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hi thank you for joining me for this
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webinar
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on annual student outcome goals in
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comprehensive
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school counseling programs
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i'm sure you know by now but i am sarah
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kirk the school counselor specialist at
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the oklahoma state department
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of education and our office is here to
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support
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schools families and students and of
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course all of you
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as you implement comprehensive school
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counseling
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programs so today's presentation is
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talking about
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goals which is such an important one
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because
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we have to have goals for our students
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and for our school counseling program
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in order to be effective and in order to
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make
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a difference in the lives of our
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students which is our goal
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so today we are diving into annual
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student outcome goals
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you can see here we'll talk about how it
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fits into the national model
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all about what they are we'll talk about
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what i call
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or what castle calls smarty goals
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we'll talk about the template that goes
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with the annual student outcome goals
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implementation steps take a look at an
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example
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or two and reflect and summarize
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as always we don't want perfect to be
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the enemy of
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good we are here to do what's best for
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kids and that means one
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step at a time we know this can't happen
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overnight
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and that is why we are chunking this
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together
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but as we go through these chunks of the
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national model i hope you're really
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beginning to see
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how it all connects you're gonna hear me
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mention things today
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that we go over in depth in other
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webinars and that's because
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comprehensive school counseling and the
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national model are not standalone pieces
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they all
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connect but we are breaking it down to
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make it seem a little easier and so that
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we don't let
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our perfectionism keep us from
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implementing strong
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school counseling programs so let's jump
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in
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where annual student outcome goals fit
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into the national
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model as you know we have those four
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components
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define manage deliver and assess
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and they make up our outline for
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comprehensive
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school counseling programs that have a
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positive impact
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on student achievement attendance and
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discipline when we talk about the
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annual student outcomes those fit into
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the
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manage components so we have those four
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different components
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that make up our data school counseling
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model but then we have the manage
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component that's kind of that
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behind-the-scenes work and that is where
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this component fits because that is
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where
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we we're planning to get ready to
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deliver our student services right so
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writing goals is kind of that behind the
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scenes work
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but so important when it comes time to
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deliver those student services we have
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to know
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what our goals are so we can deliver our
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program
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effectively so the manage component is
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so important
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this piece of the managed component is
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also
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very very important again that managed
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component is what i call the behind the
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scenes work
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it's what we're doing as we get ready to
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plan
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the activity strategies and
