The freshmen orientations were successful as the survey data revealed an increase of at least 25% in each area measured. One of the most notable data point was that 100% of the freshmen knew the graduation requirements by the end of the presentation. Additionally, there was a 182% increase in the number of freshmen that knew the GPA requirement for the state scholarships.

We were surprised to discover that the freshmen had a 1% decrease in the number of students earning a 3.0 GPA at the end of the school year as compared to the freshmen in the 2015-16 school year. We anticipated an increase in the number of freshmen earning a 3.0 GPA since we moved from a 7 point grading scale and adopted the 10 point grading scale. In essence, the requirements for earning a higher GPA were lower than previous years. Therefore, a “B” average was 85% for the freshmen in 2015-16 whereas a “B” average for the freshmen in 2016-17 was 80%. With a decrease of five percentage points, we anticipated a significant number of freshmen earning a 3.0 GPA or better. Additionally, the freshmen had an extra support system with the College Support Specialist which was funded by the GEAR UP grant. Unlike the previous freshmen, they had free math tutoring during lunch and after school.

Based on the results of the survey, we will continue to conduct the Freshmen Orientations. We will also continue to present the information as a classroom guidance lesson and explore additional mindsets and behaviors to target. To encourage more freshmen to earn a 3.0 GPA, we will add a slide to our presentation to let them know the number of freshmen that earned a 3.0 GPA in the previous year and encourage and empower them to supersede that number. In the past, adding a visual cue and encouraging healthy competition made a difference in our data. We will also explore the possibility of adding a small study skills group for freshmen.

The Junior Individual Graduation Plan meetings were successful as the parents and students rated the overall conference experience as a 3.88 on a 4.00 Likert Scale. The parents and students also rated that they were provided ample opportunity to ask questions during the conference as 3.91 on a 4.00 scale. Finally, the parents and students rated that they felt comfortable contacting their school counselor for further information as 3.92 on a 4.00 scale. The data clearly indicated that we are making a positive difference in the lives of our students as a result of our involvement and interventions as well as our ability to continually focus on our vision, mission, goals, beliefs, mindsets and behaviors.

Based on the results of the survey from parents and students, we will continue to conduct the Junior Individual Graduation Plan meetings. We did note one improvement due to the question of how to find volunteer opportunities in our local area. As a result, a link to local volunteer opportunities was placed on the Junior Naviance page.

The College Application Day was a success as there was a 21% increase in the number of seniors requesting that their transcripts be sent to a college as compared to the seniors in the class of 2016. There was also an 11% increase in the number of FAFSA forms submitted and a 13% increase in the number of FAFSA forms completed as compared to the class of 2016. Furthermore, the seniors increased the scholarships awarded by 26% as compared to the class of 2016. Lastly, the number of seniors graduating with a 3.0 GPA or better increased by 17% as compared to the class of 2016. Thus, 178 seniors (out of 330 seniors) were eligible for the state scholarships. In essence, over 54% of the seniors in the class of 2017 were eligible to receive a scholarship from the state.

Based on the data, we will continue to host College Application Day and partner with colleges around the state. Due to the College Application Day, our school set a record of receiving $18.5 million in scholarships. However, the one area of improvement was collecting data from the seniors about their experiences on College Application Day. A senior survey was administered to the students by our state to ascertain how many seniors participated, however we needed to develop our own data instrument to ascertain what the students learned, how their knowledge and skills improved and what can we do to improve the College Application Day experience.

Grade Level: 9

Lesson Topic: Freshmen Class Orientations

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): ASCA Mindsets & Behaviors (Domain/Standard): Mindsets: 3. Sense of belonging in the school environment 4. Understanding that postsecondary education and lifelong learning are necessary for long-term career success Behaviors: Learning Strategies 7. Identify long- and short-term academic, career and social/emotional goals. Self-Management Skills 1. Demonstrate ability to assume responsibility 8. Demonstrate the ability to balance school, home and community activities Social Skills 8. Demonstrate advocacy skills and ability to assert self, when necessary

Start/End: September 2-3, 2016

Process Data (Number of students affected): All freshmen students enrolled in the World Geography course received the presentation on September 2nd - 3rd.

Perception Data (Surveys or assessments used): A pre and post survey was completed by all participants


Pre/Post Survey Results:

The pretest data revealed that 55% of the freshmen knew who their counselor was and where he/she was located whereas 45% did not.

The post-test data revealed that 96% of the freshmen knew who their counselor was and where he/she was located whereas 4% did not.

75% increase

The pretest data revealed that 57% of the freshmen knew about the attendance policy whereas 43% did not.

The post-test data revealed that 79% of the freshmen knew about the attendance policy whereas 21% did not.

39% increase

The pretest data revealed that 33% of the freshmen knew the GPA was needed to earn the State LIFE Scholarship whereas 67% did not.

The post-test data revealed that 93% of the freshmen knew the GPA was needed to earn the State LIFE Scholarship whereas 7% did not.

182% increase

The pretest data revealed that 80% of the freshmen knew about the number of credits needed for graduation whereas 20% did not.

