Presentation on theme: "Urban School Counseling Initiative Mesa Public Schools April 2, 2009."— Presentation transcript:
Urban School Counseling Initiative Mesa Public Schools April 2, 2009
Confronting the brutal facts – 20% is not good and it’s definitely not great Closing the achievement gap Defining excellence Challenges and supports Next steps
Confronting the brutal facts – 20% is not good and it’s definitely not great
SAT Report In 2007-2008, 29.5% of our seniors took the SAT. Also, 19.9% of our seniors took the ACT. In 2007-2008, 1215 students took AP tests. During that school year, 14,859 students were enrolled in MPS secondary schools. As such, about 8% of our students took AP tests.
MPS has approximately 7314 junior high students. We have 1694 ELP students. Thus, about 23% of our junior high students are ELP students. ELP students have the greatest percentage chance, based on the sequence of courses, of reaching advanced courses.
Defining excellence – School counseling program advisory – Vision – Mission – Program goals
School Counseling Program Advisory Meetings – Jan. 22, 2009, Feb. 19, 2009, and March 12, 2009 Team members – elementary school counselors, junior high school counselors, high school counselors, Diversity Specialist, Career and Technical Education (CTE) representative, Special Education representatives
Vision Upon graduation, all Mesa Public Schools (MPS) students will be ready to meet their college/career goals.
Mission Through classroom lessons, small group activities, data-based decision making, and programs and interventions, our school counselors ensure that ALL students have the academic, career, and personal/social skills they need to be successful.
MPS CounselingMPS DistrictArizona or US Dept. of Ed. Educational and Career Action Plans (ECAPs) for every student ECAPs referenced in course description catalog Mandated by the AZ Board of Education Guidance lessons concentrating on career and academic planning Student achievement in reading, writing and mathematics Guidance lessons concentrating on reducing substance abuse and violent behavior Safe and Drug Free Schools (Title IV) Transition programs Encouraging students to take a schedule of career ready courses Achievement in Algebra II and higher Targeted student interventions Student attendance and drop-out prevention Parent involvement and communication
Challenges Providing professional development having to do with data-based decision making Providing professional development having to do with research-based and evidence-based interventions Building friendly systems of data collection Turning the flywheel with teachers Employing the hedgehog concept – becoming consistent and systemic Creating systems of accountability for results Doing more with less
Supports New leadership Our College Core and other transformational initiatives Changing models of professional development and support for quality instruction Backing from leaders in key positions
Next steps Work with MPS Professional Development to provide system-wide professional development having to do with data-based decision making Work with MPS Research and Evaluation and/or Information Systems to build friendly systems of data collection (and/or purchase Cognos Software) Revise teacher, counselor, and school evaluation systems to create systems of accountability for results Continue to expand our MPS College Core as brand that can be turned into a broader initiative Include principals and community members on advisory council