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Scripps Ranch High School : Results of “A-G Requirements” Classroom Guidance Lesson Tracy CalimquimCamille Sta Elena © 2011 by Tracy Calimquim & Camille.

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Presentation on theme: "Scripps Ranch High School : Results of “A-G Requirements” Classroom Guidance Lesson Tracy CalimquimCamille Sta Elena © 2011 by Tracy Calimquim & Camille."— Presentation transcript:

1 Scripps Ranch High School : Results of “A-G Requirements” Classroom Guidance Lesson Tracy CalimquimCamille Sta Elena © 2011 by Tracy Calimquim & Camille Sta Elena

2 What Did We Do? Who: 300 Ninth-Graders What: Received A-G Lesson (Two Parts) which included counselor-generated PowerPoint When: November 2010 – March 2011 Where: Homeroom (CORE) SRHS © 2011 by Tracy Calimquim & Camille Sta Elena

3 A-G Lesson Content: Day One I. Anticipatory Set: Artistically Expressing What You Want to Do After High-School II. PowerPoint Presentation A. Subject areas that represent the A-G requirements B. Semester units required and recommended (if applicable) for each subject area C. Tenth-grade courses at SRHS that fulfill the A-G requirements D. Discussion and thoughts on taking AP courses E. Minimum grade necessary to fulfill A-G requirements III. Challenge Activity (i.e. Independent Practice) © 2011 by Tracy Calimquim & Camille Sta Elena

4 A-G Lesson Content: Day Two IV. Review Day One V. Go Over Challenge Activity VI. Interactive Group Game A. Students split into groups of 4 to answer questions relating to lesson on whiteboards VII. Conclusion © 2011 by Tracy Calimquim & Camille Sta Elena

5 National Standards Academic Standard A Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span. Academic Standard B Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. © 2011 by Tracy Calimquim & Camille Sta Elena

6 Student Competencies A:A3Achieve School Success A:B1Improve Learning A:B2Plan to Achieve Goals © 2011 by Tracy Calimquim & Camille Sta Elena

7 Why We Did What We Did (Part I): Graduation Rates © 2011 by Tracy Calimquim & Camille Sta Elena # of Seniors# of Graduates% Graduating Asian98 100% Filipino41 100% Latino524994% African American32 100% White % The class of 2008 at SRHS yielded high rates of graduates in all ethnic groups! Graduation Rates for the c/o 2008 at Scripps Ranch High School

8 Why We Did What We Did (Part II): UC/CSU Eligibility Rates © 2011 by Tracy Calimquim & Camille Sta Elena Although SRHS had amazing rates of seniors graduating, their rates of college eligibility are lower than a like-school and are declining !

9 Why We Did What We Did (Part III) Research shows that… “Students who have information about graduation requirements…are more likely to have higher aspirations and are less likely to fail” (Dimmitt, 2003). “Ninth grade is a critical year because students need skills early to graduate” (Cooper & Liou, 2007). © 2011 by Tracy Calimquim & Camille Sta Elena

10 Perception Data What do the students believe, know, and can do. © 2011 by Tracy Calimquim & Camille Sta Elena

11 Positive Attitudes Prevail! PRE 78% of students strongly agreed that completing assignments for a class affects their grade. POST 86% of students strongly agreed that completing assignments for a class affects their grade. © 2011 by Tracy Calimquim & Camille Sta Elena

12 Positive Attitudes Prevail! PRE 95% of students agreed or strongly agreed that attending school every day affected their grades. POST 97% of students agreed or strongly agreed that attending school every day affected their grades. © 2011 by Tracy Calimquim & Camille Sta Elena

13 Increase in Attitudes © 2011 by Tracy Calimquim & Camille Sta Elena

14 Increase in Attitudes © 2011 by Tracy Calimquim & Camille Sta Elena

15 Increase in Knowledge BIG increase in students who know the required semester units for Lab Science! Answer: 4 © 2011 by Tracy Calimquim & Camille Sta Elena

16 Increase in Knowledge NOTABLE increase in students who know the recommended units for Lab Science! Answer: 6 © 2011 by Tracy Calimquim & Camille Sta Elena

17 Increase in Knowledge HUGE increase in students knowing the minimum grade needed on an A-G course HUGE increase in students knowing the minimum grade needed on an A-G course Answer: C- © 2011 by Tracy Calimquim & Camille Sta Elena

18 Increase in Skills SIGNIFICANT increase of students who can identify a non A-G course on a schedule! Answer: Unifying Algebra & Geometry I © 2011 by Tracy Calimquim & Camille Sta Elena

19 With Increases in Attitudes, Knowledge, and Skills… We aim to affect Student Behavior so students will…  Raise their grades  Enroll in more A-G Courses Which will influence Achievement-Related Data…  By changing course enrollment patterns Which will impact Achievement Data…  By increasing GPA  By increasing the completion of college-prep requirements and college-eligibility rates © 2011 by Tracy Calimquim & Camille Sta Elena

20 Results Data—What Has Happened © 2011 by Tracy Calimquim & Camille Sta Elena

21 Vision Data—What We Are Aiming For With knowledge about courses that fulfill the A-G requirements, we expect fewer students will take non A-G courses. © 2011 by Tracy Calimquim & Camille Sta Elena

22 Vision Data—What We Are Aiming For With knowledge of A-G requirements, we expect college-eligibility rates to rise. © 2011 by Tracy Calimquim & Camille Sta Elena

23 Perceptions of the Lesson “I feel more prepared to take on high school.” ~ 9 th -grade student “Now I know what I need to do to go college!” ~ 9 th -grade student athlete “The information was very valuable and I plan to use it to remind my students of the bigger picture.” ~ CORE teacher © 2011 by Tracy Calimquim & Camille Sta Elena

24 In Summary  Students were able to make the connection between rigorous course work to college and career readiness.  Students received valuable information about how the A-G courses align with high-school graduation requirements. © 2011 by Tracy Calimquim & Camille Sta Elena

25 Limitations  Scheduling issues split the lesson into two days  limited time to have in-depth discussions  student absences  schedule conflict with other school-wide events during CORE  Certain components on the pre/post-test were not covered in the lesson © 2011 by Tracy Calimquim & Camille Sta Elena

26 What We Learned  Have a discussion with administration and other staff members to see if we can do the lesson during a class period  Give the pre-test a week earlier rather than making it the beginning of the lesson © 2011 by Tracy Calimquim & Camille Sta Elena

27 Next Steps  Present data to administration to encourage collaborative efforts for improving college eligibility data  Follow-up with 9 th -graders’ “Course Request” forms for next year’s courses to monitor enrollment into college-prep requirements  Continue monitoring completion of college-prep requirements for 9 th graders until 2014 © 2011 by Tracy Calimquim & Camille Sta Elena

28 Thank you to the principal, Mr. Madden, the school counseling staff, especially Mr. Johnson & Ms. McDonald, and the 9 th -grade CORE teachers for their collaboration and support. And of course, thank you to all the students who helped make this experience amazing! © 2011 by Tracy Calimquim & Camille Sta Elena

29 The school counseling program is contributing in a meaningful way to the academic achievement of all students. Thank you for your support of the school counseling program. © 2011 by Tracy Calimquim & Camille Sta Elena


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