MEASURE Accountability Process for School Counselors

Name and Address of School:

Tyler Consolidated High School

1993 Silver Knight Drive
Sistersville, WV 26175
(304) 758-9000

Name of Counselor(s) Leading the Initiative:

Dinah Rice and Emily Smiddy

Principal:
Mr. Kent James Yoho

Enrollment:
508

School Demographics:
Caucasian 98.6%
African American- 1.2%
Hispanic: 0%
Asian: 0.2%
Other: N/A (Multi-Racial)

Free-Reduced Lunch: 53%

Special Education: 22.2%
ESL: 0%
Average daily attendance: 90% (on decline)
Graduation Rate: 82%
Retention Rate: 95%
Discipline Referrals: 19.7%

Step One: Mission statements

District goals/mission/vision statement:

The mission of Tyler County Schools is to provide student-centered learning opportunities that
ensure all students will learn to their potential and master the skills, ethical behaviors, and
attitudes needed to be successful citizens in a 21st Century economy.
Campus Mission/Goal:

The mission of Tyler Consolidated High School is to make it possible for ALL students to
become self-supporting, contributing and caring citizens.

Program Mission Statement:

It is the mission of the school counseling program at Tyler Consolidated High School to
provide a comprehensive and developmentally age-appropriate school counseling program that
is aligned with the ASCA National Standards to support the success of all students.

Discussion with Campus Principal

The school is doing exceptionally well with retention of students, and the discipline referrals
last year were at 19.7%; therefore, 80% of the students did not have any discipline referrals last
year. This year our program will focus on academic success for the students. Their test scores
have been steadily declining for the past 3 years, and we hope that by implementing
interventions involving teachers, parents, school counselors, administration members, and
other stakeholders, we will be able to raise the passing percentage on standardized tests in all
of the academic areas. Our goal is to raise the math, reading, writing, science, and social
studies passing percentages by at least 20% this school year.

Step Two: Data What current hard data are you going to impact?

Current Critical Data Element

Looking at the data from the 2011-2012 school year, the school counselor as part of the
leadership identified the important data element to try to impact as the testing data. Only 40%
of the students passed the Standardized Math Test while 57% of students passed the
Standardized Reading Test. The Standardized Science Test had the lowest percentage students
passing at 28%, with the Standardized Social Studies Test receiving a passing percentage of
36%. The data indicates that scores have been steadily declining over the past 3 years.

Step Three: Analyze

The analyzed, disaggregated data and year

goal of the counseling program.
Baseline: Student test scores have been
steadily declining over the past 3 years.
During the 2011-2012 school year, the
percentage of students passing Standardized
Tests did not reach 60%. The highest
percentage of students passing was the
Reading Standardized Test (57%). The lowest
percentage of students passing was the
Science Standardized Test (28%).
Standardized Tests Percentage of
Students Passing
the Test
Math 40%
2016-2017 Goal: Our team would like to see
passing percentage of each of the
Standardized Tests increase by 20% during
the 2016-2017 school year. The math score
would be expected to reach 60%. The reading
score would be expected to reach 77%. The
science score has the greatest gains to make
and is expected to reach at least 48%. Social
studies would be expected to reach 56%.
Since the scores have been steadily declining
for the past 3 years, we are anticipating that it
would take around 3 years to reach a
successful percentage of students passing the
Standardized Tests.

Reading 57%

Writing NA

Science 28%

Social Studies 36%

Step Four: Stakeholders-Unite

Beginning date: August 2016
Ending date: May 2017

Stakeholders Strategies
Student and Social Our team plans to work together towards systemic change by
Services Personnel collaborating with multiple stakeholders, both in our school and in
the wider community. We plan to creatively address test anxiety and
testing strategies. We aim to work with stakeholders to assist students
and help them reach their academic success. We plan to advocate for
students when we see gaps that need to be filled.
School Counselors -Conduct classroom guidance lessons on testing strategies and study
skills.
-Run groups to address test anxiety and testing strategies.
-Contact all students who did not pass the Standardized tests the
previous school year and develop a personalized study skills
 toolbox for each student.
-Initiate a school-wide program on study skills and positive
encouragement about tests.
-Provide workshops for parents about test anxiety, test taking
strategies, brain gym, etc.
Behavior -Address student behavior concerns that may be impeding their
Interventionist academic success
-Collaborate with parents, teachers, school counselors,
administrators, etc. to determine what behavioral changes can be
made to create the most positive learning environment for all
students.
LSSP -Give assessments to students who may have undiagnosed learning
disabilities or mental health concerns.
Teachers -Receive training on brain gym complete with the data on the
effectiveness of incorporating brain gym into academic programs.
-Have conversations about students who need more intensive
interventions.
-Paying attention to students who need more academic assistance.
-Incorporating and regularly practicing testing strategies with
students.
Administrators -Meet with all students who are struggling academically.
-Communicate with staff about the progress of the teams efforts
-Organize regular meetings with parents of students who are
struggling academically to discover what the student needs to be
successful.
-Be present in the hallways and classrooms to encourage students to
try their best when practice testing strategies and study skills.
Students -Participate and engage in study skills and testing strategies and
encourage classmates to do the same.
-Discuss with their teachers when they are not comprehending the
information.
-Actively engage in the school counselors groups and individual
counseling, if applicable.
Technology -Technology will be utilized by teachers when giving practice
 Standardized Tests.
Community Agency -Provide and give assessments to students who may have
Members undiagnosed learning disabilities.
-Be available for any referrals of students.
-Provide mental health counseling for students who are experiencing
anxiety or other mental health conditions.
-Collaborate with school counselors and teachers after parent
permission.
Local Colleges -Utilize college students to provide tutoring to students who may
need more academic assistance
Grants -Work with mental health agencies to write grants to offer free
counseling services in school.
Parents -Commit to involvement in their students academic success
-Attend informational workshops about Standardized Tests that will
cover test anxiety, test-taking strategies, brain gym, etc. that will be
provided by the school counselor
-Be aware of the signs and effects of test anxiety and strategies that
parents can implement at home to help their student.

