Annual Student Outcome Goal Plan

School Counselor Jessica Davis School Year 2022-2023

Identify and describe outcome data (achievement, attendance or discipline) that serves as basis
for goal:
Overall attendance for the 2021-2022 school year dropped drastically from 99% during 2020-
2021 to 84.1%. Our goal for the 2022-2023 school year will be to increase overall attendance
to 90%.

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

By May 24, 2024 , Since eighth grade attendance was the lowest during the
2021-2022 school year, the intervention will be focused
on a small group of eighth grade students who have
missed three or more days per month.
End Date Describe Targeted Students
(Criteria for inclusion in interventions with multiple descriptors)

Will Increase 90% attendance

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

by 5.9% from 84.1 to 90

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: Students have reported they are frequently up late at night to care
for siblings while parents work night jobs.
Teachers report: Students are lacking appropriate transportation to school and are frequently
tardy to class.

Administrators report: Students are never seen riding the bus, but instead are seen walking
Updated, June 2021
to school while their address is approximately two miles away.
Parents report: Students struggle to wake up on time and get around. They frequently ignore
their alarm or do not have an appropriate means to wake them up each morning.
Students report: They are up late helping take care of others in the house and are expected to
wake up on their own when their parents are already at work for the day.
Others report: The front office staff have noticed that many of the students with excessive
absences are frequently being picked up from school early.

Systemic Focus
Identify school or system policies, procedures or practices that create or maintain inequities
relevant to this goal.
One policy that maintains inequities relevant to this goal is the tardy policy. If a student is
late to class more than one minute, they must be counted absent. Another policy that
maintains inequities is the bus transportation policy. In order for a student to receive
transportation by bus to the school, they must live more than two and half miles away
from the school.
List 1–2 strategies that could influence systemic change related to this goal.
One strategy that could influence systemic change related to this goal is to advocate for
creating a school-wide attendance incentive that would encourage students to be at/stay at
school as much as possible such as providing Chick-fil-A for lunch once per quarter for those
with fewer than two absences per month. Another strategy might be to advocate for
eliminating the one minute tardy rule by citing several reasons why students could be late
to class such as traffic in the hallway, distance from class to class, etc.

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-SMS 6. Ability to identify and overcome
barriers.
B-SMS 8. Balance of school, home, and
community activities.
Student(s) will: learn about positive supports
and be able to identify three positive support
persons.
Student(s) will: identify five coping strategies
that will help them overcome challenges.
Student(s) will: improve their time
management by keeping track of their tasks
and commitments in a planner.
Student(s) will: learn to implement healthy
Updated, June 2021
 boundaries and be able to say no when tasks
that are not their responsibility arise.

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 safe adults that I can talk to when I’m struggling. 1    2    3    4

I am able to implement positive coping strategies when I’m stressed or 1    2    3    4

facing challenges.

I use a planner to keep track of my time and balance my tasks. 1    2    3    4

I am able to implement healthy boundaries when my plate is too full and 1    2    3    4

I need to focus on tasks that are highest on my priority list.

Activities/Strategies/Interventions by School Counselors

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

1. Small group counseling during lunch 1. Targeted parent/guardian support by

on Tuesdays and Thursdays for ten
weeks. This group will be focused on
increasing attendance by building
positive relationships inside and
outside the school and empowering
students to establish healthy
boundaries that will help them reach
their goals.
2. Check in/check out with students
individually on Mondays, Wednesdays,
and Fridays to review expectations
and monitor progress.
providing referrals and resources to
outside agencies that can help with
childcare, transportation, employment
or anything else that might be
impacting student’s attendance.
2. Referral to in-school resources in order
to build a team that might best be able
to help the student improve their
attendance. This referral might be to
the school psychologist, school
therapist, or school resource officer.

Updated, June 2021