School Counseling Evidence-Based Implementation Tools:

Chicago Public Schools’ Approach

Whitney Triplett, MA, LPC, NCCK-12 School Counseling SpecialistChicago Public Schoolswdtriplett@cps.edu

Manuel FrenchDirector of School CounselingChicago Public Schoolsmfrench1@cps.edu

Barbara KarpouzianPresident-Elect, Illinois School Counselor AssociationFormer Executive Director, Office of School Counseling and Postsecondary Advising, Chicago Public Schoolsbak860@gmail.com

PresentersSession Objectives● Provide context and rationale for

district-level Evidence-Based Implementation Tools.

● Share screenshots of the tool itself and related resources.

● Examine the district-level process and workflow of implementing this system.

● Explore school-level and district-level impact.

● Discuss recommendations for districts interested in developing their own such system.

“WIIFM Factor:”

Participants will walk away ideas for developing their own district-level system of school counseling implementation plans.

Who’s in the Room?

➔ District leaders➔ State leaders➔ Counselor educators➔ School-based counselors➔ Other??

Context: Chicago Public Schools

● 3rd largest school district in the United States with 660 schools providing education to approximately 400,000 children.

● 484 Elementary Schools (Pre-K-8) and 176 High Schools (9-12)

● 86% Economically Disadvantaged

● 16.7% English Language Learners (ELL)

● Student Race: 39.3% African American; 3.6% Asian; 0.2% Hawaiian/Pacific Islander; 45.6% Hispanic; 9.4% White; 0.3% Native American/Alaskan

● 37,345 Total Employees in 2015-2016

● $5.69 Billion Operating Budget for Fiscal Year 2014

Context: Counseling in CPS

● CPS Framework for School Counselors based on the Charlotte Danielson Model was approved/released in August 2012.

● School principals hire, supervise, and evaluate school counselors.

● Dedicated Central Office department for School Counseling and Postsecondary Advising.

● Postsecondary coaches are optional in schools.

● School counselors are generalists.

● CPS district funds three positions at EVERY school in CPS-- a principal, a clerk, and a school counselor. The remainder of staffing needs are decided by the principal on a student-based budget.

● 747 school counselors - 468 elementary and 279 high school.

● School Counselor-to-Student Ratios(ASCA-recommended ratio is 1:250)

○ Varies widely

○ Elementary: ~1:500

○ High School: ~1:300

Our Office’s Mission

To ensure that school counseling teams utilize leadership,

advocacy, systemic change, and collaboration to promote student

success, provide preventive interventions, and respond to student

needs by implementing a student-centered, data-informed,

comprehensive school counseling program that advances the

academic, social/emotional, and career development of all students

and is aligned with district goals and state standards.

The Evidence-Based Implementation Tools are related to one of OSCPA’s workstream priorities:

Strengthen data-driven, comprehensive school counseling

programs implemented in every school by providing targeted

professional development in accord with identified

skills/competency needs, implementation plan rubric results,

school visits, and tools and resources.

Rationale & Purpose

● Tools for organizing a comprehensive school counseling program, not a compliance measure - Ensures that counseling teams have a structured, intentional, systematic approach to address the academic, career, and social/emotional development of all of their students.

● Tools to advocate for the work of a school counselor to affect student achievement - Help counselors communicate what they do and their effectiveness while educating others on their role as stakeholders in implementing student standards.

Rationale & Purpose

● Artifacts in the REACH Framework for School Counselors performance evaluation

○ The EBIP/Annual Agreement demonstrate planning and evaluation of the counseling program and can be used to facilitate discussion during principal-counselor conferences (components 1a; 1c-1f; 2c; 2e; 3a-3e; 4a; 4c-4d).

○ The Results Report/Flashlight presentation demonstrate the results of observable school counseling activities (components 1c; 3b-3e; 4a; 4c).

● A RAMP recognition readiness gauge and launch pad

○ All tools aligned with the ASCA Model

○ OSCPA uses a rubric based on the ASCA RAMP rubric to provide individual feedback to schools.

