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    Sickels Measure

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    The document outlines a school counselor's accountability process and action plan to increase standardized mathematics test scores at Bowditch Middle School. It details the school's demographics and mission statements. Baseline data showed 70% of students passed the prior year's math test. The counselor identified math scores as the data element to impact and set a goal of 75% passage rate. An action plan was created involving stakeholders like counselors, teachers, students, parents and community members. Strategies included study skills groups, data analysis, and teacher training. After implementing the plan, the passage rate increased to 77%, showing progress toward the goal. The counselor reflected on effective strategies and plans to expand the program to other subjects.

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    Sickels Measure

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    api-289199017
    31 views13 pages
    The document outlines a school counselor's accountability process and action plan to increase standardized mathematics test scores at Bowditch Middle School. It details the school's demographics and mission statements. Baseline data showed 70% of students passed the prior year's math test. The counselor identified math scores as the data element to impact and set a goal of 75% passage rate. An action plan was created involving stakeholders like counselors, teachers, students, parents and community members. Strategies included study skills groups, data analysis, and teacher training. After implementing the plan, the passage rate increased to 77%, showing progress toward the goal. The counselor reflected on effective strategies and plans to expand the program to other subjects.

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    The document outlines a school counselor's accountability process and action plan to increase standardized mathematics test scores at Bowditch Middle School. It details the school's demographics and mission statements. Baseline data showed 70% of students passed the prior year's math test. The counselor identified math scores as the data element to impact and set a goal of 75% passage rate. An action plan was created involving stakeholders like counselors, teachers, students, parents and community members. Strategies included study skills groups, data analysis, and teacher training. After implementing the plan, the passage rate increased to 77%, showing progress toward the goal. The counselor reflected on effective strategies and plans to expand the program to other subjects.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    31 views13 pages

    Sickels Measure

    Uploaded by

    api-289199017
    The document outlines a school counselor's accountability process and action plan to increase standardized mathematics test scores at Bowditch Middle School. It details the school's demographics and mission statements. Baseline data showed 70% of students passed the prior year's math test. The counselor identified math scores as the data element to impact and set a goal of 75% passage rate. An action plan was created involving stakeholders like counselors, teachers, students, parents and community members. Strategies included study skills groups, data analysis, and teacher training. After implementing the plan, the passage rate increased to 77%, showing progress toward the goal. The counselor reflected on effective strategies and plans to expand the program to other subjects.

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    © All Rights Reserved
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    of 13

    MEASUREAccountabilityProcessforSchoolCounselors

    NameandAddressofSchool:BowditchMiddleSchool
    NameofCounselor(s)LeadingtheInitiative:MichaelSickels
    Principal:JudithRoss
    Enrollment:954
    SchoolDemographics:
    Caucasian/NonHispanic:34.1%
    Hispanic:7.3%
    FreeReducedLunch:5.2%
    ESL:10.5%
    AfricanAmerican:1.9%
    Asian:44.7%
    Other:11.8%

    StepOne:Missionstatements
    Districtgoals/mission/visionstatement:
    The San Mateo-Foster City School District educates and inspires
    students to live, lead, and learn with integrity and joy.
    CampusMission/Goal:
    At Bowditch Middle School, we commit to a school environment
    in which it is safe for students to be their best, to take academic
    risks, to respect and be respected.

    Programmissionstatement:(Connectyourworktoyour
    schoolsmission).example:Itisthecounselingdepartmentsbelief
    thatallstudentscanfindacademicsuccessontheirownterms.Our
    roleistofacilitatethatsuccessthroughtheimplementationofa
    comprehensiveguidanceprogramtoremoveasmanybarriersas
    possibletostudentsacademicsuccess.
    At Bowditch Middle School, it is the counseling departments
    belief that all students are entitled to an academic environment
    conducive to student achievement, integrity and respect. Our role
    is to maintain this environment by implementing a guidance
    program that inspires students to live, lead, and learn with integrity
    and joy.
    Discussionwithcampusprincipal:(AYPneeds).Whatwasthe
    outcome?example:bullying,testscores,graduationrates,parent
    involvement...
    InorderforBowditchMiddleSchooltomeetAYP,our
    standardizedmathematicstestscoresmustincreasefrom70%to
    89.5%.Becauseallstandardizedtestscoreshavebeentrending
    downward,wemustsetaseriesofreasonablegoalsinorderto
    meetAYP.

