based on curriculum goals and needs identified by grade level teachers. Track pre/post and mid-year assessment data. Reteach as needed.

1. Data-Driven Goal for Improved Student Learning Objectives: (Write below or attach response to each item.) I will (describe your goal) achieve your goal):   

by taking the following action steps (list action(s) for each of the three support levels that you will take to

Actions with Individual Students: Actions with Student Groups: Actions with Classes/Grade Levels:

List all Comprehensive School Counseling Program standards that are associated with this student learning goal.  Describe how this Student Learning Goal requires students to demonstrate deep understanding of the knowledge and skills of the standard(s).  Describe the high, average, and low levels of growth and proficiency required for students.  Describe the Assessment(s) (i.e., performance tasks and their corresponding scoring rubrics) that measure the level of students’ proficiency toward the Learning Goal.  Explain how these outcomes demonstrate ambitious, yet realistic growth for measuring students’ understanding of and progress toward proficiency of the Learning Goal.  I will accomplish this goal by April 1st and it will be measureable by

(indicate measure).

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Ogden School District – Continuous Improvement System

Student Learning Objective (SLO) & Professional Growth Plan (PGP) (Required) – Beginning of Year (prior to September 20th) Abbreviated K-12 Sample-: Professional Development Goal: Standard 5.3, Learn school and district data systems (e.g. new Illuminate dashboard) and use these for weekly planning with counseling team/administrator to create action plans and improve student intervention and support monitoring such that focus group attendance will increase by 10%.. The focus group will be our ELL students school wide this year per our school plan.  My Learning Needs-Attend training on ASPIRE (in counselor meetings); attend training on Illuminate when available. Spend one hour a week reviewing reporting tools and working on preparing/organizing reports for weekly meetings. Meet with my mentor once a month to review my progress and ask questions on the data tools.  Outcomes Targeted- I should be able to prepare my own reports and export to excel to facilitate ChAT and counseling conversations bout ELL student attendance, achievement, and behavior. I will work with our staff assistant to develop a system for this and will not be the only one using the reports, but I will be able to use ASPIRE and illuminate and Educators Handbook proficiently.  Assessment—I will have the following artifacts: reports I run, google excel/spreadsheet I generate, meeting notes on progress. Team monitoring of this data and response to this data should result in an increase in ELL attendance by 10%. 2. Professional Development Goal for Increased School Wide Impact: I will (describe your goal)

by taking the following action steps (list at least one action step you will take to achieve your goal):

  List all Comprehensive School Counseling Program standards that are associated with this professional learning goal.  Describe how the Professional Learning Goal requires you to demonstrate deep understanding of the knowledge and skills of the standard(s).  Describe the high, average, and low levels of growth and proficiency required of you.  Describe the outcomes of this Learning Goal on your ongoing professional practice.  Explain how these outcomes of this Learning Goal demonstrate ambitious, yet realistic growth for measuring progress toward improving your professional practice.  I will accomplish this goal by April 1st and it will be measureable by

(indicate measure).

Comments:

* Please feel free to use additional paper (or the back of this paper if additional space is necessary) Counselor’s Signature: __________________________________________________________

Date: ____________________

Administrator’s Signature: _____________________________________________________

Date: ____________________

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(SLO)/(PGP) (Required) – End of Year Review To be completed by April 1st Counselor Name: ____________________________________

Date: ____________________

Goals Not Emerging Highly Effective Effective Effective Effective Goal 1 (Data-Driven) was successfully completed.         Goal 2 (Professional Development) was successfully completed.      Scoring Rubric Not Effective = Set Goal Emerging Effective = Set goals and measured outcomes Effective = Set goals, frequently measured goals, action steps, and applicable data Highly Effective = Set goals, frequently measured goals, action steps, applicable data, and responded appropriately to outcomes

Reflection Counselor’s Comments:

Administrator’s Comments:

Counselor’s Signature: __________________________________________________________

Date: ____________________

Administrator’s Signature: _____________________________________________________

Date: ____________________

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Stakeholder Input Ogden School District Stakeholder Input Component Counselor Information: Counselor Name: ____________________________________

Provisional Status

Career Status

School: ______________________________________ Evaluator Information:

Date: ______________

Name: ___________________________________________________

Position: ________________________

The online School Culture & Stakeholder Input Survey identifies areas of strength and areas for improvement for your school. Based on the results of the School Culture Survey, please reflect on the following prior to September 20th: Part A: Counselor Analysis of School Culture & Stakeholder Input Survey Data Reflect on what areas of school culture and stakeholder communication you can personally improve through your professional practice. Include analysis of trends, examinations of personal biases, and reflection on outcomes.

Part B: Counselor Response to Analysis Identify personal action steps and set realistic goals to improve school culture and stakeholder communication in response to your analysis in Part A.

Counselor’s Signature: __________________________________________________________

Date: ____________________

Administrator’s Signature: _____________________________________________________

Date: ____________________

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Prior to April 1st, the principal and counselor will consult and a rating will be assigned using the Stakeholder Input Evaluation Matrix regarding evidence of progress in implementing action steps and attaining goals. Part C: Stakeholder Input Evaluation Matrix Not Effective

Emerging Effective

Effective

Highly Effective

Educator presents inadequate or no evidence of response to concerns outlined in school culture survey or other forms of feedback

Educator responds to school culture survey results and other data and sets goals with supervisor. Minimal evidence of execution of plan for improvement.

Educator effectively analyzes responses from feedback, develops and incorporates plan for improvement into goal-setting process. Presents evidence of progress toward goals.

Educator analyzes school stakeholder responses, develops and incorporates plan for improvement, monitors results. Regularly seeks additional feedback from stakeholders to set instructional goals and gauge progress.

Educator provides information and feedback to stakeholders in a timely fashion. Provides multiple mechanisms for stakeholders to provide feedback/respond to educator.

