ACTION PLAN TEMPLATE 2009-2010

Result Statement: Students will be able to demonstrate

Target: A comprehensive and developmental 9-12 school counseling knowledge, proficiency and ability to plan in the academic,
program, aligned with the national standards and The RI Framework for personal-social, and career (including college and post-
Comprehensive School Counseling Programs will be implemented that secondary educational opportunities) standards by utilizing
will support 100% of CHS students. the guidance curriculum and Individual Learning Plans.

Changes in student Changing Monitoring Progress Collaboration and School and District Evaluating Results/Reporting to
learning behavior: Instruction: with Timelines and Support: Support and Resources: Families and Community:
Adjustments:

Students will Counselors will o Counselors will: o When we will collaborate: The school will provide the Evaluating results:
following support and
A) Demonstrate a. Continue to a. Continue to work a. Begin the common
resources: a. Pre-tests and post-tests assess
understanding and develop a internally to ready a meetings among high
student learning in the academic,
proficiencies in guidance draft of the grade 9-12 school and middle school a. Continue to provide
career and personal-social
identified school curriculum that curricular components guidance offices each common time for the
development standards (ex – “The
counseling provides clear by January 2010. quarter to identify grade counselors from the two
Credit Story”).
standards in the expectations of 6-12 curricular goals schools to meet and
domains of the competencies b. Continue to revise the plan.
b. Review of students’ Individual
- academic; we want students Individual Learning b. Additional assistance
b. Job-embedded Learning Plans over time will
to know and be Plan (ILP), a grade 6- from student personnel
- personal/social, professional demonstrate students have met
able to do in the 12 planning tool, to support team – an
and development proficiency in the school
nine school better insure that we administrator, school
- career development counseling standards and have
counseling are providing the key psychologist, social
c. Time, space and reflected on their learning
as a result of a standards tools to help students worker, nurse and
resources for
district-based set goals and plan for resource officer
b. Research and counselors to research c. In the absence of SALT survey
comprehensive their futures, and that
review current and write lesson plans data, ongoing surveys, focus
school counseling we are tracking the c. Common Planning Time
teaching and assessments groups and other information from
program. appropriate once a month to be
strategies/best Advisories can help evaluate the
information (see SIT devoted to identifying
practices to help d. Common time for results of the planned guidance
goal B) key components of the
students learn to possible co-teaching program.
guidance plan.
be proficient in experiences for
academic, career counselors & staff d. The Senior Survey asks seniors to
c. Utilize tasks already d. Job-imbedded pro-
and personal reflect on the activities and
designed and/or create fessional development:
social e. Continue the practice of programs of benefit from the
needed tasks to insure attend counselor college
development the Guidance Office guidance office.
curricular goals and days/luncheons;
utilizing the reverse of
proficiencies are participate in local and
the report card for a Reporting to the community:
available and regional workshops, etc.
Guidance Newsletter.  School Report Night
attainable.
e. After school professional  Newsletters from Guidance
development hours.  School committee presentations
 Guidance web page
2009-2010 SIT Plan: Comprehensive Guidance and Personalization 1 H:/lisi/SIT/2009
Students will: Counselors will: Counselors will: When we will collaborate: The school will provide the Evaluating results:
following support and
B) Utilize their Continue to Continue to work with Continue to use common resources:  Student’s ILP, including the
Individual research and RIHEAA to explore the planning time meetings academic “Four Year Plan” is
Learning Plans review different feasibility of the on-line Funds to update and print reviewed to insure student fully
(ILP) to record ways to teach the ILP via the Way-to-Go-RI Guidance staffs from both additional ILPs if we stay understands career choice, goals,
their growth as a academic, portal. schools will continue to with paper version and proper academic alignment to
learner in the personal-social and meet to review ILP career interest. Plans, career
academic, career competen- Continue to work with progress, trouble-shoot Continued support of the goals, PSAT/SAT scores,
personal-social cies that will be advisory teachers to help issues, discuss progress, and guidance program in ASVAB results, NECAP
and career recorded in the ILP students understand how to review the potential use allowing counselors to assessment scores, etc. are
domains, as well
the ILP helps track their of the Way-to-Go-RI portal access advisories on a entered and used to help students
as plan for their Continue to meet growth, as well as from the RI Higher weekly basis plan their academic goals both in
schooling and routinely with each develop an academic plan Education Assistance high school and in contemplating
post-secondary student to help for them to follow Authority (RIHEAA) Use of computer labs, post-secondary options.
options. students develop, through high school. Smartboards and other
write and update Strengthen the partnership technology to enable college  Pre-post tests in Advisory
components of Continue to monitor with RIHEAA as we and career searches, the identify general understanding of
their Individual student progress in the explore possibility of a results of which are part of career awareness.
Learning Plans. academic domain by digital ILP the student’s ILP.
insuring Carnegie units  Student results of their work
Monitor/review all are being met and that Explore collaboration investigating careers colleges, are
students’ ILPs to sufficient progress is between counselors and the reviewed and assessed, and added
include: being made towards PBGR coordinators and to the ILP.
- yearly goal meeting their teachers of the Capstone
setting Proficiency-based class. As this required class  Student’s educational/ career
- a 4 year plan, a graduation requirements. includes a career exploration goals are shared with parents of
mechanisms to unit, counselors could juniors via letter from counselor
track academic Continue to monitor possibly co-teach career (data-merge) with final report
attainment and student progress in the development/ college card
growth personal-social domain by information to students that  Data is gathered from the senior
- planning for life collecting and analyzing will become a portfolio- survey regarding post-high school
after high data of inappropriate or worthy task. plans; additional –and more
school non-learned behaviors and reliable – data is hoped to be
- reflections designing a plan/referral Guidance Advisory Council, gathered by phone calls six
to address the behaviors. comprised of parents, months following graduation
Work with the teachers and students, meets
PBGR office to Continue to monitor quarterly. Reporting to the community:
utilize Guidance student progress in the  School Report Night
tasks as PBGR career domain by  Newsletters
portfolio-worthy assessing the student  School committee presentations
tasks career/college plans  School profile sheet
(including career
inventories, on-line
2009-2010 SIT Plan: Comprehensive Guidance and Personalization 2 H:/lisi/SIT/2009
 programs, ASVAB, etc)
and insuring students
understand all potential
options and opportunities
available