    StepTwo:DataWhatcurrentharddataareyougoing
    toimpact?Example:Grades,TestScores,Attendance,School
    Completion,Promotion,PostSecondaryGoing,AcademicRigor,
    AcademicRelevance...Theschoolcounseloraspartofthe
    leadershipteamidentifiedthesecriticaldataelementstotryto
    impact:
    TheBowditchMiddleschoolcounselorsaspartoftheleadership
    teamidentifiedthiscriticaldataelementtotrytoimpact:

    Mathematicsstandardizedtestscores

    StepThree:AnalyzeAnalyzethedatatoseewhatit
    reveals,toidentifytheproblemareas,toestablishyourbaseline
    andtosetyourgoal.Itmaybenecessarytodisaggregatethedata,
    e.g.race,ethnicity,gender,ESL,teacherassignment.
    Baseline:(Whereisthedataelementcurrently?)
    BaselineData:70%ofstudentspassedthe20122013standardized
    mathematicstest.
    Wheredoyouwantthedataelementtobeinayear?
    DataafterActionPlan:75%ofstudentswillpassthe20132014
    standardizedmathematicstest.

    StepFour:StakeholdersUnite
    DevelopanActionPlanSchoolCounselors,asmanagersof
    resources,joinexistinggroupsofstakeholders,suchastheschool
    improvementteam,orbringotherstakeholdersandresourcesinto
    thetaskofcreatingandimplementinganactionplan.Strategiesare
    developedthatwillchangesystemsaswellasimpactindividual
    studentsandtargetedgroupsofstudents.
    Impactingsystemsmeans(1)replicatingsuccessfulprogramsand
    interventions;(2)identifyingbarriersthatadverselystratify
    studentsopportunitiestobesuccessfullearners;and(3)
    developingstrategiesto:
    .strengthencurriculumofferings
    .maximizetheinstructionalprogram

    .enhancetheschoolandclassroomcultureandclimate
    .providestudentacademicsupportsystems(safetynets)
    .influencecourseenrollmentpatternstowidenaccessto
    rigorousacademics
    .involveparentsandothercriticalstakeholders(internal
    andexternaltotheschool)
    .raiseaspirationsinstudents,parents,teachers,the
    community
    .changeattitudesandbeliefsaboutstudentsandtheir
    abilitiestolearn
    Beginningdate:September,2013
    Endingdate:June,2014
    Stakeholders

    StudentandSocialServices
    Personnel

    Strategies
    Served as mentors and tutors
    Collaborated with outside agencies
    Provided internal testing and home visits as
    needed
    Provided consultation with teachers and
    parents

    SchoolCounselors
    Michael Sickels

    Hosted study/test taking skills groups


    Developed study/test taking skills guidance
    lessons
    Developed guidance lessons focused on
    mathematics relevance

    Conducted lunch groups with students


    Developed test anxiety reduction guidance lessons
    Hosted test anxiety reduction groups
    Disaggregated and studied standardized test
    data (time in district, gender, grade,
    ethnicity, etc.)
    Worked closely across grades in order to
    foster a comprehensive study/test taking
    skills program
    Trained peer mediators
    Provided professional development session to staff
    on how to refer students to the school counselor

    BehaviorInterventionist

    LSSP

    Teachers

    Provided appropriate intervention for


    students exhibiting behavior issues
    Identified instances in which poor behavior
    correlated with poor mathematics scores
    Provided intervention for high-needs
    students
    Communicated with parents in IEP
    meetings
    Worked closely with intervention
    specialists in order to provide optimal
    instruction
    Provided professional development session to staff
    on how to refer students for testing (SPED, etc.)
    Differentiated instruction accordingly
    Reinforced positive study habits
    Reviewed effective test-taking strategies