The post-test data revealed that 100% of the freshmen knew about the number of credits needed for graduation whereas 0% did not.

25% increase

Outcome Data (Achievement, attendance, and/or behavior data): Academic, attendance, and retention data for the freshman Class of 2020 was compared with the freshman Class of 2019. Academic: Number of 9th graders (Class of 2019) at the end 2015-16 with a 3.0 GPA or higher: 191 students Number of 9th graders (Class of 2020) at the end 2016-17 with a 3.0 GPA or higher: 190 students 1% decrease Retention: Number of 9th graders(Class of 2019) retained at the end of the 2015-16 school year: 37 students Number of 9th graders (Class of 2020) retained at the end of the 2016-17 school year: 45 students 22% increase Attendance: Number of 9th graders (Class of 2019) that missed five or more days of school for the 2015-16 school year: 68 students Number of 9th graders (Class of 2020) that missed five or more days of school for the 2016-17 school year: 45 students 34% decrease

Implications: The freshmen orientations were successful as the pre/post survey data revealed an increase of at least 25% in each area measured. One of the most notable data point is that 100% of the freshmen survey knew the graduation requirements by the end of the presentation. Additionally, there was a 182% increase in the number of freshmen that knew the GPA requirement for the South Carolina State scholarships. We were surprised to discover that the freshmen in the 2016-17 school year had a 1% decrease in the number of students earning a 3.0 GPA at the end of the school year as compared to the freshmen in the 2015-16 school year. We anticipated an increase in the number of freshmen earning a 3.0 GPA since we moved from the 7 point grading scale and adopted the 10 point grading scale for the 2016-17 school year. In essence, this meant that the requirements for earning a higher GPA were lower than previous years. In other words, a “B” average was 85% for the freshmen in 2015-16 whereas a “B” average for the freshmen in 2016-17 was 80%. With a decrease of 5 percentage points in the grading scale, we anticipated a significant number of freshmen earning a 3.0 GPA or better. In addition, the freshmen in the 2016-17 school year had an extra support system with the College Support Specialist which was funded by the GEAR UP grant. Unlike the previous freshmen, they had free math tutoring during lunch as well as free tutoring after school. To encourage more freshmen to earn a 3.0 GPA as the end of the school year, we will add a slide to our presentation to let them know the number of freshmen that earned a 3.0 GPA in the previous year and encourage and empower them to supersede that number. We will also explore the possibility of adding a small study skills group for freshmen students during the 2017-18 school year.

Attachments

Grade Level: 11

Lesson Topic: Junior Class Individual Graduation Plan (IGP) Meetings

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): ASCA Mindsets & Behaviors (Domain/Standard): Mindsets: 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 lifelong learning are necessary for long-term career success Behaviors: Learning Strategies 5. Apply media and technology skills 7. Identify long- and short-term academic, career and social/emotional goals. Self-Management Skills 5. Demonstrate perseverance to achieve long-and short-term goals 8. Demonstrate the ability to balance school, home and community activities 10. Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities Social Skills 1. Use effective oral and written communication skills and listening skills. 2. Create relationships with adults that support success

Start/End: November 2nd - December 18, 2016

Process Data (Number of students affected): All junior students and their parents met individually with their school counselor to review and receive information about their academic, career and personal/social goals on November 2 - December 18, 2016.

Perception Data (Surveys or assessments used): A junior conference evaluation was completed by juniors and their parents

Conference Evaluation Results:

Based on a 4 point Likert Scale:

4=strongly agree
3=agree
2=disagree
1=strongly disagree

Parent Responses:

The materials presented during the conference will assist my child in achieving their post-secondary goals.

***Average score: 3.81 out of 4.00

I was provided ample opportunity to ask questions during the Junior Conference.

***Average score: 3.89 out of 4.00

Following the Junior Conference, I feel comfortable contacting my child’s School Counselor for further information.

***Average score: 3.94 out of 4.00

How would you rate the overall Junior Conference experience?

***Average score: 3.86 out of 4.00

Student Responses:

The materials presented during the conference will assist me in achieving my post-secondary goals.

***Average score: 3.89 out of 4.00

I was provided ample opportunity to ask questions during the Junior Conference.

***Average score: 3.92 out of 4.00

Following the Junior Conference, I feel comfortable contacting my School Counselor for further information.

***Average score: 3.91 out of 4.00

How would you rate the overall Junior Conference experience?

**Average score: 3.88 out of 4.00

Overall Responses (Parents and students combined):

The materials presented during the conference will assist my child in achieving their post-secondary goals.

***Average score: 3.87 out of 4.00

I was provided ample opportunity to ask questions during the Junior Conference.

***Average score: 3.91 out of 4.00

Following the Junior Conference, I feel comfortable contacting my child’s School Counselor for further information.

***Average score: 3.92 out of 4.00

How would you rate the overall Junior Conference experience?

