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MEASURE Accountability Process for School Counselors

Name and Address of School:


Name of Counselor(s) Leading the Initiative:
Principal:
Enrollment:
School Demographics:
Caucasian/Non-Hispanic: African American:
Hispanic: Asian: Other:
Free-Reduced Lunch:
ESL:
Step One: Mission statements
District goals/mission/vision statement:
Campus Mission/Goal:
example: We, the staff, students, and parents, commit to a well-balanced education. Learning experiences will
promote mental, emotional, social, and physical growth as well as aesthetic and cultural awareness.
Program mission statement: (Connect your work to your schools mission).
example: It is the counseling departments belief that all students can nd academic success on their
own terms. Our role is to facilitate that success through the implementation of a comprehensive
guidance program to remove as many barriers as possible to students academic success.
Discussion with campus principal: (AYP needs). What was the outcome?
example: bullying, test scores, graduation rates, parent involvement...
Perry High School, 2770 E. Breese Rd., Lima, OH, 45806
Jordane Duffy
Nick Weingart
382 (7-12)
63.4% (242)
24.2% (92)
N/A (fewer than 10)
N/A
Multiracial: 11.1% (42)
60% (232 out of 382)
N/A
The growing emphasis on educational standards, equity, continuous improvement, and accountability, is fueled by widespread recognition that schools must become high-performing organizations if they
are to prepare all students to succeed in the twenty-first century. Today, our students represent an unprecedented level of diversity - in abilities, learning styles, prior educational experience, attitudes and
habits related to learning, language, culture, and home situations. The challenge of educating these students requires a commitment to base decisions on sound information and effectively use many
types of data from multiple source to realizing a vision of high school education that embraces the belief of high expectations for all students.
Our students will perform at a level that surpasses or is equal to their ability in all areas of
achievement. We will promote high expectations for students in all areas: academic, artistic, physical, health, citizenship and service. In a fiscally
responsible manner, we will commit the resources necessary to establish and maintain: a respectful, caring, and safe environment; research-based,
student-focused instruction; information-driven decision making; a focused and challenging curriculum; collaboration focused on improving student
learning; and an active partnership with parents and community.
N/A
'13-'14 --> 268 out of school suspension (7-12)
--> 274 in school suspension (7-12)
Step Two: Data What current hard data are you going to impact?
Example: Grades, Test Scores, Attendance, School Completion, Promotion, Post Secondary
Going, Academic Rigor, Academic Relevance...
The school counselor as part of the leadership team identied these critical data elements to try to
impact:
Step Three: Analyze Analyze the data to see what it reveals, to identify the problem
areas, to establish your baseline and to set your goal. It may be necessary to disaggregate the data,
e.g. race, ethnicity, gender, ESL, teacher assignment.
Baseline: (Where is the data element currently?)
Where do you want the data element to be in a year?
Step Four: Stakeholders-Unite
Develop an Action Plan School Counselors, as managers of resources, join existing groups of
stakeholders, such as the school improvement team, or bring other stakeholders and resources into
the task of creating and implementing an action plan. Strategies are developed that will change
systems as well as impact individual students and targeted groups of students.
Impacting systems means (1) replicating successful programs and interventions; (2) identifying
barriers that adversely stratify students opportunities to be successful learners; and (3)
developing strategies to:
. strengthen curriculum offerings
. maximize the instructional program
. enhance the school and classroom culture and climate
. provide student academic support systems (safety nets)
. inuence course enrollment patterns to widen access to rigorous academics
. involve parents and other critical stakeholders (internal and external to the school)
. raise aspirations in students, parents, teachers, the community
. change attitudes and beliefs about students and their abilities to learn
Beginning date:
Ending date:
decrease out of school suspensions
Stakeholders Strategies
Student and Social
Services Personnel
School Counselors
Behavior
Interventionist
LSSP
Teachers
Administrators
Students
Technology
Community Agency
Members
Local Colleges
Grants
Parents
Step Five: Reanalyze, Reect, and Revise
Reect and Revise:
Reanalyze: Reect on why the stakeholders were successful after the action plan? Did the
strategies work?
Restate the baseline data. Where is the data? Have you been successful or unsuccessful? Revise
the action plan if needed so that you have a positive impact on the data so progress can be made
and you can continue to get better results. Restate the baseline data: Which of the strategies
worked? Data after action plan: Which strategies should be replaced? Added?
Impact: Based on what you have learned, how will you revise the action plan?
Systemic Changes Made:
Whenever you implement a MEASURE you will contribute to systemic change. Each MEASURE
will in some way change a school, home, or community system to enhance student learning.
Capture these systemic changes here and record them on your report card.
Step Six: Educate
Promote and publicize the results of your work. Develop a report card for your own program to let
the internal and external school members know your work is connected to Vision 2010, the
mission of the school and to student success. The School Counseling Program Accountability
Our MEASURE of Success
SPARC - School Counseling Program Accountability Report Card
School & enrollment:
Principal:
Counselor:
Principal comments:
Base line data & End Data:
Interventions completed:
School Improvement Issues:
Systemic Changes:
Stakeholders Roles: