Strengths 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)  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

 Easy, straight-forward  Helpful to have online resources  – 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 “Good Job! Keep Going! Almost there!”

 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 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)  8 th grade students who have failed two or more core classes during the previous semester (2 nd semester 7 th grade)  Tier addressed is Intensive Specific Content Area  Academic  Career  Personal/s ocial Academic Baseline Data (e.g. parent involvement, attendance, retentions, discipline, drop- our rates, graduation rates, etc.) Describe current data. 3% of students (14/374) failed two or more core classes during the second semester of the 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%. Goal Describe how goal will impact student growth and success. Must be S.M.A.R.T Specific Measurable Attainable Results oriented Timed By May 1, 2013, the counselor will reduce the number of failures in 8 th 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. Action Plan for Attaining Goal – (add more lines, if needed) Action StepsCompletion DateCollaborate with?Completed Weekly meetings with students to discuss grades, progress and goals for the week. 5/1/13StudentYes__ No__ Monitor individual, identified student’s grades and behavior in class. 5/1/13Faculty and Student Yes__ No__ Monitor attendance – days missed and tardiness. 5/1/13NAYes__ No__ Monitor discipline referrals (time of day, teacher referring, days missed as a result) 5/1/13Principal, Assistant Principal, Student Yes__ No__ 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 All measures used for this goal must meet three criteria. Two Points in Time Rigorous Comparable Across Classrooms Progress reports for monitoring weekly progressXXX Early Warning System through WVEISXXX 1.Data Results

1 st Year 2 nd 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