Educator uses multiple sources of data from school stakeholders to continually shape classroom policies and instructional approaches. Consistently maintains twoway communication with stakeholders including students and parents.

Relies on school events to Communication with communicate with stakeholders is minimal and stakeholders including usually one way. parents and students. Doesn’t seek stakeholder input outside of school-wide communication strategies.

Evaluator’s Rating: Not Effective

Emerging Effective

Effective

Highly Effective

Reflection Counselor’s Comments:

Administrator’s Comments:

Counselor’s Signature: __________________________________________________________

Date: ____________________

Administrator’s Signature: _____________________________________________________

Date: ____________________

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Ogden School District – Continuous Improvement System

Rubric for Ogden School District Counselors Explanation of the Rubric and Performance Ratings The Utah Effective School Counselor Performance Standards align with (1) the American School Counselor Association school counselor standards, (2) the work of the National Office of Counselor Advocacy, and (3) current research on effective counselor practice. The categories indicated on the rubric describe phases of the development of counselor skill from the most basic to the highest levels of effectiveness. The indicators of performance expectations vary in their levels of complexity. It is expected that the level of an individual counselor’s effective practice will increase across the continuum through experience and study. The Utah Comprehensive School Counseling Program Model is aligned with this document. Professional School Counselor Evaluation tools and its corresponding rubric are intended for use during summative counselor evaluations.

Purposes The Ogden School District Continuous Improvement System (CIS) Tool:  Serves as a measurement of performance for individual counselors;  Serves as a source of information for each counselor’s annual rating;  Serves as a guide for counselors as they reflect upon and improve their effectiveness;  Serves as a basis for counseling improvement;  Provides information for professional development planning; and  Guides formative assessment and support of counselors

Observations Excellent instructional practice includes many activities performed by a counselor as part of his/her professional work. The Ogden School District CIS Tool includes Performance Indicators that may be observed both formally and informally. Counseling practice may be observed iteratively in the classroom, at professional meetings, at grade or department team meetings, etc. Effective practice may be observed when counselors are interacting with students inside and outside of the office and during formal and informal interactions with parents, colleagues, and community members. Each Performance Indicator may be observed and recorded on more than one occasion during the rating period.

Ratings The rating rubric includes four levels. The levels are cumulative across the rows of the rubric. An Effective counselor must exhibit the skills and knowledge described under the Emerging Effective heading as well as those under the Effective heading. Likewise, a Highly Effective counselor exhibits all of the skills and knowledge described in that element across the row. Ratings are intended to support professionalism. Instruction becomes qualitatively better across the scale. An experienced counselor who is rated at the Emerging Effective level must have access to formative support to correct deficiencies and achieve the Effective level within a reasonable period of time. The Not Effective rating should be used when a counselor is performing below expectations and not making adequate growth toward becoming Effective on the Performance Indicator. Counselors rated at the Not Effective level must have access to formative support to correct deficiencies and achieve the Effective level within a reasonable period of time. The summative rating (both Mid-Year and End-of-Year) will be determined by which rating tier (e.g., Not Effective, Emerging Effective, Effective, and Highly Effective) has been marked or identified most often during the CIS. For example, if during a summative CIS, a counselor receives 2 marks for Not effective, 6 marks for Emerging Effective, 9 marks for Effective, and 5 marks for Highly Effective, the counselor’s summative rating would be “Effective” because that tier has receive the majority of the markings for that CIS.

Evidence Evidence provides confirmation that a Performance Indicator has been achieved at a particular level of effectiveness. Evidence may be introduced by the counselor or the evaluator and must be reviewed during the conference (or within a reasonable amount of time following the conference, not to exceed 5 additional working days). Evidence may supply information and verification to Performance Indicators already observed and to Performance Indicators not yet observed. Evidence should be specific to the standard and the Performance Indicator, and must provide clear information supportive of the rating. General or unrelated data or examples will not be accepted as part of the assessment record and will not be added to the body of supportive evidence.

Revised August 2015

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Ogden School District – Continuous Improvement System

Ogden School District Continuous Improvement System Tool (Counselors) Counselor Information:  Career Status

Name: ____________________________________

Provisional Status

School: _____________________________

Date: ______________

Standard 1: Collaboration, Leadership, and Advocacy The professional school counselor is a leader who engages collaboratively with learners, families, colleagues, and community members to build a shared vision and supportive professional culture focused on student growth and success. Performance Indicator

Not Effective

Emerging Effective

Effective

Highly Effective

Collaborates with other professionals within the school, occasionally connects to students and parents, and sometimes participates in student rewards programs.

Collaborates regularly with other professionals within the school and between schools, connects to students and parents, and helps establish rewards programs that positively affect most students.

Assumes a leadership role in policy development, collaborates regularly with other professionals within the school and between schools, regularly connects students and parents, and establishes rewards programs that positively affect all students.

Attends IEP, 504, and ILDP meetings, helps students with registration, assists with interventions and other activities and is aware of related data.

Collaborates with others through participation in IEPs, 504s, ILDPs, and registration; holds College and Career Readiness Meetings, interventions and other activities, and reviews data for all students.

Seeks opportunities to be a student advocate in IEPs, 504s, ILDPs, and registration; involves parents in College and Career Readiness meetings, creates and implements interventions and other activities, reviews data and implements action plans for all students.

Meets with parents and students when requested or as needed to discuss classes, pathways, and College and Career Readiness.

Collaborates w/all stakeholders in facilitating College and Career Readiness meetings and activities, inviting and informing all students and their parents about course options and pathways.

Seeks out additional opportunities to collaborate and facilitates College and Career Readiness meetings and activities, inviting and informing all students and their parents about course options and pathways.

Not effective

1.1

Collaborates to promote a positive school climate.

Evidence of ineffective performance may include: -Seldom collaborates outside of the local counseling team. -Seldom connects to students or parents.

Not effective

1.2

Collaborates to promote academic success for all students.

Evidence of ineffective performance may include: -Seldom attends student advocacy meetings -Minimally helps students with registration -Does not participate in interventions or other activities.

