Annual Student Outcome Goal Plan

Academic Year 2020 to 2021

Identify outcome data (achievement, attendance or discipline) that serves as basis for goal:
Attendance outcome data: Attendance has been found to be an issue within this grade-cohort as
it is heavily reliant on parent/guardian assistance or lack thereof. There have been some efforts
made in order to increase the attendance percentage, however, there are various techniques that
may be more effective. The annual percentage of attendance for this age cohort is the lowest
among all other grades in the school.

By the end of the school year , Kindergarten, First and Second-Graders

End Date Targeted Group

will Increase their school attendance

(increase/decrease something related to achievement, attendance or discipline)

by 1% from 94.52 % to 95.52%

Measure of change Baseline data Target data

Supplemental Data:
Check with stakeholders (parents, teachers, students, administrators, etc.), to identify possible
factors contributing to this problem/issue.
Some of the possible factors that are contributing to this issue may be: lack of accessible
transportation, illness of parent/guardian that may impact ability to get to school, absence of
awareness of importance of attendance, scarcity of relationships between various school
stakeholders (teachers, administration), Access to increase car-pooling.

Mindsets & Behavior Data:

Identify one–two ASCA Mindsets & Behaviors most relevant for this targeted group and goal:
M&B# Mindsets & Behaviors Statement
B-SMS 6. Demonstrate ability to overcome barriers to learning
M 2. Self-confidence in ability to succeed

Based on the selected ASCA Mindsets & Behaviors, write one–two learning
objectives/competencies students need to learn.
Students will be able to increase their scores on state assessments as a result of increased
attendance, and, therefore, participation in academic lessons.
Students will be able to determine various means of getting to school on time and will be able to
communicate these with their parents/guardians.

Possible Activities/Strategies/Interventions by School Counselors

Some possible interventions by the school counselor are: small-groups during lunch regarding
importance of attendance, parent phone calls/Dojo messaging, handout for parents/guardians
about the importance of attendance, coffee/treats at the school drop off, creating a list of
volunteers for carpool, Facebook group for parents/guardians to chat and meet one another.

Pre-/Post-Assessment:
Convert the learning objectives/competencies to a Likert-scale measure and/or brief answer
assessment.
1 2 3 4
Rarely Sometimes Most of the time Almost All the time

Statement Scale
I know the importance of attendance. 1 2 3 4

I can communicate the importance of attendance with my parent/guardian. 1 2 3 4

I believe that coming to school regularly is important and helps me be 1 2 3 4

successful.

I know who I can turn to in the school building if I need help. 1 2 3 4

List someone that you can count on to get you to school on time (e.g. friend, parent, trusting
adult).

Name two ways that you can prepare for school at home.