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Riverside Polytechnic High School (2017)

Riverside, CA

Academic Achievement
College Readiness
Dropout Prevention
Transitions
Urban School Counseling

School Counseling Core Curriculum Results Report

Prior to core curriculum lesson on the Free Application for Federal Student Aid (FAFSA) only 45% of students knew what the FAFSA was, 43% knew what a California Grant (Cal Grant) was, 24.4% knew how to file a FAFSA or Cal Grant, .8% knew the different types of financial aid, .9% knew when they needed to file a FAFSA. After the lesson was delivered,91.7% of students know what the FAFSA is, 94.5% know what a California Grant (Cal Grant) is, 98.3% know how to file a FAFSA/Cal Grant, 98% know the different type of financial aid, and 98.36% know when they need to file a FAFSA. In 2014-2015 74.5% of seniors completed the FAFSA. After the lessons we had an increase of 5% which put us at 79% FAFSA Completion. Next year counselors will deliver FAFSA lessons earlier in the year. As a data informed counseling team, counselors realize that less than 25% of students know how to file. Therefore, next year more emphasis will be placed on filing assistance.

Prior to the Preliminary Scholastic Achievement Test (PSAT) core curriculum lesson only 40% of students knew what the PSAT. Only 20% knew how interpret their PSAT scores prior to the lesson and 99% knew how to interpret their scores after the lesson was delivered. 32.8% knew how to obtain PSAT Prep prior to the lesson and 99.6% knew after the lesson was delivered. 59.3% knew which tests were needed for college admissions, and 99.8% knew which tests were needed after the lesson was delivered. Achievement data showed that in 2014-2015 68.9% of juniors were on track for graduation. After the lesson was delivered 71.8% of juniors were on track for graduation. This was a 2.2% increase from the previous year. In 2014-2015 78.7% of sophomores were on track for graduation. In 2015-2016, 67.7% of sophomores are on track for graduation.

During the 2014-2015 school year, Poly High School received 100 SAT fee waivers a year with only two thirds of them used. During the 2015-2016 school year, Poly received 300 SAT Fee waivers. 240 of the 300 SAT waivers were used (80%). This by far exceeded the usage from previous years; thus, we had over a 50% increase in the percentage of students preparing themselves for college by taking the SAT as a result of counselors.

There was a 10.9% decrease from 2014-2015 to 2015-2016 school year in the percent of sophomores on track for graduation. There are several reasons for this decrease. First, this class was affected by the change in career technical education (CTE), fine art, and foreign language which were instituted in the 2015-2016 school year. Secondly the district switched from Algebra 1, Geometry, and Algebra II, to Integrated Math (Common Core Math). The change in math caused the biggest drop with integrated math failure being high across the district. It is common to have obstacles when a new core class is changed so drastically in curriculum. Poly had added Integrated Math tutoring for all students.


Data from the Registration/Orientation & Bullying/Cyber-bullying Core Curriculum Lesson indicates that 91.8% of juniors know how to register for courses. That increased to 99.5% after the lesson was delivered. Prior to the lesson 91.8% of juniors knew how to register for summer school. After the lesson was delivered 98.4% of students knew how to register for summer school. Prior to the lesson only 35.8% of students knew how to report bullying/cyber bullying. After the lesson was delivered 98% of students knew how to report. 92.1% of students found the information on bullying helpful. In 2014-2015 68.9% of juniors were on track for graduation. After the lesson was delivered 71.8% of juniors were on track for graduation. This was a 2.2% increase from the previous year. In 2014-2015 there were 340 documented office referrals by the Assistant Principal of Discipline on Bullying/Cyber-bullying incidents reported among juniors (51.7%). Which means that half of the junior class experienced bullying/cyber-bullying. In 2015-2016 there were 37 (5.5%) incidents documented office referrals by the Assistant Principal of Discipline, which is a decrease of 46.2%. It is noted that the lessons on bullying and cyber bullying were instrumental in aiding the 46.2% decrease in documented officer referrals for bullying. Therefore, this is a lesson that will continue to be implemented in the following school year. It will also be delivered as a stand alone lesson and not paired with another one.

Grade Level: 12

Lesson Topic: FAFSA/Dream Act

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Mindset 4 Behavior Learning Strategy 7 Behavior Social Skills 12 Common Core State Standards Speaking and Listening Standard 2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) about how attendance and grades leads to meeting graduation requirements and thus to career goals and noting any discrepancies among the data.