Students will: Counselors will: Counselors will: When we will collaborate: The school will provide the Evaluating results:
following support and
Continue to utilize
C) Develop a Provide further PSAT Continue to work with math resources:  Since seniors graduation in 2010
deeper under- the ILP (and career information and letters and ELA curriculum would not have had RIDE
standing and development/ home in Sept. to coordinators to encourage Insure PSAT practice tests funding support for the PSAT
appreciation of the college search encourage grade 10 and students to sign up for are ordered and distributed  What is the effect on
importance of computer/web- 11 students to take the PSAT/SAT, look at in a timely manner to students taking the PSAT?
attending college or based programs) to PSAT colleges, etc. in Aug/Sept. students wishing to take
track exploration  Scores affected?
some other type of PSAT.  SAT takers affected?
post-secondary and understanding To increase PSAT scores, Continue discussions (dept.
of post-secondary  Any effect on college-going
training in order to further provide ELA and meetings) with ELA and rate?
develop a better educational options. math teachers information math regarding curriculum Financial support for  Has there been an economic
understanding of the Encourage the and practice PSAT test alignment in light of GSEs college /career speaker factor?
richer options and taking of the PSAT questions in Sept. and NECAP results honorariums
opportunities test, a good pre-  Examine PSAT and SAT results
available to them dictor of students Increase by 5% the Collaboration among Financial support for
reported by the College Board
who eventually number of students enroll counseling staff, leadership personnel to conduct post- and recorded on counselor data
will take the SAT. ed in the SAT prep class meetings with curriculum graduate data tracking
base
As this is no longer via our continuing coordinators and the PTSA.
a paid assessment Partnership with To encourage students to
 Scores disaggregated by
by the state, addi- Revolution Prep. Continue to engage our take more than one AP
demographic and academic
tional work must partnership with Revolution course, provide financial
variables to identify learning
be done to help Continue to stress college Prep, a SAT prep class in support for any student
deficits.
students under- opportunities, our school taking more than one AP
stand its value. scholarships, financial exam (the AP exam is
 Continue to examine the number
aid, etc. so that post- Investigate how our mandatory).
Re-engage in a of initial transcripts sent to
secondary education and Guidance Advisory Council
variety of college colleges as well as the number of
colleg-going is a natural can support this program
support activities, final transcripts sent out.
consequence of attending (e.g. – staff a career &
including visits Coventry High. college materials center).
from college reps, Counselors to track these  From self-reporting Senior
speakers from the discussions on Begin to collaborate with Survey, ascertain the number of
RI Higher spreadsheet. our School Based graduating seniors entering both
Education Author- Coordinator in hosting a 2 and 4 year colleges, the
ity, classroom Career Fair in the Fall of military, and the world of work –
visits, evening 2009. Is there a difference this year?
workshops for

2009-2010 SIT Plan: Comprehensive Guidance and Personalization 3 H:/lisi/SIT/2009

 parents , letters and  Conduct telephone survey of
newsletter sent graduates 6 months after
home, “Senior graduation
Bulletin, guidance
Website, SAT prep Reporting to the community:
class, etc.
 School Report Night
 Newsletters
 School committee presentations
 School profile sheet
Students will: Counselors will: Counselors will: When we will collaborate: The school will provide the Evaluating results:
following support and
D) upon entering Assist at a more o Jan – Counselors to o Continue to receive the resources: Results seen in:
ninth grade, involved level the continue to meet with support and assistance
experience less middle-to-high students in the middle of middle school o For evening overview  Numbers of parents and students
anxiety and stress school transition school and then host administration and meeting, middle school who attend the evening meetings;
regarding their program that parent-student counselors. to provide invites via
move to the high includes evening evening meeting to listserve, mail.  short survey to parents to determine
school from the parent, student, and give over-view of the o Continue to work with program effectiveness and to see if
middle school and counselor school, review grade 9 teachers to child’s confidence/comfort level
will perform better meetings. Goal scheduling investigate ways to o FLEX time for have improved.
academically as a will be to have o Expand the restructure ninth grade counselors working in
result of these events collaboration of teaming to improve the evening.  Numbers of freshman who feel
personalizing their attended by 80% of professional staff at teaching and learning. prepared when entering 9th grade in
transition from the middle school these parent meetings o Planning time to September (survey when advisories
middle to high families. to include both o Assistance from the develop PowerPoint visited by counselors)
school. principals, dept. Guidance Advisory slide show for parents
Be involved in the heads, and key staff Council. and students .
programming and (ROTC instructor).
activities of First o Students to act as
Night for incoming o May – Continue to . guides and volunteers
9th graders, hoping increase attendance at to help.
to serve 90% of meeting with parents
families at this of 8th graders and o Funding for
program. curriculum coordin- professional
ators to review course development to
content and collaborate on events
curriculum.
o Spring - partner with
middle school
counselor to work
with 8th graders and
parents to give tours

2009-2010 SIT Plan: Comprehensive Guidance and Personalization 4 H:/lisi/SIT/2009