    Administrators

    Students

    Technology

    Non-STEM teachers found ways to


    Implement mathematics into their subject
    matter
    Reinforced classroom guidance lessons as a
    follow-up
    Created classroom environments conducive
    to effective mathematics instruction
    Referred students for mediation
    Collaborated with counselors on addressing
    student needs
    Implemented a school-wide program in
    order to address the importance of
    mathematics
    Enforced positive reinforcement for high
    mathematics scores
    Worked with teachers in order to optimize
    mathematics instructional time
    Observed and provided feedback on
    teachers mathematics lessons
    Compared end-of-year data (2013) to
    end-of-year data (2014)
    Participated in school-wide math
    importance program at rate of 100%
    Created mathematics relevance posters
    Served as peer mediators
    Learned when to seek mathematics
    intervention
    Learned how to study and take tests
    effectively
    Teachers implemented technological
    components in order to more effectively
    teach students

    CommunityAgencyMembers

    LocalColleges

    Grants

    Parents

    Technology used in workshops and


    assemblies
    Used technology to disaggregate, access,
    compile, and display data
    Conducted an assembly on mathematics
    relevance
    Conducted an assembly on study/test taking
    skills
    Spoke with students about study/test taking
    skills and mathematics relevance
    Served as mentors and tutors
    Hosted workshops on the importance of
    mathematics
    Invited speakers to discuss effective
    study/test taking skills
    Offered a mentoring program
    Offered a tutoring program
    Utilized grant funds in order to purchase
    new manipulatives,etc. for mathematics
    instruction
    Utilized grant fund in order to provide
    study/test taking skills assembly and
    mathematics relevance assembly
    Utilized grant funds in order to provide
    tutoring and workshops for both students
    and parents
    Modeled effective study habits at home
    Ensured that students receives adequate
    amount of sleep
    Participated in workshops and reading
    material that focused on math skills and
    effective study habits

    Attended meetings to discuss their childs


    academic performance

    StepFive:Reanalyze,Reflect,andRevise
    Restatethebaselinedata.Whereisthedata?Haveyoubeen
    successfulorunsuccessful?Revisetheactionplanifneededsothat
    youhaveapositiveimpactonthedatasoprogresscanbemade
    andyoucancontinuetogetbetterresults.Restatethebaseline
    data:Whichofthestrategiesworked?Dataafteractionplan:
    Whichstrategiesshouldbereplaced?Added?Impact:Basedon
    whatyouhavelearned,howwillyourevisetheactionplan?
    Reanalyze:Reflectonwhythestakeholdersweresuccessfulafter
    theactionplan?Didthestrategieswork?
    Baseline Data: 70% of students passed the 2012-2013 standardized
    mathematics test.
    Data After Action Plan: 77% of students passed the 2013-2014
    standardized mathematics test.
    Impact: Standardized mathematics test scores increased in grades
    6-8. Overall math performance throughout the grades also
    benefited from this plan, as evidenced by individual student
    grades.
    ReflectandRevise:
    StrategiesthatWorked
    Implementingtheschoolwidestudyandtesttakingskills
    programprovedtobeespeciallyeffective.
    Strategiesthatshouldbereplacedoradded

    Nonenotedatthistime
    HowtheactionplanwillberewrittenbasedonwhatIlearned
    Nextyearwillincludestudy/testtakingskillsandrelevance
    programsfocusedontheadditionalcontentareasofReading,
    Science,andSocialStudies.