Step Five: Reanalyze, Reflect, and Revise

Reanalyze: Reflect and Revise:

-The percentage of students passing the
Standardized Tests increased by at least 20%
Standardized Tests Percentage of
in each category, which indicates that the
Students Passing
interventions were effective
the Test

Math 62% -The math percentage of students passing the

test increased by 22%. While the reading
Reading 78% percentage increased by 21%. The reading
percentage is still the highest. The reading
Writing NA tutoring that the University students provided
to students after school, is now correlated with
Science 52% the highest percentage of students passing the
Social Studies 66% test.
 -The science percentage score is now 52%,
Total Enrollment 2016-2017: 522 and increased by 24%. While this percentage
is the lowest, it still demonstrates a significant
improvement.

-The percentage that increased the most was

the social studies percentage which went from
a 36% to a 66%. There was a 30% increase in
the percentage.

-We will continue the interventions that we

have implemented because the data indicates
that they are working and effective. We plan
to increase the percentage scores by 10% over
the next year. We will do this by continuing
our current interventions as well as analyzing
our truancy data and working towards
lowering absences. With students attending
school more often, we hope that they will
learn more and retain that information, thus
the test scores should increase.We will
continue to include all of the stakeholders into
the interventions.

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

Name and Address of School:

Tyler Consolidated High School

1993 Silver Knight Drive
Sistersville, WV 26175
(304) 758-9000

Enrollment:
508

Principal:
Mr. Kent James Yoho

Name of Counselor(s) Leading the Initiative:

Dinah Rice and Emily Smiddy

Principal comments: Emily and Dinah have shown great leadership within the school, and have
helped our students to raise their Standardized test scores significantly. Their program has
affected every single student in the
school in a positive manner, and I am
grateful for their efforts. The vast
change in student achievement on the
standardized tests point to no other
than the combined efforts of Emily
and Dinah as well as the stakeholders.
Baseline Data & End Data:

Baseline Data:

Standardized Tests Percentage of Students Passing the Test

Math 40%

Reading 57%

Writing NA

Science 28%

Social Studies 36%

End Data:

Standardized Tests Percentage of Students Passing the Test

Math 62%

Reading 78%

Writing NA

Science 52%

Social Studies 66%

Interventions completed:
-Test-taking strategy sessions and study skills sessions.
-Meeting with parents that discussed how to help their students with test anxiety and
other academic struggles.
-Teacher trainings and workshops that taught educators and administrators how to
effectively put new test-taking skills into the classroom.

School Improvement Issues:

-The percentage of students who are still not passing the standardized tests needs to
be decreased.

Systemic Changes:
-Sought out students who had failed the Standardized Tests and provide them with
more resources to continue their academic success.
-Formed test-taking guidance lessons and study skill sessions.

Stakeholders Roles:

Counselor: Looked at data from previous school years and created

interventions with the help of other stakeholders.
Teachers: Received intervention training, incorporated and regularly practiced
testing strategies with students.
Administrators: Organized meetings with parents of students who were
struggling academically. Encouraged students to try their best when practice
testing strategies and study skills.
Parents: Committed to involvement in their students academic success and
attended informational workshops about Standardized Tests to help their
students at home.
Students: Participated in study skills and testing strategies and actively engaged
in the school counselors groups and individual counseling when needed

Needs Assessments

Student: https://www.surveymonkey.com/r/J6V2ZXY
Parent: https://www.surveymonkey.com/r/J6FGXV3
Teacher: https://www.surveymonkey.com/r/QKMY393
 Annual Agreement

School Counselors: Dinah Rice and Emily Smiddy

Year: 2016-17

School Counseling Program Goals:

Increase percentage of students passing the Standardized tests
Reduce test anxiety
Improve students study skills

Use of Time:

Direct Services to Students:

-30% of time delivering school counseling guidance lessons, which provide developmental
curriculum in a systematic way to all students
-30% of time with individual student and group counseling, which will assist students in the
development of education, career, and socio-emotional areas

Indirect Services to Students:

-20% of time meeting with administrators, educators, parents, and other professionals, which
provides an opportunity to interact with other professionals to provide support for student
achievement

Program Planning and School Support:

-10% of time with management and accountability tasks, which includes planning and evaluating
the school counseling program and school activities
-10% of time working on clerical duties, which include class scheduling, transcript retrieval,
college applications, and scholarship assistance

Planning and Results Documents

Annual Calendar
Standardized test results
Classroom guidance schedule
Community action plans

Professional Development
We plan to seek professional development in the areas of test-taking skills, study skills and test
anxiety, among other workshops and seminars that may be beneficial to our district's success.
Professional Collaboration and Responsibilities:

Group Frequency

School Counseling Team biweekly

Administrators bimonthly

Teacher Workshops three a month

District Counselors monthly

PTA monthly

Student Council monthly

PBIS team monthly

Annual budget: $500

Materials and supplies needed: Initial purchase of teacher workshops, and miscellaneous office
supplies (3-ring binders, journals, etc.)

School Counselor Availability:

Our office hours will be from 7:30 AM to 4:00 PM, in accordance with the hours contracted by
the Board of Education.

Signatures

School Counselor__________________________________________ Date______________

School Counselor__________________________________________ Date______________

Principal _________________________________________________ Date ______________