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Nanakuli High & Intermediate School (2017)

Waianae, HI

Academic Achievement
College Readiness
Postsecondary Preparation
Transitions

School Counseling Core Curriculum Results Report

Goal 1: Increasing Early College Participation

To increase the college going rate, counselors collaborated with University of Hawaii system colleges to provide students the opportunity to take dual credit courses (earn high school and college credit simultaneously) and early college courses to earn college credit. Counselors also implemented lessons, helping students understand that post-secondary education and lifelong learning are necessary for long-term career success.

The high school expectations lesson helped students identify their post high school plans and created an awareness for college/career planning. 149 students of 211 total students reported that they wanted to go to college (class of 2019 and 2018). The lesson on choosing high school courses, encouraged students to choose courses related to their post high school plans. Students planning to go to college were encouraged to take college preparatory courses (AP or Dual Credit) with the hopes that they would continue to go to college after high school. 13% of the class of 2018 students signed up for college preparatory courses which is approximately 23 students of 175 total students.

We met our goal for school year 2015-2016. We had 61 students who took a dual credit course, which exceeded our goal of 100% (24 students in 2014-2015). Our result was 254% increase of dual credit enrollment for school year 2015-2016. We will continue to create an awareness of college courses through whole class lessons and small group lessons. By looking at students’ GPA and Academics we will continue to strive in increasing the number of students that take college courses by 100% for the years to follow.

Goal 2: Promoting Positive Attendance

We found that students’ academics and potential to graduate was affected by their tardiness. To prevent tardies our school's tardy committee came up with a tardy lock out procedure (2014-2015). According to eSIS, data base for HI state DOE, in 2014-2015 there were 12,585 tardies in semester 1 and 15,916 tardies in semester 2. To decrease the number of tardies by 5% in the high school, counselors implemented lessons related to high school expectations and planning for success. Counselors also facilitated team meetings, collaborating with teachers to address excessive tardies and/or absences on a weekly basis.

In the Planning for Success lessons, students learned about the importance of graduating high school and understanding that post-secondary education and lifelong learning are necessary for long-term career success. Counselors looked at Academics, Attendance, Behavior, College and Career. Students made personal connections; relating these concepts to their post high school successes.

We met our tardy goal for this school year. From Semester 1 to Semester 2, the amount of tardies decreased by 6%. There were 2,079 tardies in the first Semester and 1,958 tardies in Semester 2; according to the school’s lockout data.

We will continue to work with our students during whole class lessons so all students continue to receive the necessary tools to be successful in high school and beyond. We will continue to help students make personal connections related to their attendance and post high school plans. Students shall receive the necessary tools to understand that high school is important for their future success.

Goal 3: Promoting Positive Behavior

The counselors reviewed the school data for suspension. We had 60 total suspensions for school year 2014-15. We felt that since we had the same group of students for 6 years, our counseling department has an advantage to prepare our students socially, emotionally and academically. We focused on preparing our younger generation for intermediate completion and high school transition. Through classroom guidance lessons, intermediate students learned the importance of education. Students learned about Academics, Attendance, Behavior, College and/or Career. The counselors implemented lessons related to high school expectations. Students learned that they are responsible for their actions, which will impact their life successes.

Data on suspension shows that the suspension rate has decreased for 7th and 8th grade suspensions. In 2014-2015 we had 60 suspensions at the end of that school year. In 2015-2016 there were 37 suspensions at the end of the school year. There was a 49% decrease in suspensions from school year 2014-2015 to 2015-2016. The counselors will continue to work with the intermediate students in the classroom setting. We will strive to help all students understand that intermediate school is just as important as high school because it is a step towards graduating high school. We will continue to work with students on their behavior because we believe that behavior can affect academics and students’ potential to graduate.

Grade Level: Grade 9 (Class of 2019) and Grade 10 (2018)

Lesson Topic: Planning for Success/High School Expectations

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M.1 M.3 M.4 M.6 LS.5

Start/End: September 1-30, 2015

Process Data (Number of students affected): 296

Perception Data (Surveys or assessments used): Pre and Post Test:
“What is the minimum credits you need to graduate?” reported a 23.5% increase. “What minimum GPA are colleges looking for?” reported a 54.5% increase.

Getting to know you survey:
“What do you plan on doing after high school?” reported 32.7% of students want to go to work and college. 31.3% of students want to go to University. 6.6% of students want to go to community college.