Not effective

1.3

Collaborates to help all students become college and career ready.

Revised August 2015

Evidence of ineffective performance may include: -Does little to invite, inspire or include students and parents in College and Career Readiness.

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Ogden School District – Continuous Improvement System

Performance Indicator

Not Effective

Emerging Effective

Effective

Highly Effective

Provides students with information about academic curriculum and programs.

Works in a leadership capacity to ensure all students access to academic curriculum and programs that promote success.

Shares expertise with other counselors in advocating for equitable practices for every student and equitable access to a rigorous academic curriculum and program that creates opportunities and resources to be successful in school and life.

Identifies problems and barriers that affect student achievement.

Analyzes and uses data to create programs and establish goals that will generate student success and close achievement gaps.

Effectively analyzes and uses ongoing data to create programs and activities that meet the individual needs of all students, and establishes goals to close the achievement gap.

Advocates for affect academic achievement.

Advocates for the academic achievement of students and the overall effectiveness of current policies and procedures.

Regularly analyzes data and various delivery systems, programs and interventions to drive student improvement and enhance academic achievement.

1.4

Not effective Assumes leadership role(s) in advocating for equity and access for all students to curriculum, programs, services, and resources.

Evidence of ineffective performance may include: -Only knows school curriculum programs.

1.5

Not effective Uses data to identify problems and barriers that impede student success and create achievement gaps.

Evidence of ineffective performance may include: -Does not use data to implement programs.

1.6

Not effective Collaborates to help all students become college and career ready.

Evidence of ineffective performance may include: -Recognizes school policy and procedure.

Evaluator Comments: (Required for ratings of ‘Not Effective’ and recommended for all rating levels. Please specify the Performance Indicator for which the comment applies if not the standard as a whole).

Evidence may be used to provide clarification and support or substantiation of performance not observed:

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Ogden School District – Continuous Improvement System

Standard 2: School Guidance Curriculum and Instructional Skills The professional school counselor delivers a developmental and sequential guidance curriculum prioritized according to the results of the school needs assessment process. Performance Indicator

Not Effective

Emerging Effective

Effective

Highly Effective

Plans effective guidance curriculum based on either the needs assessment results, Student Outcomes or other competencies, or the school improvement plan.

Plans effective guidance curriculum based on either the needs assessment results, Student Outcomes or other competencies, or the school improvement plan.

Plans effective guidance curriculum based on needs assessment results, Student Outcomes Standards, and the school improvement plan.

Utilizes guidance curriculum resources to deliver classroom presentations.

Utilizes some researched-based guidance curriculum resources when planning for the classroom, and works with classroom teachers.

Utilizes research-based guidance curriculum and collaborates with teachers to deliver classroom presentations.

Uses a few strategies, with teacher assistance, to improve learning for students when implementing guidance curriculum.

Uses multiple behavioral strategies to improve learning and keep students on task when implementing guidance curriculum.

Establishes expectations, routines and procedures, and utilizes multiple positive behavioral support strategies to maximize learning when implementing guidance curriculum.

Uses lecture format to give students information, and conducts some discussion with the students.

Demonstrates use of research-based strategies to involve students and increase learning.

Demonstrates use of multiple research-based strategies that have been proven effective at increasing student learning.

Offers an informational seminar to stakeholders as needed and if requested.

Offers and publicizes informational seminars to parents/guardians and students that are based on self-identified stakeholder needs.

Regularly offers publicized informational seminars to parents/guardians and students that are based on needs assessment data and evidence.

2.1

Not effective Plans guidance curriculum based on the Comprehensive School Counseling formal Needs Assessment results, Student Outcomes Standards, and school improvement plan.

Evidence of ineffective performance may include: -Uses little data to plan guidance curriculum.

2.2

Not effective Utilizes a variety of guidance curriculum resources and works with classroom teachers when planning lessons.

Evidence of ineffective performance may include: -Not involved in delivery of guidance curriculum classroom presentations.

2.4

Uses appropriate selection of teaching strategies, clear communication, effective questioning and discussion techniques, and assessments (formative & summative) in order to engage all students.

2.5

2.3

Not effective Manages the classroom effectively when implementing guidance curriculum.

Conducts informational seminars for parents, guardians, and students to address the needs of the school community.

Evidence of ineffective performance may include: -Is not aware or does not use strategies to improve learning and keep students on task when implementing guidance curriculum.

Not effective Evidence of ineffective performance may include: -Delivers some information on guidance curriculum with little discussion or student involvement.

Not effective

Revised August 2015

Evidence of ineffective performance may include: -Only offers informational seminars if required by supervisor.

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Ogden School District – Continuous Improvement System

Evaluator Comments: (Required for ratings of ‘Not Effective’ and recommended for all rating levels. Please specify the Performance Indicator for which the comment applies if not the standard as a whole).

Evidence may be used to provide clarification and support or substantiation of performance not observed:

Standard 3: Plan for a College and Career Readiness Program The professional school counselor implements the individual planning component by guiding individuals and groups of students and their parents or guardians through the development of educational and career plans. Performance Indicator

Not Effective

Emerging Effective

Effective

Highly Effective

Facilitates career exploration and updates students’ plans for college and career readiness.

Facilitates career exploration and updates students’ plans for college and career readiness, which reinforces the relationship between academic performance, post-secondary options, and the world of work.

Facilitates career exploration and continually updates students’ plans for college and career readiness, which reinforces the relationship between academic performance, post-secondary options, and the world of work.

Provides students with information and guidance activities, including CTE Pathways that will prepare them for academic achievement, post high school education and career planning.

Provides students with information, training, and ongoing guidance activities, including CTE Pathways that will prepare them for academic achievement, post-high school education and appropriate career planning.

In collaboration with parents, provides all students with information, training, and ongoing guidance activities, including CTE Pathways that will prepare them for academic achievement, post-high school education and appropriate career planning.

Provides students with current and accurate information regarding post-secondary options.

Researches and provides students with current and accurate information regarding post-secondary and workforce options using appropriate delivery methods.

Researches and provides all students with current, accurate, and individualized information regarding post-secondary and workforce options using a variety of delivery methods.

3.1

Not effective Facilitates a process of career exploration that may include planning, monitoring, and managing individual education and career plans.

Evidence of ineffective performance may include: -Does little if any facilitation of career plans for students’ plans.

3.2

Not effective Assists in development of each student’s academic achievement and career planning by providing Career and Technical Education (CTE) Pathways resources and training.

Evidence of ineffective performance may include: -Provides students with limited information and guidance activities (e.g. CTE Pathways) that will prepare them for academic achievement, post-high school education, and career planning.

3.3

Not effective Researches and provides current and accurate information regarding postsecondary and workforce options.

Revised August 2015

Evidence of ineffective performance may include: -Provides students with outdated and/or inaccurate information regarding postsecondary options.

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Ogden School District – Continuous Improvement System

Performance Indicator

Not Effective

Emerging Effective

Effective

Highly Effective

Makes assessment data available with minimal interpretation.

Makes assessment data available to parents / guardians, and students as an integral part of the Plan for College and Career Readiness process.

In grades 6-12, connections to individual education and occupation goals are clearly articulated and assessment data are used as an integral part of the Plan for College and Career Readiness process.

Informs students of graduation or exit-level requirements and credit recovery options if needed.

Informs students and parents of graduation or exit-level requirements and credit recovery options.

Provides leadership to inform students and parents of graduation or exit level requirements and credit recovery using multiple methods and strategies.

Meets with students once a year to discuss student goals and provide the course planning information.

Meets with students more than once a year in individual or group settings, to identify student goals, and to provide the students with information that will help them make informed class choices.

Meets with students several times a year in individual and group settings, to document student goals and needs and to present students with information that will help them make informed class choices.

3.4

Not effective Assists students and parents/guardians in understanding and utilizing assessment data.

Evidence of ineffective performance may include: -Makes assessment data available with little to no interpretation.

3.5

Not effective Understands and utilizes graduation or exit-level requirements of the school, and provides information regarding credit recovery as needed.

Evidence of ineffective performance may include: -Informs students of graduation or exit-level requirements as required.

3.6

Not effective Assists students in grades 6-12 in creating course plans to meet college and career readiness goals.

Evidence of ineffective performance may include: -Meets with students to provide course planning information.

Evaluator Comments: (Required for ratings of ‘Not Effective’ and recommended for all rating levels. Please specify the Performance Indicator for which the comment applies if not the standard as a whole).

Evidence may be used to provide clarification and support or substantiation of performance not observed:

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Ogden School District – Continuous Improvement System

Standard 4: Responsive Services and Dropout Prevention The professional school counselor provides responsive services through the effective use of individual and small group counseling, consultation and referral skills and implements programs for student support in drop-out prevention.

4.2

4.1

Performance Indicator

Effectively counsels individual students and small groups of students with identified needs and concerns.

Appropriately consults with parents/guardians, teachers, administrators, community resources, and other relevant stakeholders regarding student needs.

Not Effective

Emerging Effective

Effective

Highly Effective

Relies primarily on a crisis response format to engage students in small group activities or individual counseling.

Uses school needs data to provide individual student and small group activities dealing with ongoing student issues.

Uses a programmatic system to collect data to identify student needs. Provides effective individual student and small group activities to deal with ongoing student issues.

Communicates with parents and students on the needs of the individual student.

Collaborates with some stakeholders on the needs of the individual student.

Collaborates with all appropriate stakeholders on the needs of the individual student.

Is aware of some crisis prevention/ youth protection response protocols, and attempts to systematically respond to crisis when needed.

Exhibits an awareness and understanding of the district and school crisis prevention/ response plan and semantically follows the plan.

Leads staff and stakeholder groups in developing, implementing and maintaining a crisis prevention/response plan providing, proper resources and training.

Develops plans for students to recover credit and/or provides opportunities for school-based interventions.

Works with school support staff to assist students with credit recovery plans and/or provide students with school-based interventions to support academic achievement.

Applies research-based best practice approaches, and collaborates with school support staff to assist students and their parents/ guardians in developing plans for student credit recovery and/or providing schoolbased interventions.

Not effective Evidence of ineffective performance may include: -Uses few, if any, activities to address the immediate and ongoing needs of the students.

Not effective Evidence of ineffective performance may include: -Has little communication with stakeholders.

4.3

Not effective Collaborates with others to develop, communicate, and maintain a crisis prevention/youth protection response plan, and follows the response plan as needed.

4.4

Assists students in developing a plan for credit recovery or appropriate grade level interventions for student supports.

Evidence of ineffective performance may include: -Provides little leadership and understanding of crisis prevention and response.

Not effective Evidence of ineffective performance may include: -Completes credit recovery plans with little success and fails to provide students with appropriate grade-level interventions.

Evaluator Comments: (Required for ratings of ‘Not Effective’ and recommended for all rating levels. Please specify the Performance Indicator for which the comment applies if not the standard as a whole).

Evidence may be used to provide clarification and support or substantiation of performance not observed:

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Ogden School District – Continuous Improvement System

Standard 5: Data-Driven Accountability and Program Evaluation The professional school counselor collects and analyzes data to guide program direction and emphasis.

5.2

5.1

Performance Indicator

Uses data to make decisions regarding Comprehensive Counseling and Guidance (CCG) Program improvement and close student achievement gaps.

Utilizes formal Needs Assessments for Comprehensive School Counseling Program management.

Not Effective

Not effective Evidence of ineffective performance may include: -Uses minimal data in making decisions regarding counseling program improvement.

Emerging Effective

Effective

Highly Effective

Collects and analyzes data and consults with the counseling team to determine program effectiveness.

