Annual Student Outcome Goal Plan
School Counselor Hannah Teilborg School Year 2023-2024
Identify and describe outcome data (achievement, attendance or discipline) that serves as basis
for goal:
Only 38.2% of students have fewer than 2 absenses per month on average. 17 students were
absent for 10 or more days due to suspension or expulsion.
Create a goal statement that focuses on a specific subset of students for whom intentional
strategies/interventions will be delivered and assessed.
By May 2024 , Small group of students who were excluded for 10 or
more days of the school year
End Date Describe Targeted Students
(Criteria for inclusion in interventions with multiple descriptors)
Will Decrease Number of students excluded for 10+ days for discipline reasons
Decrease/Increase Describe specific outcome to be changed (achievement, attendance or
discipline)
by 24% from 17 students to 13 students
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: Low teacher supportive relationship
Teachers report: Burnout & difficulty establishing relationships with students
Administrators report: High rates of academic failure among students who are
suspended/expelled
Parents report: Working long hours/multiple jobs
Students report: Low social commitment at school
Others report: N/A
Updated, June 2021
Systemic Focus
Identify school or system policies, procedures or practices that create or maintain inequities
relevant to this goal.
Inconsistent disciplinary procedures, poor support systems for classroom teachers
List 1–2 strategies that could influence systemic change related to this goal.
Professional development for disciplinary procedures, advocacy for students/teachers
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-SS2 Positive, respectful, and supportive Student(s) will: create and sustain positive
relationship with students who are social relationships
similar ot and different from them
Student(s) will: express emotions during social
interactions in whats that foster equanimity
B-SS9 Social maturity and behaviors Student(s) will: define responsibility for own
appropriate to the situation and actions and behaviors
environment
Student(s) will: incorporate self-soothing
strategies to maintain personal control when
experiencing strong emotions and/or setbacks
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 create and sustain positive social relationships 1 2 3 4
I can express my emotions during social interactions in a calm way 1 2 3 4
I can define what responsibility for my own actions and behaviors means 1 2 3 4
I can use self-soothing strategies and coping mechanisms to maintain self- 1 2 3 4
control when experiencing strong emotions or challenges.
Brief answer question (optional):
Updated, June 2021
Activities/Strategies/Interventions by School Counselors
Describe Direct Student Services (minimum of Describe Indirect Student Services (minimum of
two) two)
1. Small group meetings 1. Collecting and analyzing data relevant to
2. Consulting with parents/teachers about outcome goal
student behavior 2. Implementing school-wide behavior
program
Updated, June 2021