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interventions that we will later deliver
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to students
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all right there we go so here is just a
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summary of that manage component we have
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the program focus that includes the
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belief vision and mission
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if you want to learn more about that
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check out that webinar and then under
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program planning is again
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all that kind of behind the scenes work
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that has to happen so that then when we
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get ready to deliver
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we're ready to go we have everything we
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need and there you'll see highlighted
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annual
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student outcome goals so let's talk
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about what they
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are annual student outcome goals are
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just as they sound their statements
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their goal statements that identify
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the measurable impact of our school
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counseling program that
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what impact it will have on achievement
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attendance
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and discipline we hear those three
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things a lot
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because those are our three big bucket
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items that we hope to have a positive
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impact on as a result of our
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comprehensive school
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counseling program but of course we
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don't know if we have a positive
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impact on those areas unless we set
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these goals unless we have these goal
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statements
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that are identifying what we want to do
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and then we'll talk about how we're
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going to get there you'll see here i
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bolded some important words
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vision and mission because we want our
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goals to guide our vision
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and our mission promote our vision and
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our mission which
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again you're seeing the connection here
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between some of the other components of
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the national model
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we also want our annual student outcome
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goals to be based on data so there you
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hear another connection piece
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of basing those goals on the data that
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we've already
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looked at and reflected upon there's
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another webinar about data where we dive
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deep into that
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but knowing that you're seeing how these
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pieces are
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connecting so when we think about our
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annual
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student outcome goals again we want them
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to be
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aligned with the goals of the school
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so let's talk about what that looks like
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because i get this question
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a lot i often get asked well my school
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improvement plan
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has goals so why do i need goals as a
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school counselor or
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are my goals just the same thing
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well we want our student outcome goals
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to be written
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into the school improvement plan
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and we want them to be aligned with
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those school
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big picture needs but let's talk about
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how we can make
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our annual student outcome go goals
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specific to us
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because often the big picture needs of
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the school so the school improvement
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plan goals we'll say something like
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to decrease discipline referrals by 10
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okay that's a good goal by
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you know by may of 2022
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we hope to decrease discipline referrals
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by 10
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there you go so you've got a goal that
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might be a school improvement plan
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goal it might be written in to our
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school improvement plan but
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it's pretty broad right that's
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what the whole school hopes to do so as
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a school you might do a lot of different
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things to reach that goal and your
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principal probably has a plan
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to help reach that goal but as a school
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counselor what we might do is
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write a goal that aligns with that but
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addresses