Collects and analyzes multiple sources of data and consults with the counseling team and administration on implementing improvements to the Comprehensive School Counseling Program in coordination with the school improvement plan.

Collects and analyzes multiple sources of data and consults with advisory committee, administrators, and counseling team on implementing necessary improvements to the program in coordination to the school improvement plan.

Has limited use of Needs Assessment data for school Comprehensive School Counseling Program management.

Makes data-driven decisions based on the analysis of the Comprehensive School Counseling Program formal Needs Assessment.

Makes data-driven decisions based on the analysis of the P Needs Assessment and shares the results with stakeholders to determine future program goals.

Uses a single source of data to link student outcomes to counseling program efforts.

Utilizes multiple sources of data collection to link student outcomes to counseling program efforts.

Utilizes multiple sources of data collection to link student outcomes to counseling program efforts and shares these data with administration, advisory committee, stakeholders, and the community.

Uses data to show the impact of the counselor’s role in the school counselor program on student achievement, attendance and behavior, and analyzes school counseling program assessments to guide future action and improve future results for most student populations.

Uses data to show the impact of the counselor’s role in the school counselor program on student achievement, attendance and behavior and analyzes school counseling program assessments to guide future action and improve future results for some student populations.

Uses data to show the impact of the counseling program and the counselor’s contribution on student achievement, attendance and behavior, and analyzes school counseling program assessments to guide future action and improve future results for students in the school and in the district.

Not effective Evidence of ineffective performance may include: -Does not utilize current Needs Assessment data for Comprehensive School Counseling Program management.

5.4

5.3

Not effective Analyzes school and school counseling program data to determine how students are different as a result of the school counseling program.

Uses data to show the impact of the school counseling program on student achievement, attendance and behavior, and analyzes school counseling program assessments to guide future action and improve future results for all students.

Revised August 2015

Evidence of ineffective performance may include: -Uses data minimally to show a link between student outcomes and the counseling program.

Not effective Evidence of ineffective performance may include: -There is little or no evidence the counselor uses data to show the impact of the counselor’s role in the school counseling program on student achievement, attendance, and/or behavior. -Little or no evidence of the counselor analyzing and acting on school counseling program assessments to guide future action to improve results for student populations.

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Ogden School District – Continuous Improvement System

Evaluator Comments: (Required for ratings of ‘Not Effective’ and recommended for all rating levels. Please specify the Performance Indicator for which the comment applies if not the standard as a whole).

Evidence may be used to provide clarification and support or substantiation of performance not observed:

Standard 6: Program Management and System Support The professional school counselor is involved in management activities that establish, maintain and enhance the total school counseling program. Performance Indicator

6.2

6.1

Implements and evaluates a comprehensive school counseling program.

Promotes the guidance program’s philosophy, priorities and practices to staff, parents, and community.

Not Effective

Emerging Effective

Effective

Provides evidence that the comprehensive school counseling program is improving and under development.

Completes a yearly program audit of the implemented comprehensive school counseling program and shares the results with stakeholders.

Completes a yearly program audit, reviews the results of the audit with the advisory committee and other stakeholders, and elicits and implements recommendations for changes in the following year.

Promotes the guidance program to some stakeholders as needed.

Promotes the guidance program and all of its benefits and practices to all stakeholders.

Promotes the guidance program to all stakeholders using a variety of methods and strategies.

Not effective Evidence of ineffective performance may include: -Has not implemented a comprehensive school counseling program and/or has little evidence that such a program is successful.

Not effective Evidence of ineffective performance may include: -Does little to promote the guidance program to stakeholders.

Not effective

Highly Effective

6.3

Provides collaborative leadership in committees, Evidence of ineffective is highly engaged in performance may include: setting the direction of -Rarely participates in committees. committee purposes and objectives, and consistently follows through on implementation of plans. Evaluator Comments: (Required for ratings of ‘Not Effective’ and recommended for all rating levels. Please specify the Performance Indicator for which the comment applies if not the standard as a whole). Serves on both buildinglevel and district level committees as appropriate.

Regularly attends committees when opportunities are presented.

Consistently contributes and collaborates with building- and districtlevel committee members and seeks out opportunities to be involved.

Evidence may be used to provide clarification and support or substantiation of performance not observed:

Revised August 2015

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Ogden School District – Continuous Improvement System

Standard 7: Professional and Ethical Behavior The professional school counselor demonstrates the highest standard of legal, moral, and ethical conduct, as delineated in Utah State Board Rule R277-515.

7.1

Is responsible for compliance with federal and state laws, State Board of Education administrative rules, state assessment policies, local board policies, and supervisory directives.

7.2

Performance Indicator

Maintains confidentiality of student needs in accordance with FERPA and PPRA, promotes inclusiveness in both diversity and interpersonal relationships, deals with stakeholders in a professional manner, effectively deals with conflict, and participates in school counseling professional development.

Yes

No

Understands, adheres to and upholds federal and state laws, State Board of Education rules, state and local policies, supervisory directives, and professional moral and ethical conduct, and holds others accountable to do the same.

Avoids actions that may adversely affect ability to perform assigned duties and carry out the responsibilities of the profession, including role-model responsibilities, including maintaining professional demeanor and appearance as defined by Ogden School District. Takes responsibility to ensure consistent application of confidentiality standards and adherence to FERPA/PPRA, and leads others to do the same and maintains accurate instructional and non-instructional records. Advocates for the success of all students by promoting diversity, equity, and inclusiveness in all situations. Provides options for counseling contact regarding social, emotional, behavioral, and educational support and is professionally responsive in a timely manner to phone and e-mail contacts. Models principles of effective communication and conflict resolution.

Participates in a variety of CCGP related professional development activities and applies knowledge and skills from the activities. Evaluator Comments: (Required for ratings of ‘Not Effective’ and recommended for all rating levels. Please specify the Performance Indicator for which the comment applies if not the standard as a whole).

