Toolkit 2Step 3

Writing
Meaningful
Results
Statement
s

2006 Dr. Karl Squier

Writing Meaningful Results Statements

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Writing Meaningful Results Statements

The Problem
Toolkit 2 requires us to take a close look at the outcomes we want students to achieve as a result
of participating in the counseling curriculum. Our ability to clearly define concrete results that
are observable and measurable, and to document our counseling curriculum, is critical to the
successful implementation of comprehensive school counseling programs. Three areas of
difficulty in accomplishing this have surfaced:

Poorly written results statements. We do not write meaningful results statements that are
measurable and rigorous.

Lack of measures and assessment instruments. We have a tendency to write statements that
do not require students to do anything to demonstrate what they know and/or are able to do.
We almost always fail to write statements that can be measured in meaningful ways.

Lack of detail on session activities. Another counselor reviewing the activity does not have
enough information to successfully conduct the activity.
Without well-written and measurable results statements and clearly defined action steps, it is
impossible to produce quality documentation. The amount of feedback you will need to provide
is proportionate to the quality of the results statements, measures and level of detail.

The Solution
Documentation of essential counseling curriculum activities is an important step in building
counselor capacity for change. It enables counselors to reflect on their best practices, reconsider
what concrete results they want students to achieve, and how they are going to assess student
progress towards the results. It provides a documented curriculum that clearly demonstrates the
breadth and depth of the counseling program. The Writing Meaningful Results Statement
exercise is designed to help you develop results statements that are measurable.

What Is a Results-Based Program?

A results-based counseling program is designed to guarantee that all students acquire the
competencies to become successful in school and to make a successful transition from school to
higher education, to employment or to a combination of higher education and work.The
question to answer is: How are students different as a result of the guidance program?
(Johnson & Johnson, 2003) With the publication of the ASCA National Model, the school
counseling profession has two primary results it expects to achieve:
1. All students achieve the nine national counseling standards.
2. Comprehensive K-12 school counseling programs are implemented in every public school
system in the United States.
A results-based model requires us to clearly define what we expect students to know and be able
to do as a result of the counseling program, and to ensure that we deliver optimal opportunities to
help students learn and apply what they are learning in a variety of meaningful contexts.
2006 Dr. Karl Squier

Writing Meaningful Results Statements

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Writing Meaningful Results Statements

What Is a Results Statement?
A results statement" specifies measurable outcomes that are expected for a particular learning
experience. It is used synonymously with the terms goal and learning objective. The word
results is preferred over goal and/or objective because it enables us to more clearly define
outcomes in terms of observable processes students learn and products they produce. The results
statement must be measurable. For the statement to be measurable, students need to do
something that demonstrates what they know and can do. They need to be able to demonstrate
how they are applying what they have learned in a variety of contexts. It is not enough to simply
get information into a students head. The activity needs to show what we are asking students to
do with that information (e.g., how they are going to apply it and how we will know they are
successful in demonstrating what they have learned).

What Are the Characteristics of a Meaningful Results Statement?

A results statement is aligned with ASCA National Standards, that is, it is designed to help
students achieve the standards.
A results statement begins with an action verb. An action verb is something students do that
produces results which are observable and measurable.

A results statement is measurable in terms of processes students learn (e.g., scientific

method) and products they produce (e.g., portfolio). Primary areas of focus include
knowledge acquisition, skill development and attitudes.

Specific measures and indicators of successful completion are provided for each results
statement.

For each result we expect students to achieve, we must provide them with opportunities to
demonstrate what they know and can do as a result of their participation in this activity.

Please review the table on the next two pages that provides examples of how to construct a
meaningful results statement. Following the table, other action verbs/results statements to
consider are listed, along with verbs not to use and pitfalls to avoid.

2006 Dr. Karl Squier

Writing Meaningful Results Statements

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Examples of Meaningful Results Statements

A Results Statement begins with an action verb.
An action verb is something students do that produces results that are observable and measurable.
An action
verb

is something
students do

that produces results

Processes
[Students
learn and apply]

Analyze
or
evaluate

Break something down into

its essential components
Apply steps in critical
analysis/evaluation

Draw conclusions

Make recommendations

Document and report results

2006 Dr. Karl Squier

Steps in
conducting
analysis/
evaluation

which are observable

and measurable

Products
[Students
produce]

Oral or
written report

Criteria checklist and/or rubric

on conducting analysis/evaluation
can be used to determine a
students awareness of steps in
analysis/evaluation.

Rubric for drawing conclusions,

making recommendations and
reporting results).

Pre and post survey on student

knowledge about analysis/
evaluation process.

Writing Meaningful Results Statements

Sample
Academic
Results
Statement

Sample
Career
Results
Statement

Sample
Personal/
Social Results
Statement

[Students will:]

[Students will:]

[Students will:]

Analyze/
evaluate
requirements
for selected
college and/or
careers.

