XYZ Unified School District
Intentional Guidance for Systems Change
Goal: Increase percentage students graduating college eligible by 15% over next three years.
Data Identified Need: District rates of students graduating college eligible increased 11% over two years compared to 2% decline at XYZ School.
Systems Concern: Opportunity/access to college going course schedule due to: 1) Prerequisites require “B” or better for some college going courses and all honors courses; 2)
Students are required to also get teacher permission to take AP courses.
Who will
coordinate/
participate in
systemic change
Action Plan?
Coordinator:
XX School
Counselor
Team Members:
X Name
Administrator(s)
X School
Counselor(s)
X Name
Teacher(s)
X Name
Other(s)
ASCA
Standards/
Ethical
Guidelines
A: A1.5
Identify
attitudes and
behaviors
which lead to
successful
learning
A: A2.2
demonstrate
how effort
and
persistence
positively
affect learning
Academic
Domain
A: A1.5
A: A2,
Standard B
A: C1.6
________________________
Principal’s Signature
What type of systems change is needed?
What activities will occur to create systems
change?
Policies, Practices
Procedures
Documents to
Review /Revise or
Create
Project
Start/
End
1) Team reviews data with faculty
demonstrating decline in college
eligibility
Course
Curriculum
Guide
2) Team reviews policies/ practices
for student placement creating
consistent protocols.
Fall
2013Spring
2015)
Ed Code
3) SC’s create /Team approves new
college going registration forms
3) Team revises curriculum guide to
remove gatekeeping barriers & prereq. to Honors/AP
4) Admin/Team provide faculty with
professional development on
dispelling the myth and college
access/ opportunity
5) Admin/Team promote/create
“student driven” master schedule
6) SC utilize College Board’s AP
Potential to identify students with
likelihood of success in AP
7) School policies ensure teachers
teaching AP attend training and
students to take test; policies ensure
low passage rate results in changes in
instruction or instructor
__________________
Date
District Board
Policies
Course
Registration
Form
Evaluation
Method
(How will you measure results?)
Perception Data
(ASK examples)
Attitude:
% Faculty who believe
students have the right to
take Honors and AP courses
% Faculty who believe the
teacher has the right to
choose which students are in
their classes
Skills:
% Faculty who can analyze
student transcripts
Curriculum
materials for
College/Career
Lessons (Eng.
Spanish)
% Faculty who understand
what a “student driven “
master schedule means
Assessment
Tools
Knowledge:
% Faculty to know the
college entrance
requirements
Mater Schedule
Timelines/
Policies
AP Potential
data
% Faculty who know
statistics on success rates for
students who take rigorous
courses compared to those
that don't
Back to School Staff Mtg.
Date of staff presentation
Intended Effect on
Academics,
Behavior, or
Attendance?
Results Data
Achievement
Related:
-Increase in students
sections offered in
college eligible
courses
--Increase in students
sections offered in
college eligible
courses
Students will
have access to
rigorous courses
Students will
take more
rigorous courses
Students w
-Increase in students
taking Honors/AP (&
passing AP)
- Increase in students
taking PSAT
Achievement (A):
-% Students
graduating college
eligible
-% Students passing
AP courses and tests
XXX School Counselor
Prepared by