Evidence may be used to provide clarification and support or substantiation of performance not observed:

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Ogden School District – Continuous Improvement System

Mid-Year Performance Rating (Required) – To be completed by November 1st Counselor Name: _________________________________________________

Standard 1: Collaboration, Leadership, and Advocacy 1.1 Collaborates to promote a positive school climate. 1.2 Collaborates to promote academic success for all students. 1.3 Collaborates to help all students become college and career ready. 1.4 Assumes leadership role in advocating for equity & access for all students to curriculum, programs, services, & resources 1.5 Uses data to identify problems and barriers that impede student success and create achievement gaps. 1.6 Advocates for systemic change in policy and procedures that limit or inhibit academic achievement. Standard 2: School Guidance Curriculum and Instructional Skills 2.1 Plans guidance curriculum based on formal Needs Assessment results, student outcomes, and school improvement plans. 2.2 Utilizes a variety of guidance curriculum resources and work w/classroom teachers when planning. 2.3 Manages the classroom effectively when implementing guidance curriculum. 2.4 Uses appropriate selection of teaching strategies, clear communication, effective questioning and assessments (formative & summative) to engage all students. 2.5 Conducts informational seminars for parents, guardians, and students to address the needs of the school community. Standard 3: Plan for a College and Career Readiness Process 3.1 Facilitates a process of career exploration that may include planning, monitoring, and management. of individual and career plans. 3.2 Assists in developing each student’s academic achievement and career planning by providing CTE Pathways resources. 3.3 Researches and provides current and accurate information regarding post-secondary and workforce options. 3.4 Assists students and parents/guardians in understanding and utilizing assessment data. 3.5 Understands and utilizes graduation or exit-level requirements of the school, and provides information regarding recovery. 3.6 Assists students in grades 6-12 in creating course plans to meet college and career readiness goals. Standard 4: Responsive Services and Dropout Prevention 4.1 Effectively counsels individual students and small groups with identified needs and concerns. 4.2 Consults with parents, teachers, administrators, community resources regarding student needs. 4.3 Collaborates w/others to develop, communicate, and maintain crisis prevention/youth protection response plan(s). 4.4 Assists students in developing a plan for credit recovery or appropriate grade level interventions. Standard 5: Data-Driven Accountability and Program Evaluation 5.1 Uses data to make decisions regarding program improvement and close student achievement gaps. 5.2 Utilizes formal Needs Assessment for program management. 5.3 Analyzes school and counseling data to determine how students are different as a result of the counseling program. 5.4 Uses data to show the impact of the school counseling program on achievement, attendance, and behavior. Standard 6: Program Management and System Support 6.1 Implements and evaluates a comprehensive school counseling program. 6.2 Promotes the guidance program’s philosophy, priorities and practices to staff, parents, and community. 6.3 Serves on both building-level and district-level committees as appropriate. Standard 7: Professional and Ethical Behavior 7.1 Is responsible for compliance with federal and state laws, State Board of Education administrative rules, state assessment policies, local board policies, and supervisory directives. 7.2 Maintains confidentiality of student needs in accordance with FERPA and PPRA, promotes inclusiveness in both diversity and interpersonal relationships, deals with stakeholders in a professional manner, effectively deals with conflict, and participates in school counseling professional development.

YES

NO

YES

NO

Mid-Year Performance Rating: Counselor’s Signature: ______________________________________________

Date: _____________________

Administrator’s Signature: __________________________________________

Date: _____________________

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Highly Effective

Effective

Emerging Effective

Evaluator Name: _______________________________ Not Effective

School: ______________________________________________

Date: ________________________

Ogden School District – Continuous Improvement System

Year End Performance Rating (Required) – To be completed by April 1st Counselor Name: _________________________________________________

Date: ___________________________

Standard 1: Collaboration, Leadership, and Advocacy 1.3 Collaborates to promote a positive school climate. 1.4 Collaborates to promote academic success for all students. 1.3 Collaborates to help all students become college and career ready. 1.4 Assumes leadership role in advocating for equity & access for all students to curriculum, programs, services, & resources 1.5 Uses data to identify problems and barriers that impede student success and create achievement gaps. 1.6 Advocates for systemic change in policy and procedures that limit or inhibit academic achievement. Standard 2: School Guidance Curriculum and Instructional Skills 2.1 Plans guidance curriculum based on formal Needs Assessment results, student outcomes, and school improvement plans. 2.2 Utilizes a variety of guidance curriculum resources and work w/classroom teachers when planning. 2.3 Manages the classroom effectively when implementing guidance curriculum. 2.4 Uses appropriate selection of teaching strategies, clear communication, effective questioning and assessments (formative & summative) to engage all students. 2.5 Conducts informational seminars for parents, guardians, and students to address the needs of the school community. Standard 3: Plan for a College and Career Readiness Process 3.1 Facilitates a process of career exploration that may include planning, monitoring, and management. of individual and career plans. 3.2 Assists in developing each student’s academic achievement and career planning by providing CTE Pathways resources. 3.3 Researches and provides current and accurate information regarding post-secondary and workforce options. 3.4 Assists students and parents/guardians in understanding and utilizing assessment data. 3.5 Understands and utilizes graduation or exit-level requirements of the school, and provides information regarding recovery. 3.6 Assists students in grades 6-12 in creating course plans to meet college and career readiness goals. Standard 4: Responsive Services and Dropout Prevention 4.1 Effectively counsels individual students and small groups with identified needs and concerns. 4.2 Consults with parents, teachers, administrators, community resources regarding student needs. 4.3 Collaborates w/others to develop, communicate, and maintain crisis prevention/youth protection response plan(s). 4.4 Assists students in developing a plan for credit recovery or appropriate grade level interventions. Standard 5: Data-Driven Accountability and Program Evaluation 5.1 Uses data to make decisions regarding program improvement and close student achievement gaps. 5.2 Utilizes formal Needs Assessment for program management. 5.3 Analyzes school and counseling data to determine how students are different as a result of the counseling program. 5.4 Uses data to show the impact of the school counseling program on achievement, attendance, and behavior. Standard 6: Program Management and System Support 6.1 Implements and evaluates a comprehensive school counseling program. 6.2 Promotes the guidance program’s philosophy, priorities and practices to staff, parents, and community. 6.3 Serves on both building-level and district-level committees as appropriate. Standard 7: Professional and Ethical Behavior 7.1 Is responsible for compliance with federal and state laws, State Board of Education administrative rules, state assessment policies, local board policies, and supervisory directives. 7.2 Maintains confidentiality of student needs in accordance with FERPA and PPRA, promotes inclusiveness in both diversity and interpersonal relationships, deals with stakeholders in a professional manner, effectively deals with conflict, and participates in school counseling professional development.

