Annual Student Outcome Goal Plan

School Counselor Jazmin Quintana School Year 2022-2023

Identify and describe outcome data (achievement, attendance or discipline) that serves as basis
for goal:
86.20% of students missed 5-10 days of school for the 2021-2022 school year.

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, 2023 , students who had 5-10 absences during the previous
school year (2021-2022)
End Date Describe Targeted Students
(Criteria for inclusion in interventions with multiple descriptors)

will decrease the cumulative number of absences

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

by 5% from 211 to 200

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: COVID and hybrid learning transitions, socialization, and anxiety
concerns.
Teachers report:

Administrators report:
Parents report:
Students report:
Others report:

Updated, June 2021

 Systemic Focus
Identify school or system policies, procedures or practices that create or maintain inequities
relevant to this goal.
N/A
List 1–2 strategies that could influence systemic change related to this goal.
N/A

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 standards, write or select 1–2 learning
relevant for this targeted group and goal: objectives students will learn.

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

M.4 Self-confidence in ability to succeed. Student(s) will: Learn to be confident in
themselves through improving their grades.
B.SMS. Responsibility for self and actions.
Student(s) will: develop skills in responsibility
2
through incentives which help students focus on
attending their classes.

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 can identify support systems or tutors on campus when I need help with 1 2 3 4
school assignments.

I can identify the late assignment and test make up deadlines available to 1 2 3 4
me.

I can identify the number of days needed to attend to qualify for the 1 2 3 4
incentive program.

I can connect with the correct support system if I need help with 1 2 3 4
transportation or attending school.

Updated, June 2021

Brief answer question (optional):
What barriers are you facing in attending school?

Activities/Strategies/Interventions by School Counselors

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

Weekly check-ins with students missing 5 or
more days of school.
Connect with parents to understand barriers
preventing students from attending school.
Incentive program for students who attending
school which can be redeemed through the
bookstore.
Buddy teacher, assign teachers to partner with
students who have poor attendance to provide
support, and check-in with teachers on a bi-
weekly basis to identify if additional support is
needed.

Updated, June 2021