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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

Urban School Counseling Initiative

Mesa Public Schools

April 2, 2009

slide2

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
slide3

Confronting the brutal facts

    • 20% is not good and it’s definitely not great
sat report
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.
slide5
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.
slide13

Defining excellence

    • School counseling program advisory
    • Vision
    • Mission
    • Program goals
school counseling program advisory
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
Vision
  • Upon graduation, all Mesa Public Schools (MPS) students will be ready to meet their college/career goals.
mission
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.
challenges
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
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
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