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a subset of students so bear with me
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keep that example in mind decreasing
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discipline referrals by 10
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but you as the amazingly strong
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comprehensive school counselor that you
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are
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listened to the data webinar and
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realized
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oh i need to disaggregate that data a
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little
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more i need to look at what
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student groups are disproportionately
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receiving discipline referrals
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i need to dig deeper
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into that data and into that goal to
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find a group
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that might need additional support
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in order to reach that goal so your
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principal may have some school-wide
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ideas to reach that goal
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but you with your unique skill set as a
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school
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counselor can come along and say well
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i'm going to disaggregate that and when
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i disaggregate that i find
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that a certain race or ethnicity had
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a disproportionate percentage of those
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disciplined referrals so
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my annual student outcome goal aligned
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with the school improvement plan is
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going to target
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that race or ethnicity that had a
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disproportionate amount of discipline
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referrals
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does that make sense okay so it's
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aligning you're not going against what
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the school's doing as
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you reach your annual student outcome
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goal it's going to also
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help the school improvement plan goal be
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met
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but you're doing something that really
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utilizes your unique skill set and your
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expertise not only your expertise of
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disaggregating the data
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not only your expertise of identifying
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gaps
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but also your expertise of then
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supporting those students who need it
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through interventions activities
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resources things like that okay
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i'm gonna pause there and help you kind
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of digest
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that a little bit make sure that makes
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sense
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this is i honestly would say that this
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is where
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we get the most questions when it comes
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to student outcome goals
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okay so keeping that
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in mind keeping your unique skill set
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your ability to
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segregate your ability to look at a root
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cause analysis
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your ability to use
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um um what am i looking for
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the equity risk ratios you know all
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those different ways
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we know how to look at data you can use
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that
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to then create an annual student outcome
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goals that aligns
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but is more specific or more
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yeah we'll say specific to what you can
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do as a school counselor
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i'm going to pause again because it is
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okay
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if your student outcome goal is more
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similar to the school improvement plan
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i've written goals that were more of an
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overarching
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to decrease discipline referrals or to
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increase
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attendance and that's okay too but
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know that then when we get to action
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plans to meet those goals
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then you're going to dive deeper because
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most of the time as school counselors
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everything we do isn't school-wide right
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we're targeting
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specific students that's our role we'll
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do some school-wide stuff
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but we're also targeting specific
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students or specific grades or specific
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needs that sort of thing
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so if your goals are more broad that's
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okay but we're still going to end up
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kind of
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honing in as we look at those action
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plans
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all right one more thing i'm going to
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say before i confuse you thoroughly
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you can also have more than one student
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outcome goals you should have more than
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one so you might have one that's more
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broad
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and then one that's more specific i'll
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give you an example
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the year that i applied for ramp my
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student annual student outcome goal was
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a more broad
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goal because i wanted to show all the
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different school-wide
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all the different classroom-wide and all
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the different small group and individual
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things i was doing to address that goal
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so it was a more broad discipline goal
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but
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i also had a closing the gap action plan
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that specifically addressed students
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who were in kindergarten that didn't go
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to pre-kindergarten we noticed
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a significant increase in behavior
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referrals once those students were in
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kindergarten that hadn't ever had any
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formal schooling before
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and it was often because we were putting
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them in a classroom with students who
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had
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and so there was a gap and we identified
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that gap
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and so then i made this closing the gap
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action plan
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with a student outcome goal that was
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more specific to address those
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kindergarten students who had not
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attended pre-k
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in that example i had both a broad
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and a more narrow but both aligned with
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our school
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improvement plan all right
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hopefully made that one clear i know
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that
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that can be a little bit difficult all
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right so when we think about our annual
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student outcome goals they're based in
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our school
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outcome data so we're going to look at
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our school-wide data when we're writing
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these goals again if we don't look at
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past data the previous year's data
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you know what the previous semester
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previous year something like that
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how do we know to write these goals we
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can't write a
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smart goal in the smart goal format to
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decrease
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behavior referrals or increase
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attendance or
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increase achievement data if we don't
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know what the data is to begin with
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maybe if you have a
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99 percent average daily attendance you
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probably don't need a really
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broad attendance goal you might need an
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attendance goal that just targets the
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ones with lower attendance but you
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probably don't need a really broad one
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you've got awesome attendance
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so of course we want to first look at
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that school data
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we then want our student outcome goals
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to promote improved
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achievement attendance or discipline so
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they're going to be in one of those
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three areas
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they're going to obviously focus on the
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school counseling program so again
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that's kind of what
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keeps it different from those school
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improvement plans because this is
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focused on what your school counseling
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program can do
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they're written to be implemented at the
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beginning of the school year so this is
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typically something
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we want to complete in you know august
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september-ish
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um october at the latest and then we
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want to use that ask a smart goal
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template and again i'm going to
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go a little deeper and encourage you to
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use the castle
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smart e goal idea so we'll talk about
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that in a minute
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oh right now is when we'll talk about it
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all right
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okay so smart goals we i'm sure you're
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all familiar with smart goals you
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probably teach them to your students so
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you know
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doran actually came up with the smart
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goal format
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and he i think it's a he i shouldn't
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assume that
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um doran made
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the acronym smart to stand for specific
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measurable attainable results oriented
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and time bound so that's of course what
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the smart acronym
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stands for so when we write our goals we
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want to make sure
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they're specific they're measurable
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attainable
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attainable is important i often see
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school counselors write
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goals like 100 attendance or
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zero behavior referrals or something or
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a substantial decrease or increase from
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where you were previously
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we want it to be attainable it's
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important
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we lose sight of the goal if it seems
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too
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impossible results oriented and then
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time
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bound so the time bound make sure we add
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that
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element of when do we want to complete
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this by which is important because if we
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don't again there's no end in sight
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all right but castle has encouraged
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the idea of the smart e goal so this
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adds an
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ie to the end of smart goal so it
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follows the same smart
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goal format but then it adds the ie
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so the i is inclusive so that
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encourages us to think about if the goal
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invites traditionally excluded
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individuals to make decisions and
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contribute in a way that shares power
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i love that idea of inclusivity and then
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the
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e stands for equitable does the goal
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include an element of fairness or
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justice that
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seeks to address systemic injustice
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inequity or
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oppression love that so so
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so powerful i think most of us
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probably thought through the i
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and the e without really making it this
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obvious as included in the smart acronym
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i think a lot of us probably tried to
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write goals that were inclusive and
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equitable but i love the idea of
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purposefully adding that ie
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to the end so that it doesn't get lost
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somewhere in the process i love it i
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think it's
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a great idea i would encourage you to
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encourage
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your school administration to add this
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ie to the end of the smart goals just to
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remind
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yourselves as you're writing these goals
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that the the inclusivity and the
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equitable piece is so
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important so asca provides this
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smart goal template so of course you
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know again it doesn't add the ie
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but we can still complete
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the goal template with the i and the e
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in our brain and making sure we're
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addressing that inclusivity and equity
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as we
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fill out this template the template is
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very simple i'm sure you've seen
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something like this before
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but it is nice because it makes sure you
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don't forget any of those
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important elements of a smart goal so
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you can see there you just put
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by whatever you want your end date to be
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then that targeted group
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will and then whatever you want to
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increase or decrease in relation to
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achievement attendance and behavior
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or behavior by what percentage from
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what percentage to what data
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right so let's i can't remember my exact
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goal when i did the pre-k and
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kindergarten
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um goal but i'll make it up so let's
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pretend like let's use that example so i
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would have said by
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may of 2019
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kindergarten students who did not attend
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pre-kindergarten
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will decrease behavior referrals
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by 40 percent
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from 12 behavior referrals
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to eight behavior referrals or whatever
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40
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would be can't do math on the fly so i'm
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a school counselor
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um but anyway you can see there very
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easy to do
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very easy to fill in those blanks love
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this template just makes it super easy
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i've even used this template i
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changed the words um at the bottom but
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when i
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had my fifth graders do a lesson on
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smart goals i use this template because
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it makes it so easy love it
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all right so now that we've thought
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talked through what these smart
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e goals are let's jump over to
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the template so the template that aska
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provides for us
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we know we never want to reinvent the
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wheel when aska has
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done it for us so we've got a great
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template we can use so let me go to
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sharing that
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all right here you go so this is the
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annual student outcome goal
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plan template so you can see here
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at the beginning you just fill in the
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year
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identifying some of your past outcome
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data that is serving for the basis for
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this goal so put in there you know last
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year's achievement data
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last year's attendance data last year's
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discipline data
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if you don't have access to any of those
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pieces
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i encourage you to sit down with your
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administrator and fill this out and
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talk with them about the importance of
00:19:42
you having access to that type of
00:19:44
information
00:19:46
talk to them about how your annual
00:19:48
student outcome
00:19:49
goals align with the school improvement
00:19:51
plan that collaborative relationship is
00:19:54
so
00:19:54
important and the more we keep each
00:19:56
other involved the stronger that
00:19:58
relationship will be
00:20:00
right so after you identify that um
00:20:03
outcome data from the past then we use
00:20:05
that smart goal
00:20:06
so that's just that same little template
00:20:08
that we were just looking at you write
00:20:10
the goal
00:20:12
then here is just a little spot for you
00:20:14
to include any supplemental data so i
00:20:17
love that
00:20:18
this is included because it gets our
00:20:19
wheels turning
00:20:21
about some of those different elements
00:20:24
that i talked about in the data
00:20:26
presentation that root cause analysis
00:20:28
those equity risk ratios that sort of
00:20:31
thing
00:20:32
because we don't want to take data out
00:20:34
of context
00:20:36
and end up doing more harm than good
00:20:39
we must understand data within
00:20:43
a context of our students and our school
00:20:46
environment
00:20:47
and so any supplemental data we can
00:20:50
collect whether that's
00:20:52
teachers perceptions or students
00:20:54
perceptions or different things like
00:20:56
that great information to include there
00:20:59
then you jump to the mindsets and
00:21:02
behavior data
00:21:02
so again if you're not familiar with
00:21:04
this check out the webinar on mindsets
00:21:06
and behaviors
00:21:07
or the webinar on data we will talk
00:21:10
about it in both of those
00:21:12
but you're going to identify one to two
00:21:15
mindsets and behaviors that are most
00:21:18
relevant to this group and goal
00:21:21
okay so depending on what you wrote up
00:21:23
here as your smart goal
00:21:25
you're going to choose one to two
00:21:27
mindsets and behaviors that relate
00:21:30
then you're going to write objectives
00:21:34
i love this part because learning
00:21:36
objectives are not
00:21:38
the same as your goals they're not the
00:21:41
same as your mindsets and behaviors the
00:21:43
objectives give you an opportunity to
00:21:46
think okay
00:21:48
my outcome goal is to decrease
00:21:50
kindergarten
00:21:52
behavior referrals for students who
00:21:53
didn't attend pre-k
00:21:55
my mindsets and behaviors are decided
00:21:59
but what do i actually want the students
00:22:02
to do what do i want them to be able to
00:22:04
do as a result
00:22:06
of the interventions so in the example i
00:22:09
keep using that might be
00:22:11
students will appropriately use
00:22:14
breathing techniques when frustrated
00:22:18
okay it's not directly
00:22:21
connect it is directly connected but
00:22:23
it's not saying
00:22:25
students won't get behavior referrals
00:22:27
that's not telling me what they will do
00:22:29
right we want this to say what the
00:22:31
student will do so when i
00:22:33
put them the students who are
00:22:36
are targeted in this intervention when i
00:22:39
do a mindfulness small group
00:22:41
about different ways to calm our bodies
00:22:44
when we're frustrated
00:22:46
then i want my outcome to be they're
00:22:49
able to use those strategies
00:22:51
as needed does it make sense
00:22:55
i hope so makes sense in my brain so i
00:22:57
hope it does in yours too
00:22:59
i think that i'm going to repeat a
00:23:01
little bit of this just because i find
00:23:04
that there's a lot of confusion when it
00:23:06
comes to the difference between
00:23:08
outcome goals mindsets and behaviors
00:23:12
and objectives so i want to make sure
00:23:15
you understand i think this template
00:23:17
really helps us
00:23:18
understand it but make sure you take a
00:23:20
minute to process
00:23:22
that the outcome goal is how
00:23:26
the attendance achievement or discipline
00:23:29
will change
00:23:30
it's a smart goal the mindsets and
00:23:33
behavior data are the mindsets
00:23:36
and behaviors targeted in this
00:23:40
outcome goal
00:23:43
objective is what the student will be
00:23:46
able to do
00:23:48
as a result of your school counseling
00:23:50
program
00:23:51
make sense might help to kind of think
00:23:55
of it as it gets
00:23:56
um more narrow focused too okay
00:23:59
the smart goal the outcome goal is
00:24:03
broader then our mindsets and behaviors
00:24:05
kind of help
00:24:07
um bring it in a little and then the
00:24:09
objectives are the most specific
00:24:11
okay if you have any questions about
00:24:13
that reach out try a different way of
00:24:15
teaching it that's what we do as
00:24:16
educators right
00:24:18
all right so then this next box just has
00:24:21
you list
00:24:22
possible activities and strategies or
00:24:24
interventions to address
00:24:26
that so again using my pre-k example
00:24:29
i would list the mindfulness small group
00:24:32
i would
00:24:33
mention the parent education
00:24:36
training i was going to provide i would
00:24:38
mention the collaboration and
00:24:40
consultation with the kindergarten
00:24:42
teachers about
00:24:43
how to meet those students
00:24:46
needs i would
00:24:49
talk about um
00:24:52
the collaboration between principal and
00:24:55
school counselor of how to
00:24:57
make discipline more of a learning
00:25:00
opportunity
00:25:01
than getting in trouble so all those
00:25:04
things that i did because
00:25:06
my outcome goal was to decrease
00:25:10
kindergarten
00:25:11
behavior referrals for students who
00:25:12
didn't attend pre-k because my mindsets
00:25:15
and behaviors were listed
00:25:16
because my objectives were specific
00:25:19
okay i hope that makes sense too
00:25:22
i love this part too don't don't
00:25:24
discount the importance of listing those
00:25:27
activity strategies and interventions
00:25:29
because that's the fun stuff right those
00:25:30
are
00:25:31
the direct student services remember
00:25:33
when we were talking about the manage
00:25:35
component we talked about how
00:25:38
this process makes us makes our direct
00:25:41
student services so much stronger and
00:25:43
that's because
00:25:44
as you list small groups
00:25:48
classroom instruction blah blah blah
00:25:50
blah you're thinking through
00:25:52
what that's going to look like and why
00:25:55
if we
00:25:56
skipped this step we might do small
00:25:58
groups but we wouldn't know which group
00:26:00
to do them for
00:26:01
that's why this managed component is so
00:26:03
important
00:26:05
all right then we've got a pre and post
00:26:09
test assessment
00:26:10
so again my i'm going to use my
00:26:13
mindfulness group
00:26:15
for students who didn't attend pre-k
00:26:18
and i might do a just a couple little
00:26:21
statements here
00:26:23
that would be tied to that learning
00:26:25
objective so
00:26:26
student uses breathing techniques when
00:26:29
frustrated
00:26:30
might be this
00:26:33
okay blah blah blah and then
00:26:37
rarely sometimes most of the time almost
00:26:40
all the time i'm pointing out my screen
00:26:41
as if you guys can see that but you can
00:26:43
see the screen so hopefully you're
00:26:45
pointing
00:26:45
so then you can see the scales so what
00:26:48
you would want to do with this
00:26:49
is give it before the small group and
00:26:52
then of course
00:26:53
after and you're going to compare okay
00:26:55
that gives you that mindsets and
00:26:56
behavior
00:26:57
data which again if you want to know
00:26:59
more about that dive into that webinar
00:27:01
and that's it that's all that's included
00:27:03
on our annual student outcome
00:27:05
plan template i think this is a very
00:27:08
very
00:27:08
very helpful template i hope you can see
00:27:11
that as well
00:27:12
i think that it really helps us
00:27:16
write down and put into words what we
00:27:18
know we are going to do
00:27:20
anyway but it helps put a lot of purpose
00:27:22
behind it it makes it intentional
00:27:25
i really really love this template i've
00:27:28
also found that administrators
00:27:30
love this template too they can really
00:27:32
understand
00:27:34
this and they can understand the
00:27:36
importance of it
00:27:38
all right let's jump back to our slides
00:27:41
as we wrap up
00:27:46
all right implementation steps so when
00:27:49
we're talking about implementing the
00:27:50
annual student outcome
00:27:52
goals we want to first use that data to
00:27:55
create our goals so again
00:27:57
not making them up out of thin air but
00:27:59
making them up based on previous data
00:28:02
we want to write them in that smart e
00:28:06
goal format we want to
00:28:09
use data and results from our different
00:28:12
ways of collecting data surveys things
00:28:15
like that
00:28:16
to monitor and refine our student
00:28:18
outcome goals so again check out that
00:28:20
data webinar
00:28:22
dive into the national model book dive
00:28:24
into the making
00:28:25
data work book if you need more um
00:28:28
description of that but we want to use
00:28:30
that data to monitor and refine our
00:28:33
goals
00:28:34
we don't want to not look at these goals
00:28:36
again until the next year or until may
00:28:39
right we want to be tracking along the
00:28:41
way and changing them
00:28:42
as needed you might find that
00:28:46
a couple of small interventions to
00:28:48
support those kindergarten students who
00:28:50
didn't attend pre-k
00:28:52
that goal might be met pretty quick
00:28:54
collaborating with the teacher about
00:28:56
some
00:28:56
ideas in the classroom doing a small
00:28:58
group working with the parents a little
00:29:00
bit
00:29:01
you might be done with that by november
00:29:03
so we want to then refine the goal and
00:29:05
maybe change it to address a different
00:29:07
um disaggregated group or a different
00:29:10
need and of course as always we want to
00:29:14
communicate these student outcome goals
00:29:16
to all of our stakeholders
00:29:18
administrators teachers
00:29:20
caregivers everyone put these on your
00:29:22
bulletin boards hang them on your wall
00:29:24
put them on your website
00:29:26
put them in your newsletters people will
00:29:29
be shocked
00:29:30
that you can do so much right so we want
00:29:32
to let them know that
00:29:35
so let's look at some examples there is
00:29:38
an example of each kind here so
00:29:41
whichever grade
00:29:42
level you work with elementary middle or
00:29:44
high you can kind of think of this
00:29:45
through your lens
00:29:47
but if you look at this first one it's
00:29:49
an achievement goal
00:29:50
example by december 8 2020
00:29:54
students earning an f in algebra one
00:29:58
at the end of the first nine weeks will
00:30:00
reduce the total number
00:30:02
number of f's earned by 20
00:30:06
from 38 apps as of october to
00:30:09
30 f's so you can see there's a lot of
00:30:11
data there which is great
00:30:13
but we have still listed our date we
00:30:15
hope to complete this by
00:30:16
the percentage we want to decrease
00:30:19
by it's pretty attainable 20 seems
00:30:23
doable i like that this is specific they
00:30:26
targeted algebra one i don't know for
00:30:29
sure but i would guess that would be
00:30:30
because it's a required
00:30:32
course so maybe or maybe they've
00:30:34
disaggregated data
00:30:36
and saw algebra one was a real sore spot
00:30:38
or
00:30:39
who knows but they came up with a reason
00:30:41
why it worked for them
00:30:43
it may not be what you need again this
00:30:45
was based on the school
00:30:48
looking at past data digging deep into
00:30:50
that data
00:30:51
writing a goal that would positively
00:30:53
impact their students
00:30:55
you'll notice here the actual goal
00:30:58
doesn't include the action plan
00:31:00
right nothing here tells me what the
00:31:03
school counselor
00:31:05
is going to do to decrease to work
00:31:08
towards decreasing that number by 20
00:31:11
okay that's okay that's not what the
00:31:14
annual student outcome goal is meant to
00:31:15
do
00:31:16
it's just meant to write the goal then
00:31:17
when you use that template you'll start
00:31:19
brainstorming some of the other things
00:31:21
and then you'll really jump into that
00:31:24
when you write the action plans
00:31:26
remember that connection it's happening
00:31:29
they're all coming together
00:31:31
also keep in mind with this goal
00:31:34
what if ma or i'm sorry december 18
00:31:38
2020 rolled around and a pandemic had
00:31:41
happened
00:31:42
and that number the number of f's earned
00:31:46
did not decrease by 20 maybe it
00:31:48
decreased by 15
00:31:50
because the school counselor put some
00:31:52
strong supports in place
00:31:54
but they didn't quite get to that 20 is
00:31:56
that a failure
00:31:59
no it's not at all because they still
00:32:02
made progress
00:32:03
they still wrote a goal even if they
00:32:05
didn't decrease at
00:32:06
all that's data that tells us something
00:32:09
it tells us what we're doing isn't
00:32:10
working we need to think about something
00:32:12
else
00:32:13
but remember we're not gonna let perfect
00:32:15
be the enemy of good
00:32:16
because if we say ah we didn't even
00:32:20
get close to reaching that goal i'm not
00:32:22
writing goals anymore that's
00:32:23
stressful and overwhelming i don't even
00:32:25
rachel well then
00:32:27
we're not going to change anything we do
00:32:29
we're not going to reach our goals but
00:32:31
we're just not going to know we're not
00:32:32
reaching our goals which is even worse
00:32:36
okay so even not reaching our goals is
00:32:39
data is information and will strengthen
00:32:42
our school counseling program
00:32:44
which will end with better student
00:32:47
outcomes because
00:32:49
we're figuring out what works and what
00:32:51
doesn't work
00:32:52
okay so if this number if the number of
00:32:55
f
00:32:56
f's would have gone up instead of down
00:32:58
after implementing a lot of things
00:32:59
that's a really good time
00:33:01
to come together with the administrator
00:33:03
come together with the math team
00:33:05
come together with the specialist
00:33:07
whoever it is
00:33:08
and really dig deep into what's going on
00:33:11
okay but we wouldn't have known to dig
00:33:13
deep if we wouldn't have had the outcome
00:33:14
goal and wouldn't have tracked the data
00:33:17
all right the attendance goal example by
00:33:20
june 2021 students who had 10 to 16
00:33:24
absences during the previous school year
00:33:26
will decrease
00:33:27
by 15 from 180 to 153 so this is
00:33:34
all of those students lumped together i
00:33:37
hope no
00:33:38
no students had 180 absences but that's
00:33:41
them lumped
00:33:41
together so again very specific lots of
00:33:45
data in there
00:33:46
gives the good numbers gives you that
00:33:49
opportunity
00:33:50
to 15 a pretty reasonable
00:33:54
amount 180 to 153
00:33:57
that also leaves room where maybe the
00:33:59
next year if you hit that 153 you could
00:34:01
use a very similar goal
00:34:03
but try to get it down to 120 next year
00:34:06
or something like that
00:34:08
so again you'll see this doesn't have
00:34:10
the action steps written
00:34:11
into it either that will come next but
00:34:13
it gives us that really strong
00:34:15
smart goal to start with to get us going
00:34:19
and then we'll start
00:34:21
from what needs to be done again notice
00:34:24
that they looked at that previous data
00:34:26
they used that as a part of their annual
00:34:28
student outcome goal
00:34:29
and then the last example the discipline
00:34:31
goal this
00:34:33
is wanting to decrease the number of
00:34:35
discipline referrals for peer-on-pier
00:34:37
conflict by 20
00:34:39
you'll see those dates again which is
00:34:41
great i
00:34:43
love this one because not only did they
00:34:46
say they were going to decrease
00:34:47
discipline referrals
00:34:49
but they specifically said that
00:34:51
peer-on-pier complex
00:34:53
conflict so in my mind this school
00:34:55
counselor
00:34:56
disaggregated the data by discipline
00:34:59
type
00:35:00
and was able to identify that pierre on
00:35:02
peer conflict
00:35:04
was a big piece of the discipline
00:35:07
referrals and so she's
00:35:08
she or he is are targeting that
00:35:11
type of referral i see this
00:35:15
goal as very likely aligning beautifully
00:35:19
with the school improvement plan because
00:35:21
the school improvement plan goal
00:35:23
probably says more broadly that they
00:35:26
hope to decrease
00:35:27
discipline referrals the school
00:35:29
counselor came in
00:35:30
with their really unique skill set
00:35:34
desegregated that data found that pr on
00:35:36
peer conflict was an issue
00:35:37
knew that they're the perfect person to
00:35:40
address this need
00:35:41
and can put supports in place
00:35:44
perfect love it all right
00:35:49
so let's now do a little reflection
00:35:52
maybe you've already been using
00:35:54
student annual student outcome goals or
00:35:56
maybe this is your first year
00:35:58
it's always important to reflect on the
00:36:00
process so that we can continue to
00:36:02
grow so here are some questions for you
00:36:05
to ponder
00:36:06
are the smart components included with
00:36:09
no
00:36:09
extraneous information that's really
00:36:11
helpful except that ie
00:36:14
accept that inclusivity and equity peace
00:36:17
we want that to be included right
00:36:19
but making sure we're not including
00:36:21
other variables other things that is not
00:36:24
important what process did you use to
00:36:26
develop these goals
00:36:28
how do your annual student outcome goals
00:36:30
address student outcomes
00:36:32
or student inequalities
00:36:35
how are the goals founded in your
00:36:37
school's data
00:36:38
and why are these goals important to
00:36:41
your school really hitting on that
00:36:42
alignment
00:36:43
the mission the vision making sure
00:36:46
everything we're doing
00:36:47
is connected makes sense is relevant
00:36:53
so in summary we when we go to write our
00:36:56
annual student outcome goals we want to
00:36:58
first review that previous data and
00:36:59
those school-wide goals included in the
00:37:01
school improvement plan
00:37:03
we want to write the student outcome
00:37:04
goals in that smart e
00:37:06
format that are informed by data and
00:37:09
align with those school-wide goals
00:37:11
and then we want to share them we want
00:37:12
to make sure people know what they are
00:37:14
we want to make sure our teachers and
00:37:16
our educators know what they are so that
00:37:18
they know what we're working on
00:37:20
they're our partners in this right we
00:37:23
want to make sure our administrators
00:37:24
know because we're partnering with them
00:37:26
we're aligning with their
00:37:27
goals we are a part of the same team we
00:37:31
want our stakeholders our community
00:37:32
members our parents our caregivers
00:37:35
we want them all to know because they
00:37:36
want they need to know how vital our
00:37:39
school counseling program
00:37:40
is to the annual or to the outcome of
00:37:44
our students
00:37:46
just like i said earlier do not be
00:37:47
afraid of not reaching the goals that's
00:37:49
okay
00:37:50
we just reflect refine and continue
00:37:52
working right
00:37:53
we never let perfect be the enemy of
00:37:55
good every
00:37:57
step that we are taking towards a strong
00:38:01
comprehensive school counseling program
00:38:03
aligned with the national model better
00:38:05
serves our students
00:38:06
and that is how we know what we're doing
00:38:08
is right
00:38:09
thank you for joining me today as we
00:38:12
talked about
00:38:13
annual student outcome goals as always
00:38:16
please reach out if i can ever do
00:38:19
anything
00:38:20
to help or if you need any assistance as
00:38:22
you write your annual student outcome
00:38:24
goals i encourage you
00:38:26
to check out the fourth edition
00:38:29
implementation guide
00:38:31
i did not have this when i wrote my
00:38:32
annual student outcome goals and
00:38:34
goodness do i wish i would have
00:38:36
because i just have found the
00:38:38
implementation guide to have such great
00:38:40
examples
00:38:41
and really help you that step-by-step
00:38:44
process of writing these goals and then
00:38:47
next we get to talk about
00:38:49
the action plans to reach the goals so
00:38:52
i hope to see you again soon and as
00:38:55
always thank you for what you do
00:38:56
to serve our students have a
00:39:00
wonderful day and i'll see you again
00:39:01
soon bye
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