Strengths



Setting time aside to devote time needed
to address issues
 Getting everything in
 Wanted to add new goals every month!
 Helping others understand the process,
need, and value of evaluation program

Challenges
Helped to organize thoughts and
activities
Gave better direction
Opportunity to share with fellow
counselors and county officials the LARGE
job we do (and still need to do)
Easy, straight-forward
 Helpful to have online resources
 2012-2013 – Clarification on Goals was
added including Student Impact Goal
 Looking forward to implementation
through online version
 Implementation slow to begin but helpful
in the end


Program Improvement Goals
› A counseling program is an ever changing
and evolving process
 Goal –> new program –> needs change –>
new goal
The counseling program is more than just
the counselor
 Educating staff and students of the
changing view of school counselors is
vital to the collaborative effort.


A lot of things were in implementation stage
and just needed some follow through
› i.e. documentation, putting things together in one
place


There is much already being addressed
through general curriculum that counselors
may not be aware of.
Able to see that the counseling program is a
shared responsibility.
› Collaboration with faculty and community members
› Need to have advisory board – essential as we look
toward new middle school

Completed in August and January/February

Standard 1: Program planning, design and
management
› CSE 1.1: The School Counselor assumes leadership in
planning, designing and advocating for a balanced,
comprehensive school counseling program aligned
with the state model.


Goal: No later than December 2011 the school
counselor will develop a curricular map based
on student and teacher needs assessments to
address student academic, personal/social
and career needs that are developmentally
appropriate.
Evidence: Curricular Map; AA Lessons

Standard 2: Program Delivery
› CSE 2.4: The school counselor coordinates a seamless,
systematic approach to academic, career and
personal/social student supports


Goal: By December 22, 2011, the counselor, in
collaboration with Assistant Principal and Principal will
create and conduct a literacy group utilizing school
counseling topics to assist students who feel on the
“bubble” of Mastery in ELA on the 2011 Westest. The
group will take a pre- and post-test to evaluate
progress as a result of the program.
Evidence: pre- and post-test data; 2012 Westest ELA
data (to be determined)

Standard 3: Data Driven Accountability and
Program Evaluation
› CSE 3.1: The school counselor guides continuous
program improvement through multiple forms of
evaluation


Goal: No later than October 15, 2011, the
counselor will conduct a student and teacher
initial needs assessment to determine student
needs for group counseling and classroom
guidance lessons for the 2011-2012 school year.
Evidence: Results of student/teacher needs
assessments; classroom lesson, group outlines.
Context
Describe the


specific
group of
students
to be
targeted
(class,
grade
level,
whole
school,
multiple
programm
atic levels
the tier to
be
addressed
(universal,
targeted,
intensive)
Specific Content
Area





8th grade students who have failed two or more
core classes during the previous semester (2nd
semester 7th grade)
Tier addressed is Intensive
Action Plan for Attaining Goal – (add more lines, if needed)
Action Steps
Completion Date
Collaborate with? Completed
Weekly meetings with students
to discuss grades, progress
and goals for the week.
5/1/13
Student
Yes__
No__
Monitor individual, identified
student’s grades and behavior
in class.
5/1/13
Faculty and
Student
Yes__
No__
Monitor attendance – days
missed and tardiness.
5/1/13
NA
Yes__
No__
Monitor discipline referrals
(time of day, teacher referring,
days missed as a result)
5/1/13
Principal,
Assistant
Principal,
Student
Yes__
No__
Yes__
No__
Academic
Academic
Career
Personal/s
ocial
Baseline Data
(e.g. parent
involvement,
attendance,
retentions,
discipline, dropour rates,
graduation rates,
etc.)
Describe current
data.
Goal
Describe how
goal will impact
student growth
and success.
Must be
S.M.A.R.T
Specific
Measurable
Attainable
Results oriented
Timed
Yes__
No__
3% of students (14/374) failed two or more core classes
during the second semester of the 2011-2012 school year.
Of those failures over half failed English, Math, and Science.
The largest amount of failures came from science with a
failure rate of 86%.
Collaboration
If applicable, describe how this goal includes a collaborative component.
The Distinguished performance level requires accomplishing at least one collaborative goal.
Collaboration with teachers on homework help, observations of classroom behavior.
Collaboration with administrations in monitoring attendance and discipline referrals. Work with
tutoring programs (Old Navy volunteers) to assist with homework help.
Measures
By May 1, 2013, the counselor will reduce the number of
failures in 8th grade by 1%. Students in the intensive group
will meet with the counselor individually to monitor grades
and attendance, and to address general organizational and
study skills.
All measures used for this goal must meet three criteria.
Progress reports for monitoring weekly progress
Early Warning System through WVEIS
1.
Data Results
Two
Points in Time
Rigorous
Comparable
Across
Classrooms
X
X
X
X
X
X

1st Year



2nd Year


Great for getting things organized
Helped to set the ground work and see
where things needed to go
A work in progress – in terms of forms,
process, and program
Time for clarification
Changes from state filtered to
demonstration sites
Less time consuming and more focused
Not as bad as it seems
 Achievable
 Focused
 Opens lines of communication
 Important to set a timeline for yourself
