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Urban School Counseling  Initiative

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

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Urban School Counseling  Initiative

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  1. Urban School Counseling Initiative Mesa Public Schools April 2, 2009

  2. 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

  3. Confronting the brutal facts • 20% is not good and it’s definitely not great

  4. 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.

  5. 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.

  6. Closing the Achievement Gap

  7. Defining excellence • School counseling program advisory • Vision • Mission • Program goals

  8. 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

  9. Vision • Upon graduation, all Mesa Public Schools (MPS) students will be ready to meet their college/career goals.

  10. 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.

  11. 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

  12. 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

  13. 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

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