Analyze/
evaluate job
market
information to
determine
earning potential
for selected
careers.

Analyze/
evaluate the
causes of, and
remedies for,
bullying and
how it impacts
their life and
learning.

Analyze/
evaluate their
current and
projected
capacity for
meeting the
requirements.

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Writing Meaningful Results Statements

An action
verb

is something
students do

that produces results

Processes
[Students
learn and apply]

Identify and
describe

Develop a
plan

Give a name or label to

some thing

Describe its essential

characteristics

Provide examples of how it

acts in relation to other things

Articulate a vision

Conduct a needs assessment

Define expected results

(goals)
Develop plan

Implement plan and monitor

progress

Apply continuous
improvement principles

Evaluate progress toward

expected results

Report on results of
evaluation

Use results of evaluation to

update plan

2006 Dr. Karl Squier

Steps in
identifying and
describing

Steps in
developing,
implementing
and evaluating
a plan

which are observable

and measurable

Products
[Students
produce]

List of names Criteria checklist and/or rubric

and associated
can be used to determine a
characteristics
students awareness of steps in the
identification and description
Narrative
process.
descriptions of

how process is
used in a
variety of
situations.

Pre- and post-survey of student

Individual
Learning Plans

Tally of number of students

completing plans

Criteria checklist of steps in

planning process

Sample
Academic
Results
Statement

Sample
Career
Results
Statement

Sample
Personal/
Social Results
Statement

[Students will:]

[Students will:]

[Students will:]

Identify and
describe
requirements
for graduation

Identify and
Identify and
describe
describe
knowledge/skill
requirements for
requirements for a personal safety
selected careers. plan.

Develop a
Develop a
Develop a
plan for their
plan for career
plan for their
graduation and
exploration and
personal/social
academic
selection of
future
future
post-secondary
opportunities

knowledge about identifying and

describing requirements for
process.

Rubric on the quality of the plan

Entries in student portfolio (or
other graduation by proficiency
products)

Writing Meaningful Results Statements

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Writing Meaningful Results Statements

An action
verb

is something
students do

that produces results

Processes
[Students
learn and apply]

Employ
or
Utilize

Describe the
conditions/situation to be
addressed

Identify what (e.g., a

specific skill) that needs to be
employed/utilized

Define action steps to

successfully employ/utilize
what was identified

Complete the steps

Assess the impact of

completing the steps

Document and/or report the

assessment results

2006 Dr. Karl Squier

Steps in
identifying
appropriate
responses and
employing/
utilizing those
responses

which are observable

and measurable

Products
[Students
produce]

Oral or
written report
based on
students selfreflections on
how they
responded to
specific
conditions/
situations

Criteria checklist on the steps

used.

Rubric for effectively responding

to specific conditions or situations.

Pre and post survey on student

knowledge about effectively
responding to specific conditions
or situations

Writing Meaningful Results Statements

Sample
Academic
Results
Statement

Sample
Career
Results
Statement

Sample
Personal/
Social Results
Statement

[Students will:]

[Students will:]

[Students will:]

Employ
relaxation/
stress
reduction
skills prior to
state test.

Utilize the
Utilize
results of a
conflict
career inventory resolution skills
to explore
to de-escalate
potential
potentially
careers.
explosive
situations.

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Writing Meaningful Results Statements

Other Action Verbs to Consider

Acquire
Classify
Compare
Define
Demonstrate
Determine
Recommend
Reflect
Report
Summarize
Tabulate

For more information on action verbs, see www.teach-nology.com/worksheets/time_savers/bloom/.

Other Examples of Meaningful Results Statements

Academic

Career

Personal/Social

As a result of participating in the Essential Counseling Curriculum, students will:

Apply skills required for academic success

(e.g., study, problem solving, higher order
thinking, decision makings, time management,
test taking, cooperative learning).
Defines cheating and its consequences.
Make informed decisions regarding
postsecondary opportunities.
Develop plans to meet educational goals.
Identify sources for scholarships and complete
applications for financial assistance.
Produce personal resumes.
Reflect on progress made and areas for
improvement.
Effectively utilize their planners and
schedules.
2006 Dr. Karl Squier

Describe the relationship between school,

personal interests and abilities, and work.
Complete an interest inventory.
Use the results of an interest inventory to
identify explore educational and employment
opportunities.
Develop plans to meet career goals.
Describe connections between educational and
potential earnings.
Describe the importance of community service
and social responsibility.
Participate in community services (e.g., food
drive).

Writing Meaningful Results Statements

Apply skills required for personal/ social

success (e.g., conflict resolution, stress
reduction, personal safety, peer mediation).
Establish meaningful interactions with
counseling staff.
Recognize feelings of ones self and others.
Define bullying and its consequences.
Describe strategies for addressing bullying and
give examples of how they can be applied.
Identify their personality type and describe
how different types affect behavior and
learning.
Identify their personal learning style and
describe how it affects their learning.
Define the dynamics of peer pressure and how
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Writing Meaningful Results Statements

it influences their personal decisions.

Verbs to Avoid
The following verbs are not bad verbs, but instead are difficult to measure with any accuracy and certainty the results we can expect students to achieve.

Appreciate
Be aware of
Believe
Enjoy
Grasp the significance of
Learn
Know
Understand

Be Aware of These Common Pitfalls

You get knowledge into a students head but do not specify how you expect the student to demonstrate how they applied what they learned. For
everything you put into a students head, you must specify what students can do to apply the knowledge and skills, and provide them an opportunity to
do it.

The activity does not specify how student progress will be assessed (e.g., what instrument will be used).

You do not make results statements specific to the activity and measurable in terms of impact. Do not make pie in the sky claims (e.g., claiming that
student achievement is going to rise as a result of this one activity is like saying student test scores are going to improve as a result of one class
period). Dont specify results that you cannot measure in terms of how it makes a difference in students lives.

2006 Dr. Karl Squier

Writing Meaningful Results Statements

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Writing Meaningful Results Statements

ASCA National Model Standards and Competencies

This page contains the ASCA National Standards. Five action verbs are used in the standards. As you can see, the verb understand, which we do not
recommend using because of the difficulty in measuring it as an outcome, is used three times in the standards. The following page illustrates how one
district developed competencies that use action verbs to make activities measurable.
Verbs about learning

Acquire
Understand

Verbs about applying what was learned

Complete
Employ
Make
Academic A

Acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span.

Academic B

Complete school with the academic preparation essential to choose from a wide range of substantial postsecondary options, including
college.

Academic C

Understand the relationship of academics to the world of work, and to life at home and in the community.

Career A

Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

Career B

Employ strategies to achieve future career success and satisfaction.

Career C

Understand the relationship between personal qualities, education and training, and the world of work.

Personal/Social A

Acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.

Personal/Social B

Make decisions, set goals, and take necessary action to achieve goals.

Personal/Social C

Understand safety and survival skills.

2006 Dr. Karl Squier

Writing Meaningful Results Statements

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Writing Meaningful Results Statements

Example of District Using ASCA Standards & Defining Their Own Competencies
Standards
Academic A

Competencies

Students will acquire the attitudes, knowledge, and

skills that contribute to effective learning in school
and across the life span.

Develop and maintain a positive academic self-concept. [A-A1]

Acquire and use integrated sets of learning skills (e.g., applied learning,
employability). [A-A2]
Identify and demonstrate characteristics of school success. [A-A3]

Academic B

Students will complete school with the academic

preparation essential to choose from a wide range of
substantial postsecondary options, including college.

Explore and identify postsecondary options. [A-B1]

Academic C

Students will understand the relationship of academics

to the world of work, and to life at home and in the
community.

Investigate and describe ways in which what they are learning applies to the world of
work, their home, and community. [A-C1]

Career A

Students will acquire the skills to investigate the world

of work in relation to knowledge of self and to make
informed career decisions.

Identify career interests and aptitudes. [C-A1]

Students will employ strategies to achieve future

career success and satisfaction.

Identify and discuss employment readiness skills (e.g., responsibility, timeliness,

decision-making, research and planning, communication). [C-B1]

Career B

Develop goals and plans for their future, including participation in decision-making
processes regarding their academic preparation. [A-B2]

Demonstrate awareness of what is required to prepare for, and succeed in, a variety of
careers. [C-A2]

Develop, implement and evaluate a plan for acquiring career information using multiple
methods (e.g., Internet, library, letter writing, phone call). [C-B2]
Career C

Students will understand the relationship between

personal qualities, education and training, and the
world of work.

Describe their personal role and responsibilities in school and the world of work. [CC1]

Personal/Social A

Students will acquire the attitudes, knowledge, and

interpersonal skills to help them understand and
respect self and others.

Discuss and give examples of the attitudes, knowledge and interpersonal skills
required for respect of self and others. [PS-A1]

Personal/Social B

Students will make decisions, set goals, and take

necessary action to achieve goals.

Develop, implement and evaluate plans for their future. [PS-B1]

Personal/Social C

Students will understand safety and survival skills.

Discuss and give examples of how they prepare for and use safety and survival skills
in their lives. [PS-C1]

[Source: Framework for School Counseling (2003), Department of Counseling & Social Services, Providence Public Schools, Providence, RI]

2006 Dr. Karl Squier

Writing Meaningful Results Statements

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