Annual Student Outcome Goal Plan

School Counselor Alyssa Johnson School Year 2023-24

Identify and describe outcome data (achievement, attendance or discipline) that serves as basis
for goal:
To increase social-emotional achievement for 5 boys in kindergarten who were considered not ready
developmentally ready for elementary school. To do this, there will be a 30-minute small group twice a
week during their lunch period. Each student will have a behavior chart. I hope to have all five students
grow from a 0–2-year-old typical social-emotional development to a 3-4-year-old typical social-
emotional development.

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

By 12/20/2023 , Kindergarten students who are male

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

Will Increase their social-emotional achievement

Decrease/Increase Describe specific outcome to be changed (achievement, attendance or
discipline)

by 10% from 0-2 to 5

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: More small groups and parent conferences
Teachers report: want students tested for special education services and additional help in the
classroom from a para

Administrators report: To have academic rates increase

Parents report: To decrease negative behaviors at school
Students report: To make friends

Updated, June 2021

Others report:

Updated, June 2021

 Systemic Focus
Identify school or system policies, procedures or practices that create or maintain inequities
relevant to this goal.
Classroom procedures and practices typically have lower expectations for male student’s
social-emotional development and growth.
List 1–2 strategies that could influence systemic change related to this goal.
- Teachers, administrators, and other school staff should hold the same standard for
social-emotional interactions and reactions for both male and female students. For
example, school staff should avoid the stereotype of “boys will be boys.”
- Provide parents and school staff with a handout education about typical development
of the students age.

ASCA Student Standards Targeted Student Learning Objectives

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

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

#
B.SS 3 Provide short-term counsleing in small-
group and individual settings
Student(s) will: Students will examine and reflect
on personal thoughts, feelings, and actions
following challenging experiences or setbacks.
Student(s) will: Students will identify
appropriate ways to advocate for themselves
and express how they feel.
Student(s) will:
Student(s) will:

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 know how to make friends 1    2    3    4

I know how to calm myself down 1    2    3    4

Updated, June 2021

I know how to tell others how I feel 1    2    3    4

I feel that others understand me 1    2    3    4

Brief answer question (optional):

Activities/Strategies/Interventions by School Counselors

Describe Direct Student Services (minimum of Describe Indirect Student Services (minimum of
two) two)

1. A Small Group of five students that
address social and emotional skills.
2. The school counselor will Check-in and
Check-out with the five students at the
beginning of the day to identify how
each student feels and remind them of
their goals.
3. 15-minute phone calls with parents to
support and educate parents about their
child.
4. Referral to school psychologist, if student
shows no improvement in social
emotional development and has no other
cause that would interfere with their
social-emotional development.

Updated, June 2021