This paper presents a structured school counseling program plan organized across four steps: school data summary, mission statement development, data review, and annual student outcome goal planning. Drawing on school-level achievement, attendance, and discipline data, the plan identifies key challenges including low math performance in Algebra and Geometry, staff morale concerns stemming from high workloads, and the absence of a leadership succession plan. The counseling program addresses these issues through psychological assessments, differentiated instruction support, professional development, and parental involvement strategies. The plan also incorporates ASCA Mindsets and Behaviors standards and proposes a measurable outcome goal targeting a 7% increase in math achievement gains for Grade 9 and above students.
The data expert for this plan is the M.T.S.S. coordinator, who has access to high-quality data at all levels. This individual has knowledge of both district-level and school-level data and would assist in accurately interpreting the data.
The school improvement plans and goals are as follows:
(i) Instructional practice would be based on B.E.S.T. Standards for improving academic performance in Geometry and Algebra. (ii) Instructional practice would incorporate differentiated instruction (DI) to meet the varied needs of diverse students. (iii) School culture and environment would be fostered with community involvement to address issues of staff morale and work overload. (iv) A program would be developed to empower teachers through a Leadership Succession Plan — a crucial initiative for enhancing school climate and long-term consistency.
The areas where the school counseling program would provide support include:
First, helping students overcome math anxiety that may be hindering their performance in Algebra and Geometry, and preparing them to meet B.E.S.T. Standards. Second, helping school staff and leaders cope with work overload and assisting with the implementation of differentiated instruction. Further support would include encouraging staff empowerment through professional development (P.D.) and preparing staff for the Leadership Succession Plan.
The school data reports that revealed trends informing these goals are as follows:
The lowest 25% of students were not performing at required levels and were therefore unable to make adequate progress. The need for DI arose when the lowest 25% of students were seen underperforming across all sub-groups based on mid-year assessment results. The School Climate Data report indicated that 60% of school staff had concerns regarding morale due to experiencing high workloads. There was also an absence of a School Leadership Succession Plan, attributable to insufficient staff participation beyond the classroom.
The data also identified several areas where the school performs well. In 2020–2021, the school performed well in the area of discipline: no students from Grade K through Grade 12 were suspended due to disciplinary issues, and the same held true in academic year 2021–2022. Total student enrollment in 2019–2021 was higher than in 2021–2022; the decline in enrollment may be related to poor performance in Mathematics and Algebra. Attendance rates below 90% showed significant improvement in 2022, particularly among students in grades 9 through 12. Students in grades K through 8 demonstrated excellent attendance, likely because students in lower grades are performing well academically and are consequently more motivated to attend.
The school should investigate strategies to increase enrollment among students in grades 9 through 12, as many students in this group demonstrate negative perceptions toward education. Greater effort should be directed toward counseling these students about the value of education and dedicating more instructional time to challenging subjects such as Mathematics and Algebra. Teachers should also develop instructional approaches that create a more welcoming school environment. When students shift their attitudes toward learning, both enrollment and attendance rates are likely to improve. Counseling can reduce academic pressure by reshaping students' perceptions and encouraging them to value their education.
After comparing the school's data with district and state data, E.L.A. achievement dropped in 2021, whereas it had been equal to the state level in 2019 and above the state level in 2018. E.L.A. learning gains dropped substantially in 2021 compared to both district and state levels, while they had been below but close to comparable benchmarks in 2019 and 2018. Math achievement also declined significantly in 2021 relative to district and state data from 2019 and 2018; the same pattern applies to Math learning gains. Science achievement was similarly low compared to prior years, recorded at 57% in 2021 — markedly below expectation. Social studies results showed comparable trends.
Additional factors to investigate include identifying students experiencing academic difficulty and teachers whose motivation or morale may be affecting their professional performance. If the concern involves students, further assessment should explore family problems affecting children at a young age, signs of stress or depression, or cognitive processing difficulties sometimes associated with A.D.H.D., dyslexia, low iron or blood sugar levels, sleep disorders, or sensory processing challenges (Deng et al., 2022; Villalba-Heredia et al., 2021). Since the school serves a diverse student population, these needs should be identified promptly. If the concern involves teachers, work-related issues such as low compensation or limited opportunities for professional advancement should also be addressed in a timely manner (Katete & Nyangarika, 2020).