Start/End: 1/14/16-1/15/16

Process Data (Number of students affected): 626

Perception Data (Surveys or assessments used): FAFSA Pre Test Questions

1) I know how to file the FAFSA (YES=280, NO=331)
2) I know what a Cal Grant is (YES=274, No=350)
3) I know how to file the FAFSA or Cal Grant (Yes=123, NO=501)
4) I know the different types of financial aid (YES=50, NO=562)
5) I know when to file the FAFSA/Dream Act (Yes=52, No=568)

FAFSA Post Test Questions
1) I know how to file the FAFSA (YES=568, NO=51)
2) I know what a Cal Grant is (YES=570, No=33)
3) I know how to file the FAFSA or Cal Grant (Yes=591, NO=10)
4) I know the different types of financial aid (YES=593, NO=12)
5) I know when to file the FAFSA/Dream Act (Yes=601, No=8)

Prior to core curriculum lesson only 45% of students knew what the FAFSA was, 43% knew what a California Grant (Cal Grant) was, 24.4% knew how to file a FAFSA or Cal Grant, .8% knew the different types of financial aid, .9% knew when they needed to file a FAFSA/Dream Act. Results: After Core Curriculum Lesson was delivered 91.7% of students know what the FAFSA is, 94.5% know what a Cal Grant is, 98.3% know how to file a FAFSA/Cal Grant, 98% know the different type of financial aid, 98.36% know when they need to file a FAFSA/Dream Act

Outcome Data (Achievement, attendance, and/or behavior data): Achievement Data: In 2014-2015 98.7% of seniors were on track for graduation. In 2015-2016 98.9% were on track for graduation showing a .2 increase. During 2014-2015 school year 74% of students submitted the FAFSA. After our core curriculum lessons on FASFA/Dream Act, we had an increase of 5% and this year 2015-2016 our FAFSA completion rose to 79%. We were 1% under the target for the county of 80% county wide.

Implications: Students took the survey on their phones. Not all students have QR readers or phones, therefore some took the survey and others didn't. The teacher submitted an attendance report for the class and any absent students were called in by the counselor to go over information missed. The counseling team will bring paper/pencil tests during next year's core curriculum lessons for those students who do not have a phone or QR reader.

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Grade Level: 10 & 11

Lesson Topic: PSAT Interpretation

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): Academic Category 1: Mindset Standards 4. Understanding that post-secondary education and life-long learning are necessary for long-term career success 6. Set high standards of quality 8. Actively engage in challenging coursework Category 2: Behavior Standards 1. Demonstrate critical-thinking skills to make informed decisions 7. Identify long- and short-term academic, career and social/emotional goals Common Core Standard: Speaking and Listening Standard 2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) about how attendance and grades leads to meeting graduation requirements and thus to career goals and noting any discrepancies among the data.

Start/End: December 7-10,2015

Process Data (Number of students affected): 10th=720 11th= 664 Total:1384

Perception Data (Surveys or assessments used): PSAT Pre Test
1) I know what the PSAT is (Yes=552, NO=801)
2) I know about the national merit scholarship? (Yes=236, No=905)
3) I know how to interpret my PSAT scores (Yes=126, No=1202)
4) I know how to get SAT Prep (Yes=436, No=891)
5) I know which tests I need to take for college admissions eligibility (Yes=778, No= 532)

PSAT Post Test
1) I know what the PSAT is (Yes=1337, NO=41)
2) I know about the national merit scholarship? (Yes=1356, No=12)
3) I know how to interpret my PSAT scores (Yes=1372, No=6)
4) I know how to get SAT Prep (Yes=1375, No=5)
5) I know which tests I need to take for college admissions eligibility (Yes=1372, No= 2)

Prior to the core curriculum lesson only 40% of students knew what the PSAT was as compared to 97% after the core curriculum lesson. Only 20% knew how interpret their PSAT scores prior to the lesson and 99% knew how to interpret their scores after the lesson was delivered. 32.8% knew how to obtain PSAT Prep prior to the lesson and 99.6% knew after the lesson was delivered. 59.3% knew which tests were needed for college admissions, and 99.8% knew which tests were needed after the lesson was delivered.