YES

NO

YES

NO

Year-End Performance Rating: Student Growth Rating: Stakeholder Input Rating:

OVERALL SUMMATIVE Performance Rating: Counselor’s Signature: ______________________________________________

Date: _____________________

Administrator’s Signature: __________________________________________

Date: _____________________

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Highly Effective

Effective

Emerging Effective

Not Effective

Evaluator Name: _________________________________________________

Ogden School District – Continuous Improvement System

Remediation and Plan of Assistance Procedures for Determining Remediation (Informal and Formal) Once the principal has conducted numerous observations, he/she will give a rating for each standard. The summative rating (both Mid-Year and End-of-Year) will be determined by which rating tier (e.g., Not Effective, Emerging Effective, Effective, and Highly Effective) has been marked or identified most often during the CIS. For example, if during a CIS summative, a teacher receives 2 marks for Not effective, 6 marks for Emerging Effective, 9 marks for Effective, and 5 marks for Highly Effective, the counselor’s summative rating would be “Effective” because that tier has receive the majority of the markings for that CIS. We believe that highly effective counseling must be recognized. We also believe ineffective counseling must be addressed. The principal may place the counselor on Tier II (Informal Remediation) if after at least two observations of a counselor, the principal determines that there are: 

Three (3) performance indicators rated (marked) as “Not Effective” in any one single standard; and/or



Five (5) performance indicators rated (marked) as “Not Effective” among all the standards.

If the deficiencies continue after Tier II (Informal Remediation), the principal may proceed to Tier III (Formal Remediation). Beginning with the 2015-2016 school year, a counselor (Provisional or Career) may not advance a step/level on the Ogden School District salary schedule if the counselor’s overall summative rating on the April 1st evaluation is at the lowest level (rating) of the CIS instrument and they have been placed on Tier II (Informal Remediation). Likewise, a Career Counselor may not receive the Educator Salary Adjustment ($4,200) if the Career counselor’s overall summative rating on the April 1st evaluation is at the lowest level (rating) of the CIS instrument and they have been placed on Tier III (Formal Remediation).

IMPORTANT NOTE: Any counselor who receives a ‘No’ marking in Standard 7.1 or 7.2 is subject to the District’s Corrective Discipline Process up to and including termination.

Process – Informal Remediation (Tier II) The Informal Remediation (Tier II) Process shall include the following: 1.

Notice of Deficiencies: Once a principal has determined a counselor is in need of informal remediation, within seven (7) working days of the last observation, the principal shall give the counselor a written document informing the counselor he/she is being placed on Informal Remediation (Tier II) and clearly identifying:  specific, measurable, and actionable deficiencies (e.g., identifying the standards rated as Not Effective);  a recommended course of action that will improve the counselor’s performance (informal plan of assistance);  resources and support; and  dates and a timeline.

2.

Opportunity to Improve: The principal will allow no less than twenty (20) working days for the counselor to make improvements to the deficient standards. During the 20 day period, the principal is not allowed to evaluate or conduct formal observations of the counselor. However, the principal may interact with the counselor in the normal scope of their respective duties.

3.

Subsequent Observation(s)/Evaluation: If in subsequent observation(s)/evaluation(s), the principal determines adequate improvements have been made in the areas of previous deficiencies, the principal will provide the counselor with a written document indicating he/she has been taken off of Informal Remediation (Tier II). However, if the counselor has not made adequate progress toward improvement, the principal may;  elect to continue* the Informal Remediation process; or  request that the counselor be placed on Formal Remediation (Tier III) from Human Resources. *If the principal elects to continue the Informal Remediation (Tier II) process, he/she may provide additional days for the counselor to demonstrate improvement, but is not subject to the 20 day improvement period (may be less than 20 days).

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Ogden School District – Continuous Improvement System

Remediation (continued) Process – Formal Remediation (Tier III) The Formal Remediation (Tier III) Process shall include the following: 1.

Official Request for Formal Remediation (Tier III) If after continued observations, the counselor is still deficient as described below, the principal shall meet with Human Resources to review the observational documentation and officially request the counselor be placed on Formal Remediation (Tier III). The principal may place the counselor on Tier III (Formal Remediation) if after at least two observations of a counselor, the principal determines that three or more of the performance indicators rated (marked) as “Not Effective” remain “Not Effective”: 

Three (3) performance indicators rated (marked) as “Not Effective” in one single standard; and/or



Five (5) performance indicators rated (marked) as “Not Effective” among all the standards.

Beginning with the 2015-2016 school year, a counselor (Provisional or Career) may not advance a step/level on the Ogden School District salary schedule if the counselor’s rating on the most recent CIS is at the lowest level (rating) of the CIS instrument. Likewise, a Career Counselor may not receive the Educator Salary Adjustment ($4,200) if the Career counselor’s rating on the most recent CIS is at the lowest level (rating) of the CIS instrument. 2.

Notice of Deficiencies: Once a principal has been granted approval from Human Resources to place a counselor on Formal Remediation (Tier III), the principal shall give the counselor a written document informing the counselor he/she is being placed on Formal Remediation (Tier III) and clearly identifying:  specific, measurable, and actionable deficiencies (e.g., identifying the standards rated as Not Effective);

3.