***Average score: 3.88 out of 4.00

Outcome Data (Achievement, attendance, and/or behavior data): Academic, attendance, and retention data for the juniors in the Class of 2017 was compared with the juniors in the Class of 2018. Academic: Number of 11th graders (Class of 2017) at the end 2015-16 with a 3.0 GPA or higher: 160 students Number of 11th graders (Class of 2018) at the end 2016-17 with a 3.0 GPA or higher: 148 students 8% decrease Retention: Number of 11th graders (Class of 2017) retained at the end of the 2015-16 school year: 80 students Number of 11th graders (Class of 2018) retained at the end of the 2016-17 school year: 72 students 10% decrease Attendance: Number of 11th graders (Class of 2017) that missed five or more days of school for the 2015-16 school year: 48 students Number of 11th graders (Class of 2018) that missed five or more days of school for the 2016-17 school year: 33 students 31% decrease

Implications: The Junior Individual Graduation Plan meetings were successful as the parents and students rated the overall conference experience as a 3.88 on a 4.00 Likert scale. The parents and students also rated that they were provided ample opportunity to ask questions during the conference as 3.91 on a 4.00 Likert scale. Finally, the parents and students rated that they felt comfortable contacting their school counselor for further information as 3.92 on a 4.00 Likert scale. The data clearly indicates that we are making a positive difference in the lives of our students as a result of our involvement and interventions as well as our ability to continually focus on our vision, mission, goals, beliefs, mindsets and behaviors. The one question that was asked on a consistent basis was how to find volunteer opportunities in our local area. As a result, a link to local volunteer opportunities was placed on the junior Naviance page for the 2017-18 school year.

Attachments

Grade Level: 12

Lesson Topic: College Application Day

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): ASCA Mindsets & Behaviors (Domain/Standard): Mindsets: 4. Understanding that postsecondary education and lifelong learning are necessary for long-term career success Behaviors: Learning Strategies 7. Identify long- and short-term academic, career and social/emotional goals. 9. Gather evidence and consider multiple perspectives to make informed decisions Self-Management Skills 1. Demonstrate ability to assume responsibility 10. Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities Social Skills 1. Use effective oral and written communication skills and listening skills. 3. Create relationships with adults that support success 8. Demonstrate advocacy skills and ability to assert self when necessary

Start/End: October 18, 2016

Process Data (Number of students affected): All seniors will enter the Media Center based on last names: AbuHashem – Ellerson (9 – 10:15am), English – Juarez Alvarez – (10:15 – 11:30am), Junious – Robbins (12:30 – 2:15pm) Robinson – Zarco-Hernandez (2:15 – 3:30pm).

Perception Data (Surveys or assessments used): An evaluation was completed by all seniors that attended the College Application Day. Data was also gathered from the senior end of the year survey.

Outcome Data (Achievement, attendance, and/or behavior data): The following data is a comparison to the students that graduated in June, 2016 to the students that graduated in June, 2017. Parchment Data (Requests to send transcripts to send a college/university: Number of transcript requests to a college or university for the Class of 2016: 1,358 requests Number of transcript requests to a college or university for the Class of 2017: 1,646 requests 21% increase Financial Aid Data gather from the Federal Student Aid Data Base: FAFSA submitted for the Class of 2016: 195 FAFSA submitted for the Class of 2017: 217 11% increase FAFSA completed for the Class of 2016: 173 FAFSA completed for the Class of 2017: 195 13% increase Estimated FAFSA completion rate for our School District as of June, 2016: 50-54% Estimated FAFSA completion rate for our Class of 2016 as of June, 2016: 63% Approximately 21% increase Estimated FAFSA completion rate for our School District as of June, 2017: 55-59% Estimated FAFSA completion rate for our Class of 2017 as of June, 2017: 59% Approximately 4% increase Scholarship Monies Awarded: Overall scholarship total for the Class of 2016: $14,589,206 Overall scholarship total for the Class of 2017: $18,445,417 26% increase State Scholarship Monies Awarded: (Students with an overall grade point average of 3.0 and above): Number of students eligible for the state scholarships for the Class of 2016: 153 students Number of students eligible for the state scholarships for the Class of 2017: 178 students 17% increase Number of students graduating: Number of students that graduated in the Class of 2016: 274 Number of students that graduated in the Class of 2017: 330 21% increase

Implications: The senior application day was a success as there was a 21% increase in the number of seniors in the class of 2017 requesting that their transcripts be sent to a college or university as compared to the seniors in the class of 2016. There was also an 11% increase in the number of FAFSA forms submitted and a 13% increase in the number of FAFSA forms completed as compared to the class of 2016. Furthermore, the seniors in the class of 2017 increased the scholarship monies awarded by 26% as compared to the class of 2016. Last, but not least, the seniors in the class of 2017 graduating with a 3.0 GPA or better increased by 17% as compared to the class of 2016. This means that 178 seniors (out of 330 seniors) were eligible for the South Carolina State scholarships. In essence, over 54% of the seniors in the class of 2017 were eligible to receive some type of scholarship from the state of South Carolina. The one area of improvement is collecting data from the seniors specifically about their experiences on College Application day. A senior survey is administered to the students by our state to ascertain how many seniors participated, however we need to develop our own data instrument to ascertain what students learned, how their knowledge and skills improved and what can we do to improve the college application day experience for our seniors.

Attachments