Annual Student Outcome Goal Plan

Academic Year 2020 to 2021

Identify outcome data (achievement, attendance or discipline) that serves as basis for goal:
Discipline outcome data: In the 2018-2019 school year, there were 38 discipline referrals from
students in grades 4-7th.

By June of 2021 , students in grades 4-7th

End Date Targeted Group

will Decrease their number of discipline referrals

(increase/decrease something related to achievement, attendance or discipline)

by 10.5% from 38 to 34
Measure of change Baseline data Target data

Supplemental Data:
Check with stakeholders (parents, teachers, students, administrators, etc.), to identify possible
factors contributing to this problem/issue.
● Peer to peer conflict as seen through our needs assessment. Students mentioned one
student who was picked on in our needs assessment and there were a few students
who were mentioned multiple times.
● 38 of the 98 total discipline referrals came from grades 4-7th. That is 38% of the total
discipline referrals which is a high percentage compared to the other grades.
● According to the My Voice, My School Parent/guardian survey, 5% of parents felt
bullying was a problem at the school.

Mindsets & Behavior Data:

Identify one–two ASCA Mindsets & Behaviors most relevant for this targeted group and goal:
M&B# Mindsets & Behaviors Statement
M 3. Sense of belonging in the school environment
B-SS 2 Create positive and supportive relationships with other students

Based on the selected ASCA Mindsets & Behaviors, write one–two learning
objectives/competencies students need to learn.
Students will be able to identify adults in the school that they can report bullying behaviors too.

Students will be able to use strategies to provide support for students who are being bullied.

Possible Activities/Strategies/Interventions by School Counselors

Positive Behavioral Interventions and Supports- Students learn behavioral expectations such as
being respectful and kind. School staff members regularly recognize and praise students for
students for good behavior. Students might be given small rewards such as tokens or prizes to
recognize when students meet the behavioral expectations.

Check in…Check out (T2)- The check-in/check-out intervention is an opportunity for a student
and mentor to work together to improve behavior. This intervention works well for students who
respond well to adult attention. The mentor encourages the student to reflect on what they did
well, how they feel, and what they need to work on. This intervention does not focus on the
student’s struggles in behavior but instead focuses on the positive behavioral goals met and the
efforts the student made to attain those goals.

Classroom lesson- have a classroom lesson on the difference between bullying and teasing. This
lesson will also help students find strategies to use if they are being bullied or if they see
someone being bullied.

School wide bullying prevention program- This program teaches students to differentiate
between respectful and disrespectful behavior. Bullying behaviors are given less social attention
while positive peer interaction is rewarded. This program teaches students how to respond to
bullying and helps staff know how to respond to student reports of bullying.

Pre-/Post-Assessment:
Convert the learning objectives/competencies 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 strategies to use if I’m bullied. 1 2 3 4
I feel my school is safe from bullying. 1 2 3 4
I feel comfortable speaking to a trusted adult about bullying. 1 2 3 4
I can communicate my feelings to another peer. 1 2 3 4
Brief answer question:
How do you feel the school handles bullying?

Brief answer question:

What do you do when you see bullying taking place?