Formal Plan of Assistance: Once a principal has determined a counselor is in need of formal remediation, within seven (7) working days, the principal and the counselor shall create a Plan of Assistance (written document) to serve as the guide for the counselor to make necessary improvements. The Plan of Assistance should include:  specific, measurable, and actionable deficiencies (e.g., identifying the standards rated as Not Effective);  a recommended course of action that will improve the counselor’s performance;  resources and support (see Plan of Assistance section for additional details); and  dates and a timeline.

4.

Human Resource Notification: Once Human Resources has approved the Formal Remediation (Tier III) Plan for the counselor, Human Resources shall notify the counselor that the counselor’s contract is subject to nonrenewal or termination if, upon reevaluation of the counselor’s performance, the performance is determined to be not effective.

5.

Opportunity to Improve: The principal will allow no less than twenty (20) working days for the counselor to make improvements to the deficient standards. During the 20 day period, the principal is not allowed to evaluate or conduct formal observations of the counselor. However, the principal may interact with the counselor in the normal scope of their respective duties.

6.

Subsequent Observation(s)/Evaluation: If in subsequent observation(s)/evaluation(s), the principal determines adequate improvements have been made in the areas of previous deficiencies, the principal will provide the counselor with a written document indicating he/she has been taken off of Formal Remediation (Tier III). However, if the counselor has not made adequate progress toward improvement, the principal may;  elect to continue* the Formal Remediation process; or  request that the counselor’s contract be non-renewed or terminated for unsatisfactory performance. *If the principal elects to continue the Formal Remediation process, he/she may provide additional days for the counselor to demonstrate improvement, but is not subject to the 20 day improvement period (may be less than 20 days).

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Ogden School District – Continuous Improvement System

Plan of Assistance and Termination of Contract Process – Plan of Assistance Once a principal has determined a counselor is in need of formal remediation, within seven (7) working days, the principal and the counselor shall create a written document (Plan of Assistance) informing the counselor he/she is being placed on Formal Remediation. The purpose of the Plan of Assistance is to provide the counselor with necessary information to help them make improvements to their performance. A Plan of Assistance will include the following elements:   



specific, measurable, and actionable deficiencies (e.g., identifying the standards rated as Not Effective and/or Emerging Effective); a recommended course of action that will improve the counselor’s performance; resources and support. o Such as:  Curriculum coach: supportive to teacher, but only reports feedback to employee, not to principal  Intervention Specialist  Mentor support  Lesson Plans turned in – provide feedback as needed  Time to observe master teachers  Professional development opportunities; and dates and a timeline.

Termination of Contract for Unsatisfactory Performance The District will follow the established termination procedures outlined in the Public Education Human Resources Management Act.

Outside Evaluation Request A counselor who is not satisfied with a CIS summative has fifteen (15) calendar days after receiving the written CIS to request a review of the CIS by a person who has expertise in teacher evaluations, but is not an employee of the district. This individual will review and make recommendations to Human Resources regarding the counselor’s CIS summative.

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Ogden School District – Continuous Improvement System

Checklist of Required Counselor Continuous Improvement System Activities It is critical that the activities described below are completed in accordance with their applicable timeline to ensure the systematic improvement and growth of counselors. The purpose of this form is to guide principals through the required components of the Continuous Improvement System process for the counselor. Counselor Name: _____________________________________

Activity Orientation

Self-Assessment

Date(s) Completed

School: _________________________________

Summary Within 15 days of a counselor’s first day of work, the principal will provide the counselor with a copy of or directions for obtaining access to the Continuous Improvement System Tool. May be provided electronically. Prior to September 20th, the counselors should complete a selfassessment.

Student Learning Objective (SLO/ Professional Growth Plan (PGP) – Beginning of Year

Prior to September 20th, the counselors should complete an SLO/(PGP), including student growth outcomes.

Stakeholder Input (Culture Rubric) – Beginning of Year

Prior to September 20th, the counselors should complete the Culture Rubric.

Pre-Observation Conference

Prior to September 20th, the principal will meet individually with counselors to discuss expectations for observations (including other observational venues). NOT REQUIRED for subsequent observations. Can be in conjunction with PGP Review.

Observations

The principal shall conduct multiple observations during the year by November 1st.

Post-Observation Feedback Sessions

The principal should conduct a post-observation feedback session no later than 7 days after each observation.

Mid-Year CIS Summative Conference (Provisional Teachers)

The principal shall evaluate and meet with each provisional counselor prior to November 1st to review the CIS Mid-Year Summative and performance rating in relation to the Standards.

Observations

The principal shall conduct multiple observations during the year by April 1st.

Post-Observation Feedback Sessions

The principal should conduct a post-observation feedback session no later than 7 days after each observation.

Student Learning Objective (SLO)/ Professional Growth Plan (PGP) – End of Year

The principal shall review the counselor’s SLO/PGP and discuss with counselor on whether or not goals where achieved as well as provide a rating for the SLO/PGP by April 1st.

Stakeholder Input (Culture Rubric) – End of Year

The principal shall review the counselor provided responses (and evidence) of whether or not progress was made toward utilizing the input received from the Culture Rubric to improve performance by April 1st.

Year-End CIS Summative Conference

The principal shall evaluate and meet with each counselor prior to April 1st to review the Year-End CIS Summative and performance rating in relation to the Standards.

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Comments

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Ogden School District – Continuous Improvement System

Resources Ogden School District, the Utah Legislature, and the Utah State Office of Education recognize that the quality of public education can be improved and enhanced by systematic, fair, and competent annual evaluation of public educators and remediation of those whose performance is inadequate.

Legislative Resources – Public Education Human Resource Management Act (PEHRMA) Utah Code 53A-8a-401

Utah Administrative Code – Public Educator Evaluation Requirements (PEER) Rule R277-531

Utah State Office of Education – Educator Effectiveness Educator Effectiveness

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