Annual Student Outcome Goal Plan

School Year: 2021-2022

Identify and describe outcome data (achievement, attendance or discipline) that serves as basis
for goal:
59% of surveyed students expressed that they would like school counselors to provide class
presentations on scholarships. 60% of students surveyed indicated that they would like at least
some support in exploring job or apprenticeship programs.

The school counseling department will seek to provide targeted efforts to aid seniors in post-
graduation goal setting.

Create a goal statement that focuses on a specific subset of students for whom intentional
strategies/interventions will be delivered and assessed.

By June 2022 , Seniors that attended the provided presentations

End Date Describe Targeted Students
(Criteria for inclusion in interventions with multiple descriptors)

Will Have applied to at least one scholarship opportunity or one job

training program. As a result of this student awareness about job
opportunities and scholarships will improve.
Decrease/Increase Describe specific outcome to be changed (achievement, attendance or
discipline)

by 20% from 60% to 80%

Percent change Baseline data (Numbers only) Target data (Numbers only)

Supplemental Data:
Analyze data related to the goal from supplemental data surveys such as school climate
surveys. Talk with stakeholders (parents, teachers, students, administrators, etc.), to gain
insight about possible factors contributing to identified problems or issues. Summarize
insights/comments from the groups below.
School counselors report: School counselors will meet with seniors to discuss plans.

Teachers report:
Administrators report:

Parents report:

Students report:

Others report:

Systemic Focus
Identify school or system policies, procedures or practices that create or maintain inequities
relevant to this goal.
Students may be unable to attend career planning presentations due to class scheduling
conflicts.
List 1–2 strategies that could influence systemic change related to this goal.
Provide passes to seniors to ensure that they attend these presentations/ meetings.

Mindsets and Behavior Data:

Identify 1–2 mindsets or behavior standards from For the selected mindsets or behavior
the ASCA Student Standards most relevant for this standards, write or select 1–2 learning
targeted group and goal: objectives students will learn. 

M&B# Mindsets & Behaviors Standards Learning Objective(s)

B-LS 7. Long- and short-term academic, Student(s) will: Second semester seniors will
career and social/emotional goals. be able to identify a post-secondary.

B-SMS 10. Ability to manage transitions and Student(s) will: Students will be able to lean
adapt to change. into a plan they have chosen to follow.
Possible Activities/Strategies/Interventions by School Counselors

1.) Career Inventory via American Job Center.

This survey allows students to get a general interest of several job routes that they
may interested in.

2.) Apprenticeship Job Finder

This is an excellent tool that helps students find apprenticeship and job training
programs in their area. Upon completion of this students may also utilize the
Apprenticeship Toolkit.

3.) Scholarships available to CPS students

These are scholarships that have already been reviewed and seen as viable options for
students at Foreman. Please be sure to review with students.

Pre-/Post-Assessment:
Convert the student learning objectives 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 have a plan for after I graduate high school. 1    2    3    4

I feel confident in my plan after high school. 1    2    3    4

I understand that I have options in my post-secondary pathway. 1    2    3    4

I know what tools are available to help me in my planning and decision 1    2    3    4

making.

Brief answer question (optional):