Rationale & Purpose

Overview of Chicago Public Schools’ Evidence-Based Implementation Tools

Acknowledgements/CitationsSources for development of the Evidence-Based Implementation Tools:

● American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

● Hatch, T., Greene-Wilkinson, D., & Holcomb-McCoy, C. (2014). The use of data in school counseling: Hatching results for students, programs, and the profession. Thousand Oaks, CA: Corwin, a SAGE Company.

● Chicago Public Schools

Office of School Counseling and Postsecondary Advising Team Members: Barbara Karpouzian, Kevin Van Zee, Lisa DeGregorio, Diana Camilo, Whitney Triplett, and Manuel French

● CPS Master Counselors and Coaches

Shared Google Folder

Materials are copyrighted, but may be adapted for school district use

with appropriate citations.

Evidence-Based Implementation Tools

Four tools that span the school year:

1. Evidence-Based Implementation Plan (EBIP)2. Annual Agreement

3. Results Report4. Flashlight Presentation

Due before the first day of school

Due 4th quarter

1. Evidence-Based Implementation Plan

To efficiently and effectively deliver the school counseling program, there must be a plan detailing how the school counselor intends to achieve the desired results

2. Annual Agreement● Completed by each individual school counselor● Ensures that formal discussion between the school

counselor and administrator occurs early in the school year. Items included:○ School counseling roles○ Responsibilities○ Caseload distribution○ Use of time

● Serves to increase the administrator’s understanding of a comprehensive school counseling program

3. Results Report

● Formatted similarly to the action plan● Demonstrates how the activities of the plan

impacted students● Must include process, perception, and outcome

data● Reflection on school counseling program results

4. Flashlight Presentation● Simple presentation of 6-8 minutes that includes data

visuals and reflections

● Helps counselors shine a light on the impact of the year’s counseling activities

● Communication tool - most commonly used with school staff, LSCs, school board, etc.

Link to a sample Flashlight Presentation Westinghouse College Prep, Chicago, IL

Source for Flashlights: Dr. Trish Hatch, CESCaL

Minimum Requirements

Grade Levels Served

Annual Agreement

Evidence-Based Implementation Plan

S.M.A.R.T. Goals

Menu of Data Elements

Program Calendar Lesson Plan Action Plan

Elementary School

Counselors

One per counselor, signed by principal

One goal in any of the domains

School Profile and the

Elementary Data Metric Bank

One per counseling program

One sample lesson plan for the identified S.M.A.R.T. goal

One action plan for the identified S.M.A.R.T. goal

High School Counselors

Three goals - one per

each of the three

domains

School Profile and the High School Data Metric Bank

Three action plans - one per

each of the three S.M.A.R.T. goals

PROCESS AND WORKFLOW

Process and Workflow Rubric

● Rubric for the EBIP and Annual Agreement● Color scores for each section● Based heavily on the RAMP rubric

GREEN: PROFICIENT

YELLOW: DEVELOPING

ORANGE: EMERGING

RED: INCOMPLETE

Process and Workflow: Scoring

● Plans split between the Specialists to score

● Google Form used to record scores, based on rubric

● Scores automatically sent to a Google sheet, enabling us to easily track the scoring data

● Scores and written feedback are returned to the school with info on understanding the score, how to use the feedback, and next steps

District Supports● Comprehensive, 28-Page Guiding

Document● Structured Trainings 8-10x/year● Working/Coaching Sessions 10-15x/year● Knowledge Center● Communications

DATA AND IMPACT

Recent EBIP Submission Rates

Elementary Schools High Schools

SY14 49% 85%

SY15 48%* 74%*

SY16 64% 81%*Although the percentage is lower, it still reflects an increase in the actual number of schools submitting an EBIP, as CPS added new schools this year, effectively increasing the “n,” or overall total number of schools.

GREEN: PROFICIENT

YELLOW: DEVELOPING

ORANGE: EMERGING

RED: INCOMPLETE

SY15 ScoringData(most recent)

Impact on Students

● Better, more equitable school-wide programs and systems

● Increased access to resources

● Improved attitudes, skills, knowledge

● Improved achievement

Principal QuoteKrish Mohip, principal of Walsh Elementary in Chicago shared:

“I never realized that a counselor could have such an impact in such a short amount of time. In just two years, Kirsten transformed our high school admissions process at Walsh. As a result, we have the highest number of students attending selective schools this year than in years past. Our students and parents are more conscious of grades, working hard in school and preparing for the future.

Because of Kirsten, I have reconsidered how I utilize the role of a school counselor at Walsh. Many of our students have academic and social-emotional needs that are not being addressed because our counselor is busy doing paperwork and case management. I am working on ways to eliminate these responsibilities so that Kirsten can spend more time with our students.

As an administrator, I strive to address all factors that may negatively impact student access to learning so that my students have a well-rounded school experience and success in their pursuit toward higher education. The work that school counselors do with students, staff, parents, and community members plays a vital role in this process.”

Additional Impacts

● Advocacy

● Increased awareness

● Building and utilizing partnerships

● Professional Impact

● RAMP readiness

CPS RAMP Schools

● First CPS school earned RAMP in 2008 - the same year the EBIP was first implemented

● 25 CPS RAMP schools; 3 have re-RAMPed

● 61% of Illinois RAMP schools are from CPS

● 13 schools currently in the process

Al Raby Small 2011

Amundsen Neighborhood 2014

Chicago Academy Small 2009, 2014

Foreman Neighborhood 2009

Harlan Neighborhood 2009

Harvard Elementary Neighborhood 2015

Jones Selective 2009

Kenwood Neighborhood 2008

Lane Tech Selective 2012

Lindblom Selective 2009

Mather Neighborhood 2010

Michelle Clark Magnet 2010

Northwest Middle Neighborhood 2016

Northside Learning Special Ed 2013

Phillips Neighborhood 2009

Phoenix Military 2008

Roosevelt Neighborhood 2013

Simeon Career Acad 2009

Southside Occupational Special Ed 2013

Steinmetz Neighborhood 2012

Sullivan Neighborhood 2010

Taft Neighborhood 2009, 2012, 2016

Uplift Small 2010

Vaughn Special Ed 2010

Von Steuben Magnet 2008, 2011, 2014

25 CPS RAMP Schools!!!

Is based on the ASCA National Model. Is a recognition program for individual schools (not districts or school counselors).

Gives you the confidence that your program aligns with a nationally accepted and recognized model. Helps you evaluate your program and determine areas for improvement.

Enhances your program's efforts to contribute to student achievement.

RAMP…

Of the 41

RAMP schools

in Illinois,

61% are CPS schools!

This document is related to the analysis and formulation of district policies and actions, including personnel rules and practices. Distribution is not authorized without express written consent of the Chief Executive Officer or his/her designee.

RAMP vs. Non-RAMP HS Metrics

+10.2%

+1.6% +4.3%+1.0%

Top 10 Tips for District Implementation

1. Start small2. Due date early in school year3. Ensure and protect district-level bandwidth4. Deliver personalized feedback5. Make it relevant6. Keep it user-friendly7. COMMUNICATION!8. Differentiate training that’s facilitated and

provide working sessions9. 3- to 4-year scoring cycles

10. Use results to highlight counselor work in your district

Whitney Triplett, MA, LPC, NCCK-12 School Counseling SpecialistChicago Public Schoolswdtriplett@cps.edu

Manuel FrenchDirector of School CounselingChicago Public Schoolsmfrench1@cps.edu

Barbara KarpouzianPresident-Elect, Illinois School Counselor AssociationFormer Executive Director, Office of School Counseling and Postsecondary Advising, Chicago Public Schoolsbak860@gmail.com

Questions?