The table below presents the identification and prioritization of data points to be addressed through the school counseling program.
Data Point 1: Helping students overcome math anxiety that may be contributing to low academic performance in Geometry and Algebra.
School counselors would conduct psychological assessments to identify the underlying challenges among students (Furner, 2017). Counselors would then develop program activities targeting the diverse needs of each student based on their understanding of the subject. The counselor would encourage students to build connections between mathematics and real-life applications and experiences, rather than viewing the subject with fear or framing it only in terms of grades and competition (Furner, 2017). Mathematics would be integrated with human experiences, and students would be encouraged to build confidence by learning from mistakes — with the overall goal of mastering the subject, even when the process is complex (Furner, 2017). Readiness to engage with the subject must be cultivated in order to overcome anxiety (Furner, 2017).
Data Point 2: Helping school staff cope with stress and work overload, particularly in the context of implementing differentiated instruction (DI).
Prioritizing salary and compensation would promote positive social change, reduce the likelihood of harmful or unethical practices, and improve employee retention within the school (Coffey, 2021). Professional development and training sessions should also be initiated to serve the same purpose (Rodriguez & Walters, 2017). Additionally, meditation programs and team-building activities outside the workplace would be conducive to boosting staff morale and alleviating work-related stress.
District goal/mission/vision statement: To encourage students to achieve high levels of reading, writing, and mathematical skills that will enable them to compete confidently in global arenas.
Campus mission/goal: To educate children in a safe and nurturing environment that instills the attributes and ethics needed to flourish in the global community, producing lifelong learners who are well-rounded, productive, and uniquely capable.
Program mission statement: To empower children and school staff to become competent in facing academic and personal challenges with positivity, open-mindedness, and well-being — facilitating educational and professional achievement by removing pertinent barriers.
Discussion with the campus principal: The discussion with the campus principal involved a review of adequate yearly progress (A.Y.P.), teacher salary and compensation, value-added activities for stress relief, and opportunities for professional development. Parental involvement was also identified as a significant factor in boosting children's academic performance, given that research has shown children with highly involved parents tend to demonstrate positive educational outcomes (Topor et al., 2010). To reach desired state and district academic scores, it is important to engage all stakeholders in the improvement process the school is pursuing through its counseling program.
The outcome of the discussion reinforced the importance of parental involvement, as it would help counselors detect familial problems that may be preventing students from performing better academically. Additionally, greater teacher involvement outside the classroom would foster a sense of belonging, which is highly favorable for employee morale and improved succession planning in school leadership, while simultaneously addressing teacher stress and professional concerns.
The current data targeted through the counseling program encompasses all three outcome areas: achievement, attendance, and discipline. Students would be encouraged to discuss their fears and concerns about their personal lives and about subjects in which they are struggling. This open dialogue would make the school culture more welcoming. Attendance rates in upper grades would increase when counseling regarding the value of education is prioritized, helping students understand that school is not solely a source of academic pressure or competition — but that the school community genuinely cares about their well-being. This shift in perspective would change students' readiness levels and positively affect both attendance and subject-specific achievement.
The mindset of differentiated instruction (DI) would be applied to cultivate a sense of individuality for each student, with the aim of eliminating math anxiety — particularly in Algebra and Geometry. Counselors acting as psychologists would encourage teachers to introduce varied methods and styles to make mathematics more approachable and to create space for students to learn from their mistakes (Furner, 2017). This would naturally relieve teachers from placing excessive pressure on students to perform beyond reasonable expectations. If a student is not performing well, the teacher would understand that allowing the student to try again is both acceptable and constructive. The "traditional" approach to math instruction — characterized by textbooks, workbooks, strict formulas, assessments that only accepted correct answers, and individual assignments — should be left behind (Furner, 2017). Teachers would also be supported in understanding that their positive attitude toward the subject matters, and that their compensation is commensurate with their professional contributions.
To measure students' knowledge in Algebra and Geometry, math proficiency would be assessed through yearly assessment reports following the implementation of the counseling program. Changes in teacher attitudes regarding morale, school climate, and professional development opportunities could be evaluated using a Teacher Climate Survey.
"7% math achievement goal for grade 9 and above"
"ASCA standards, learning objectives, and activities"
"Cited sources supporting the counseling plan"
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