Outcome Data (Achievement, attendance, and/or behavior data): From 2014-2015 to 2015-2016 school year there was a 10.9% decrease in the percent of sophomores on track for graduation. There are several reasons for this decrease. First, this class was affected by the change in elective, fine art, and foreign language which were instituted in the 2015-2016 school year. Secondly, the district switched from Algebra 1, Geometry, and Algebra II, to Integrated Math (Common Core Math). The change in math caused the biggest drop due to a high failure rate across the district in Integrated Math. It is common to have obstacles when a new core class is changed so drastically in curriculum. Poly High School had added Integrated Math tutoring for all students. In 2014-2015 68.9% of juniors were on track for graduation. After the lesson was delivered 71.8% of juniors were on track for graduation. This was a 2.2% increase from the previous year. In 2014-2015 78.7% of sophomores were on track for graduation. In 2015-2016, 67.7% of sophomores are on track for graduation. During the 2014-2015 school year Poly received 100 SAT fee waivers a year with only two thirds of them being used (90 SAT). During 2015-2016 school year we ran out of waivers TWICE during the year and had to reorder. Thus, for the 2015-2016 school year 300 SAT Fee. 240 of the 300 SAT waivers were used (80%). This by far exceeded the usage from previous years. Thus, we had over a 50% increase in the percentage of students preparing themselves for college by taking the SAT as a result of Counselors.

Implications: When we collected surveys we didn't separate the grades. Therefore data gleamed includes 10th and 11th graders. Next year we will have a grade drop down menu from which students can select their grade so that we can filter out responses by grade level. Students took the survey on their phones. Not all students have QR readers or phones, therefore some took the survey and others didn't. The teacher submitted an attendance report for the class and any absent students were called in by the counselor to go over information missed. The counseling team will bring paper/pencil tests during next year's core curriculum lessons for those students who do not have a phone or QR reader.

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Grade Level: 11

Lesson Topic: Junior Registration & Orientation

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being 4. Understanding that postsecondary education and life-long learning are necessary for long-term career success 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes 7. Identify long- and short-term academic, career and social/emotional goals 8. Actively engage in challenging coursework 10. Participate in enrichment and extracurricular activities Speaking and Listening Standard 2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) about how attendance and grades leads to meeting graduation requirements and thus to career goals and noting any discrepancies among the data. Speaking and Listening Standard 2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) about a conflict or disagreement in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Start/End: 2/8/16-2/9/16

Process Data (Number of students affected): 664

Perception Data (Surveys or assessments used): Junior Pre Test
1) Do you know how to sign up for classes (Yes=563, No=50)
2) Do you know how to sign up for summer school? (Yes=583, No=52)
3) Do you know how to report bullying & cyber-bullying (Yes=236, No=422)


Junior Post Test
1) Do you know how to sign up for classes (Yes=659, No=3)
2) Do you know how to sign up for summer school? (Yes=651, No=10)
3) Do you know how to report bullying & cyber-bullying (Yes=641, No=13)
4) The information on bullying & cyber bullying was helpful (Yes=659, No=2)

Outcome Data (Achievement, attendance, and/or behavior data): Achievement Data: In 2014-2015 68.9% of juniors were on track for graduation. After the lesson was delivered 71.8% of juniors were on track for graduation. This was a 2.2% increase from the previous year. Behavior Data: In 2014-2015 there were 340 documented office referrals by the Assistant Principal of Discipline on Bullying/Cyberbullying incidents reported amongts juniors (51.7%). Which means that half of the junior class experienced bullying/cyberbullying. In 2015-2016 there were 37 (5.5%) incidents documented office referrals by the Assistant Principal of Discipline, which is a decrease of 46.2%.

Implications: The data informed the team that most juniors have a good understanding of how to sign up for courses and summer school. Therefore, next year the team wont dedicate the majority of time on that. It was helpful to know that not many students knew their options when reporting bullying/cyber-bullying. Therefore this will be a focus for the following school year to provide a stand alone lesson on Digital Footprint and allow counselors to spend more time touching on this subject. Students took the survey on their phones. Not all students have QR readers or phones, therefore some took the survey and others didn't. The teacher submitted an attendance report for the class and any absent students were called in by the counselor to go over information missed. The counseling team will bring paper/pencil tests during next year's core curriculum lessons for those students who do not have a phone or QR reader.

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