1. David Abbott Director of Student Services Mary Barton CFN 204 SATIF November 21, 2011

2.  QS 1—Instructional and Organizational Coherence: The school has a coherent strategy to support student learning that aligns curriculum, instruction and organizational decisions.  QS 2—Gather and Analyze Data: School leaders and faculty consistently gather, analyze and share information on student outcomes to understand school and student progress over time.

3.  QS 3—School leaders and faculty consistently engage the school community and use data to set and track suitably high goals for accelerated student learning.  QS 4—Align Capacity Building: The school aligns its leadership development and structured professional collaboration around meeting the school’s goals and student learning and emotional needs.

4.  QS 5—Monitor and Revise: The school has structures for monitoring and evaluating progress throughout the year and for flexibly adapting plans and practices to meet its goals for accelerated learning.

5.  There are several indicators and sub indicators that speak to the Guidance Counselor’s role in the school community and your work with students specifically.  They are: ◦ 1.4 a, b, c ◦ 2.3 c, 2.4 a, b. c ◦ 3.2 a, b, c, 3.3 b, c, 3.4 b, c ◦ 4.4 a, b, c ◦ 5.2 b, c, 5.3 c

6.  Revisions to the QR rubric that incorporate GC items include the following indicators:  1.4—Maintain a culture of mutual trust and positive attitudes toward learning that support the academic and personal growth of students and adults.  Using data from attendance, OORS reports, the School Survey to guide improvements.

7.  Each student is known well by at least one adult who helps to coordinate attendance, social-emotional learning and other child/youth development supports that impact the student’s academic success.  School strongly supports students’ social emotional learning and academic development. Their voice and active participation influence school wide decisions.

8.  Includes information on attendance, academics, behavioral strengths and weaknesses and next learning steps including performance on the CCLS tasks.

9.  Planning and setting differentiated goals using data.  Tracking progress on goals and adjust plans and goals. Having benchmarks and Progress Monitoring.  Feedback to students/families that is specific enough to support students in mastering expectations and is understood by students and families.  Providing guidance/advisement supports to ensure that students achieve them.

10.  4.4 a—PD for faculty to sustain a safe, inclusive and respectful culture celebrating academic engagement and success as well as social- emotional growth.  4.4 b—Provides G/A supports for students and families such that students are on the path to postsecondary readiness.  4.4 c—Internal capacity and/or external partnerships to provide targeted, data informed child/youth development support services for students and families including academic, social- emotional, real world learning opportunities during the day and/or after school.

11.  5.2 b--Regularly evaluate and adjust the ways in which data are aggregated and organized.  5.2 c—Regularly evaluate and adjust the process for sharing data with students and families ensuring that the information is accessible and helps students understand their next steps.  5.3 c—Systems for measuring progress toward interim goals

12.  Focus on an indicator and turn and talk with colleagues