Annual Student Outcome Goal Plan

Academic Year 2020 to 2021

Identify outcome data (achievement, attendance or discipline) that serves as basis for goal:
ESL newcomer students ACCESS average test scores.

By June 2021 , ESL newcomer student population

End Date Targeted Group

will Increase their average Access score (English Proficiency)

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

by 3% from 1.99 to 2.5

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.
Factors include: Language or economic factors or lack of knowledge on how to access bilingual
resources to help students or parents build English proficiency outside of school.

Mindsets & Behavior Data:

Identify one–two ASCA Mindsets & Behaviors most relevant for this targeted group and goal:
M&B# Mindsets & Behaviors Statement
B-LS4 Apply Self-Motivation and self-direction to learning.
B-SMS7 Demonstrate ability to overcome barriers to learning.

Based on the selected ASCA Mindsets & Behaviors, write one–two learning
objectives/competencies students need to learn. 
Student will increase their social and academic proficiency in English through activities that
target oral proficiency and reading comprehension.
Student will also target language speaking insecurities through activities that provide
opportunities to participate in partner, echo and choral reading.

Possible Activities/Strategies/Interventions by School Counselors

The school counselor and ESL or Bilingual school coordinator can collaborate and implement
ESL interventions, activities and strategies:
-Incorporate nonlinguistic representation/labels to improve comprehension (strategy)
-Assign peer mentor (intervention)
-Lotta Lara (intervention/Activity)
- Allowing students some use of their first language in second language classrooms is gaining
acceptance. (strategy)
-Provides sentence frames – partially completed “I feel, I want, I need etc.” show students how
to structure language in a formal way (intervention)
-Pre Teach provide ESL students with material a week in advance to allow practice
(intervention) (Pro Active!)
-Tutor Proposal:
McAuliffe Elementary welcomes English Language Learners and we want to make sure that they
have an easy transition at our school. We believe that they should continue to use their native
language while learning English. There are not enough hours in a school day to fully teach our
ESL students that is why we are proposing for after school tutoring. 
 Teachers who already work with ESL students would continue to work with them after
school 
 It would be ideal for teachers to stay after school with our students
 Students will be paired with other students who are bilingual 
 Their after school curriculum will be a continuation of what they are learning in the
classroom but more focused
 Tutors will provide one-on-one support to our ESL students and also be available to
answer questions from parents 
 Each tutor will meet with no more than 5 students each day
The goals is that students who take advantage of the tutoring opportunities will perform better
in their classrooms and build confidence to speak the language

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 am insecure about my fluency when speaking English. 1    2    3    4

I have a sense of direction when it comes to my skills in learning English. 1    2    3    4

I feel like my resources at school are aiding me sufficiently in learning 1    2    3    4

English.

1    2    3    4

Brief answer question:

Do you think partner activities help you learn more effectively then when you’re learning
individually?

Brief answer question: