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Example.pdf

MISSOURI'S Counselor EVALUATION SYSTEM

School Counselor Growth Plan (Based on the Data Team Process Model)

Professional Growth Plan for: Mrs. Johnson 9.10.15 Heaven Middle 2015-2016

Name Date School Academic Year

Identify Indicator: Standard 1: Student Development Q.I. 2: Counseling Theories and Interventions Standard Number and Name Quality Indicator Number and Name

Briefly describe why this indicator was selected (Include whether this indicator aligns to a CSIP and/or BIP improvement goal)

Implementing theoretically sound counseling activities and interventions on a consistent basis will assist classroom efforts to improve student skills and behaviors, minimize barriers to learning, and reduce office referrals. This implementation should ultimately help students improve performance on language arts assessments, which is an area of concentration for the sixth grade team.

1. FOCUS

Based on evidence generated from the growth guide, determine strengths and a key opportunity for growth. This opportunity for growth then becomes the priority – the FOCUS – for your growth plan.

2. GOAL Create a goal statement addressing the FOCUS. This goal statement should include these essential qualities: specific, measureable, achievable, relevant, and timely. What will be the result indicators?

Evidence of Impact (Quote from Growth Guide - 1D2 - Developing) Student outcomes are measured for the plan addressing small groups that was implemented and outcomes are analyzed to determine impact on students This FOCUS narrative, was selected from the Professional Frames for the Quality Indicator 1.2 and represents the "Growth Opportunity" for the school counselor. This FOCUS is connected to the school/district improvement initiative described in the beginning rationale.

By April 15, the following positive changes will be accomplished by 80% of students who participated in small groups during the fall semester: 1. Pre/post perception assessment survey data - teacher, student, parents will indicate a positive change of one point on a five point scale.

2. The number of office referrals for each student will decrease by 25%. 3. Language arts quarter grades of students with C's or lower will improve

by one full grade from first to third quarter. 4. Individual language arts state assessment scale scores will improve by 25 points. (This data may not become available until after this deadline.) The SMART Goal format requires specific, measureable outcomes. Numbers are included in the outcome descriptions to clarify learning targets and determine whether the objective has been achieved. The degree of difficulty of these specific goals is largely impacted by the relationship with the administrator and with the classroom instructor.

MISSOURI'S Counselor EVALUATION SYSTEM

3. STRATEGY Describe the specific strategy(ies) to be implemented that will address the goal statement. This strategy should provide the best plan for effectively addressing the FOCUS and include clear action steps and timeline.

4. RESULTS What was the outcome of the strategy? Based on progress monitoring, provide the data that supports that the outcome of the strategy has effectively addressed the FOCUS.

1. Develop criteria and process to: a. identify students b. define small group purpose, process and expectations c. communicate with administrators, teachers, students,

parents d. secure permission from students and parents

2. Create small group: a. develop learner outcomes b. define activities and materials (Q.I. #2) c. develop assessments d. create timeline for the process

3. Collect and analyze student data a. pre/post student, teacher, and parent surveys b. office referrals c. Language arts quarter grades d. Language arts state assessment results

Strategies utilize verbs (develop, create, collect, analyze, etc.) to describe the actions that will be taken to execute this plan. Strategies provide direction and describe observable activities which support understanding and communication with the administrator.

Determine if the defined goals stated in number 2 were achieved. Results are determined when the strategies defined in Step 3 are completed and the data required in Step 2 are collected and analyzed. This culminating step determines the degree of success for this growth plan. The growth plan is designed to enhance the effectiveness of the school counselor by addressing a school/district/program improvement initiative. The results from the goals defined in Step 2 are used to determine both the degree of achievement of the quality indicator (growth plan) and the effectiveness of the small groups (school initiative). In other words, one plan with its results address counselor growth and school improvement.

2

Signature of School Counselor Signature of Evaluator Baseline Score Follow-Up Score Growth Score

Example.pdf

MISSOURI'S Counselor EVALUATION SYSTEM

School Counselor Growth Plan (Based on the Data Team Process Model)

Professional Growth Plan for: Mrs. Johnson 9.10.15 Heaven Middle 2015-2016

Name Date School Academic Year

Identify Indicator: Standard 1: Student Development Q.I. 2: Counseling Theories and Interventions Standard Number and Name Quality Indicator Number and Name

Briefly describe why this indicator was selected (Include whether this indicator aligns to a CSIP and/or BIP improvement goal)

Implementing theoretically sound counseling activities and interventions on a consistent basis will assist classroom efforts to improve student skills and behaviors, minimize barriers to learning, and reduce office referrals. This implementation should ultimately help students improve performance on language arts assessments, which is an area of concentration for the sixth grade team.

1. FOCUS

Based on evidence generated from the growth guide, determine strengths and a key opportunity for growth. This opportunity for growth then becomes the priority – the FOCUS – for your growth plan.

2. GOAL Create a goal statement addressing the FOCUS. This goal statement should include these essential qualities: specific, measureable, achievable, relevant, and timely. What will be the result indicators?

Evidence of Impact (Quote from Growth Guide - 1D2 - Developing) Student outcomes are measured for the plan addressing small groups that was implemented and outcomes are analyzed to determine impact on students This FOCUS narrative, was selected from the Professional Frames for the Quality Indicator 1.2 and represents the "Growth Opportunity" for the school counselor. This FOCUS is connected to the school/district improvement initiative described in the beginning rationale.

By April 15, the following positive changes will be accomplished by 80% of students who participated in small groups during the fall semester: 1. Pre/post perception assessment survey data - teacher, student, parents will indicate a positive change of one point on a five point scale.

2. The number of office referrals for each student will decrease by 25%. 3. Language arts quarter grades of students with C's or lower will improve

by one full grade from first to third quarter. 4. Individual language arts state assessment scale scores will improve by 25 points. (This data may not become available until after this deadline.) The SMART Goal format requires specific, measureable outcomes. Numbers are included in the outcome descriptions to clarify learning targets and determine whether the objective has been achieved. The degree of difficulty of these specific goals is largely impacted by the relationship with the administrator and with the classroom instructor.

MISSOURI'S Counselor EVALUATION SYSTEM

3. STRATEGY Describe the specific strategy(ies) to be implemented that will address the goal statement. This strategy should provide the best plan for effectively addressing the FOCUS and include clear action steps and timeline.

4. RESULTS What was the outcome of the strategy? Based on progress monitoring, provide the data that supports that the outcome of the strategy has effectively addressed the FOCUS.

1. Develop criteria and process to: a. identify students b. define small group purpose, process and expectations c. communicate with administrators, teachers, students,

parents d. secure permission from students and parents

2. Create small group: a. develop learner outcomes b. define activities and materials (Q.I. #2) c. develop assessments d. create timeline for the process

3. Collect and analyze student data a. pre/post student, teacher, and parent surveys b. office referrals c. Language arts quarter grades d. Language arts state assessment results

Strategies utilize verbs (develop, create, collect, analyze, etc.) to describe the actions that will be taken to execute this plan. Strategies provide direction and describe observable activities which support understanding and communication with the administrator.

Determine if the defined goals stated in number 2 were achieved. Results are determined when the strategies defined in Step 3 are completed and the data required in Step 2 are collected and analyzed. This culminating step determines the degree of success for this growth plan. The growth plan is designed to enhance the effectiveness of the school counselor by addressing a school/district/program improvement initiative. The results from the goals defined in Step 2 are used to determine both the degree of achievement of the quality indicator (growth plan) and the effectiveness of the small groups (school initiative). In other words, one plan with its results address counselor growth and school improvement.

2

Signature of School Counselor Signature of Evaluator Baseline Score Follow-Up Score Growth Score