Outcome Data (Achievement, attendance, and/or behavior data): After first semester grades: 84% of the class of 2019 students were on track to be promoted to grade 10 for school year 2016-2017. 75% of the class of 2018 were on track to be promoted to grade 11 for school year 2016-2017. After 3rd Quarter grades: 73% of the class of 2019 students were on track to be promoted to grade 10 for school year 2016-2017. 80% of the class of 2018 were on track to be promoted to grade 11 for school year 2016-2017. After Semester 2: 87% of the class of 2019 students were on track to be promoted to grade 10 for school year 2016-2017. 79% of the class of 2018 were on track to be promoted to grade 11 for school year 2016-2017. From Semester 1 to Semester 2, the amount of tardies decreased by 6%. There were 2,079 tardies in the first Semester and 1,958 tardies in Semester 2; according to the school’s lockout data.

Implications: We were thrilled by our outcome data because it shows that we were able to create an awareness of student success and high school expectations. We will continue to work with our students to assist them towards graduating on time. We will also continue to use this lesson to build upon students’ knowledge on the importance of attending high school and each students’ future success. We may consider doing hands on activities to assist students in applying what they learned so they can showcase their knowledge.

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Grade Level: Grade 9 (Class of 2019) and Grade 10 (Class of 2018)

Lesson Topic: Planning for Success, your future: Registering for classes school year 2016-2017

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M.4 LS.7 SMS.1 SMS.3

Start/End: January 11-29, 2016

Process Data (Number of students affected): 296

Perception Data (Surveys or assessments used): Registration Forms:
23 students from the class of 2018 registered for AP English courses or dual credit (college preparatory courses).

18 students from the class of 2019 enrolled into Honors English and 26 student from the class of 2018 enrolled into Honors English for the school year 2017-2018.

Outcome Data (Achievement, attendance, and/or behavior data): 13% of class of 2018 students enrolled in college preparatory courses at the end of School Year 2015-2016 (Advance Placement and/or Dual Credit). In school year 2015-2016, 61 students completed a college course, which is more than 100% increase from 24 students in school year 2014-2015. After first semester grades: 84% of the class of 2019 students were on track to be promoted to grade 10 for school year 2016-2017. 75% of the class of 2018 were on track to be promoted to grade 11 for school year 2016-2017. After 3rd Quarter grades: 73% of the class of 2019 students were on track to be promoted to grade 10 for school year 2016-2017. 80% of the class of 2018 were on track to be promoted to grade 11 for school year 2016-2017. After Semester 2: 87% of the class of 2019 students were on track to be promoted to grade 10 for school year 2016-2017. 79% of the class of 2018 were on track to be promoted to grade 11 for school year 2016-2017. From Semester 1 to Semester 2, the amount of tardies decreased by 6%. There were 2,079 tardies in the first Semester and 1,958 tardies in Semester 2; according to the school’s lockout data.

Implications: We were pleased of the number of students that turned in their registration forms. We were also amazed at the increase of students who are now enrolled into the college preparatory courses. It seems like our classroom lessons have assisted students with the awareness of Advance Placement Classes and Dual Credit Courses. We will continue to work with students in whole group, small group and individual counseling so students will be aware of the benefits of choosing appropriate classes related to their post high school goals. We may consider grouping students by Grade Point Average so all students with potential GPA status can learn about college preparatory courses.

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Grade Level: Grade 7 (Class of 2021) and Grade 8 (Class of 2020)

Lesson Topic: Middle School Expectations; Introduction of Counselors

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M.1 M.2 M.4 M.6 LS.5 SMS.1 SMS.2 SMS.7 SMS.9

Start/End: August 1-31, 2015

Process Data (Number of students affected): 592

Perception Data (Surveys or assessments used): Pre and Post Test:
“Where are the intermediate Counselors located?” reported a 16% increase. “What is confidentiality?” reported a 61.6% increase. “How many credits do you need to pass in the intermediate?” reported 45.8% increase.

Outcome Data (Achievement, attendance, and/or behavior data): After reviewing the data on suspension at the end of the school year, the suspension rate has decreased for 7th and 8th grade suspensions. In 2014-2015 we had 60 suspensions at the end of that school year. In 2015-2016 there were 37 suspensions at the end of the school year. There was a 49% decrease in suspensions from school year 2014-2015 to 2015-2016.

Implications: We were elated by our outcome data because it shows that the students were aware of middle school expectations and their choices to be successful. We will continue to work with our students to help with their promotion to high school. In the future, we may consider doing a pre and post test with multiple choice answers so that it would be easier to analyze the student responses. We may also consider teaching students about the importance of high school in relation to their middle school academics. The pre and post test that we did had short answer and multiple choice answers, so it was difficult to analyze the short answer data.

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