    SystemicChangesMade:
    WheneveryouimplementaMEASUREyouwillcontributeto
    systemicchange.EachMEASUREwillinsomewaychangea
    school,home,orcommunitysystemtoenhancestudentlearning.
    Capturethesesystemicchangeshereandrecordthemonyour
    reportcard.
    1. Strongercrosscurricularpracticeswereimplementedby
    teachers
    2. Emphasisonstudy/testtakingskillsbecameaschoolwide
    program
    3. Theworkofthecounselorsbecamepartoftheschool
    improvementplansstrategicplan

    StepSix:Educate
    Promoteandpublicizetheresultsofyourwork.Developareport
    cardforyourownprogramtolettheinternalandexternalschool
    membersknowyourworkisconnectedtoVision2010,the
    missionoftheschoolandtostudentsuccess.TheSchool

    CounselingProgramAccountability

    OurMEASUREofSuccess
    SPARCSchoolCounselingProgramAccountabilityReportCard
    School&enrollment:BowditchMiddleSchool;68954
    Principal:JudithRoss
    Counselor:MichaelSickels
    Principalcomments:
    Byhoninginoncoreacademicskills,suchasstudyingandtest
    taking,ourstaffatBowditchMiddleSchoolwasableto
    significantlyimpactstudentachievementonthestandardized
    mathematicstest.Agreaterunderstandingontheimportanceof
    mathematicswasalsofostered,instillinginstudentsamoreholistic
    perspectiveofmathematicfunctions.Thiswasallmadepossible
    duetoacollaborativeeffortimplementedbythemanyinvaluable
    stakeholdersinbothourschoolandourcommunity.
    Baselinedata&EndData:
    BaselineData:70%ofstudentspassedthe20122013standardized
    mathematicstest.
    DataAfterActionPlan:77%ofstudentspassedthe20132014
    standardizedmathematicstest.
    Interventions completed:

    Hosted study/test taking skills groups; developed study/test taking


    skills guidance lessons; developed guidance lessons focused on
    mathematics relevance; conducted lunch groups with students;
    disaggregated and studied standardized test data (time in district,
    gender, grade, ethnicity, etc.); worked closely across grades in
    order to foster a comprehensive study/test taking skills program;
    trained peer mediators
    School Improvement Issues:
    Standardized mathematics test scores were not sufficient for
    AYP.
    Critical Data Element(s):
    Increase the percentage of students who pass the
    standardized mathematics test
    Systemic Changes:
    1. Strongercrosscurricularpracticeswereimplementedby
    teachers
    2. Emphasisonstudy/testtakingskillsbecameaschoolwide
    program
    3. Theworkofthecounselorsbecamepartoftheschool
    improvementplansstrategicplan
    Stakeholders Roles:
    Counselors: Hosted study/test taking skills groups; developed
    study/test taking skills guidance lessons; developed guidance
    lessons focused on mathematics relevance; conducted lunch groups
    with students; disaggregated and studied standardized test data
    (time in district, gender, grade, ethnicity, etc.); worked closely
    across grades in order to foster a comprehensive study/test taking
    skills program; trained peer mediators

    Administrator: Implemented a school-wide program in order to


    address the importance of mathematics; enforced positive
    reinforcement for high mathematics scores; worked with teachers
    in order to optimize mathematics instructional time; observed and
    provided feedback on teachers mathematics lessons; compared
    end-of-year data (2013) to end-of-year data (2014)
    Teachers: Differentiated instruction accordingly; reinforced
    positive study habits; reviewed effective test-taking strategies; nonSTEM teachers found ways to implement mathematics into their
    subject matter; reinforced classroom guidance lessons as a followup; created classroom environments conducive to effective
    mathematics instruction; referred students for mediation;
    collaborated with counselors on addressing student needs

    Parents: Modeled effective study habits at home; ensured that


    students receives adequate amount of sleep; participated in
    workshops and reading material that focused on math skills and
    effective study habits; attended meetings to discuss their childs
    academic performance
    Students: Participated in school-wide math importance program at
    rate of 100%; created mathematics relevance posters; served as
    peer mediators; learned when to seek mathematics intervention;
    learned how to study and take tests effectively
    Higher Education: Hosted workshops on the importance of
    mathematics; invited speakers to discuss effective study/test taking
    skills; offered a mentoring program; offered a tutoring program
    Business Partners: Conducted an assembly on mathematics
    relevance; conducted an assembly on study/test taking skills; spoke
    with students about study/test taking skills and mathematics

    relevance; served as mentors and tutors

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