REVISED - 9. Core Curriculum Results Report

We selected three core curriculum lesson plans to analyze and to collect data. We chose to represent three different grade levels in order to capture a comprehensive picture of the core curriculum that we offer to all students throughout high school. All three lessons are directly linked to our vision, mission, program goals, and mindsets and behavior standards.

In 9th grade, 250 students participated in a career and educational planning unit in their physical science class. One component of the lesson requires students to learn about their specific learning style and explore different ways they can use this knowledge to their advantage for school success.

Perception data based on the pre/post test indicated that, at the conclusion of the lesson, 98% of the students were able to identify their learning style, and 94% of 9th graders were able to identify a specific study strategy consistent with their learning style. After analyzing this data, the counselors believe that the 9th grade students are able to use their increased knowledge about their learning style to study more effectively to earn passing grades, and graduate from high school. Outcome data revealed 93.1% of 9th graders received at least 6 credits at the conclusion of their 9th grade year, making them on track for graduation. In the future, the students who did not earn enough credits will need to be met with on an individual basis to create an individualized plan. Based on this data, we will continue delivering this lesson to 9th graders so they can identify their learning style and positive study strategies at the beginning of their high school career.

In 10th grade, 238 students participated in a two day career and educational planning unit in their science class. Students learn about reading transcripts, RU Ready 4 year plans, scholarship eligibility, and preparation for junior registration. Perception data based on the pre/post test indicated that, at the conclusion of the lesson, 100% of the students were able to better read their transcript, 100% of the students were able to correctly update their 4 year plan and 100% felt they were better prepared to register for their junior classes. After analyzing the data, the counselors believe that the 10th grade students are better prepared for their last 2 and ½ years of high school. They have updated their 4 year plan, looked over their transcripts and discussed the courses they need to meet the Red River graduation requirements and the North Dakota scholarship requirements.

Outcome data revealed 92.8% of 10th graders received at least 12 credits at the conclusion of their 10th grade year, making them on track for graduation. Based on these results we plan to continue with the 10th grade unit so students will be better prepared as sophomores to focus on graduation. Counselors plan to follow-up with the students who are not on track for graduation to establish a graduation plan.

In 11th grade, 279 students participated in a two day career and educational planning unit in the United States History classes (1 day in the fall and 1 in the spring) . Students learn about testing opportunities, test preparation, the process for identifying a post-secondary path, and special considerations for selecting courses for their senior year.

Following the junior year lessons, our perception data collected on our pre/post tests showed there was a 2% increase in the amount of students who were on track to graduate in four years and there was a 4% increase in the number of students who could identify the courses needed to fulfill graduation requirements.

After analyzing the data, counselors confirmed that by having students participate in the junior career/educational planning unit, juniors are better prepared to select the most appropriate courses needed to achieve graduation. Furthermore they are better able to make an appropriate post-secondary plan for their future. For example, our perception data indicates an 8% decrease in the number of students who selected the four year college option from the pre to post test. We believe this can be attributed to students making a more informed decision based on the information presented regarding the post-secondary options.

Outcome data revealed that 94.5% of eleventh graders earned a minimum of 18 credits at the conclusion of their 11th grade year, indicating they were on track for graduation. Based on these results we plan to continue the 11th grade unit so students will be better prepared as seniors to focus on graduation.

Table for Lesson 3 REVISED

Grade Level: Grade 9

Lesson Topic: 9th grade Educational and Career Planning Unit

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M 5, B-LS 7, B-SMS 6

Start/End: October 3-19

Process Data (Number of students affected): 274 students

Perception Data (Surveys or assessments used): Pre and Post evaluations were used consisting of three true or false questions. The average pre to post evaluation increase for the 3 questions was 12%. Question 1 addressed whether students could identify their learning style. 98% of students answered question 1 correctly on the post-test. Question 2 addressed being able to identify a study strategy consistent with their learning style. 94% of students answered question 2 correctly. Question 3 addressed the relationship between knowing their learning style and academic success. 97% of students answered question 3 correctly on the post-test.

Outcome Data (Achievement, attendance, and/or behavior data): For outcome data, we are striving to ensure that all students in all grades earn a minimum of 6 credits each school year to be on pace to graduate with 24 credits. 93.1% of 9th grade students earned at least 6 credits during their 9th grade school year. Only 18 students earned fewer than 6 credtis prior to the start of their 10th grade year.

Implications: Students have gained a basic understanding of their learning style and how they can use this knowledge to help them be successful in high school. It seems the lesson was successful because the students' knowledge and beliefs about learning styles increased from the pre-test to the post-test. Using our outcome data, we were able to follow-up with students who did not earn 6 credits after their 9th grade year and funnel them into our "credit efficiency" goal. The learning style lesson may now be given at the middle school level, so in the future, I plan to build my lesson based on what the students may already know about their learning style from middle school.

Attachments

Grade Level: Grade 10

Lesson Topic: 10th grade Educational and Career Planning Unit

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M 4 B-LS 9

Start/End: November 8 to December 1st

Process Data (Number of students affected): 287 students

Perception Data (Surveys or assessments used): Pre and Post Evaluations were used consisting of three true and false questions. The average pre to post increase was 40%. Question 1 assessed student's knowlege of the content of their transcript. 100% of the students correctly answered question 1 on the Post Test. Question two asked students if the students could update their four year plan. 100% of students indicated that they were able to update the four year plan. Question three asked about their preparedness for registering for junior courses. 100% of students believe they are better prepared in choosing courses for their junior year.

Outcome Data (Achievement, attendance, and/or behavior data): For outcome data, we are striving to ensure that all students in all grades earn a minimum of 6 credits each school year to be on pace to graduate with 24 credits. 92.8% of 10th grade students earned at least 6 credits during their 10th grade school year.. Only 19 students earned fewer than 12 total credtis prior to the start of their 11th grade year.

Implications: Based on the data, 10th grade students gained a basic understanding of transcript content, four year plan updating and a preparedness for course selections for thier junior year. The Pre and Post evaluation data was extremely helpful in showing that our students can use RU Ready for creating a four year plan and can take that information to plan future courses that they will be taking.

Attachments

Grade Level: Grade 11

Lesson Topic: Junior Educational/Career Planning Unit

Lesson was Presented in Which Class/Subject:

ASCA Domain, Mindsets & Behaviors Standard(s): M 4, B-LS 9

Start/End: October 6th, 2016 and February 14th-15th, 2017

Process Data (Number of students affected): 279 students

Perception Data (Surveys or assessments used): Pre-Post Test: The perception data confirms that our juniors are well prepared to meet the high school graduation requirements and make a plan for their future. Following the junior lesson our perception data showed:
1) There was a 2% increase in amount of students who were on track to graduate in 4 years.
2)There was a 4% increase in the number of students' who could identify the courses needed to fulfill their graduation requirements
3) There was an 8% increase in the amount of students who knew how to narrow their list of colleges using College Finder.
4) All students now believe that their individual interests are an important factor when considering their college and/or career plans. This represents a 2% increase.
5)There was an 8% decrease in students who believe they would attend a 4 year college. There was a 2% decrease in students who were undecided about post-secondary plans. We noticed a significant increase (6%) in number of students who believed they would attend a 2-year college. We noted small increases (1-2% each) in amount of students who believe they would obtain on the job training, get a job, or enlist in the military after high school.

Outcome Data (Achievement, attendance, and/or behavior data): Achievement: Increase Graduation Rate

Implications: The perception data indicates that juniors increased their knowledge of graduation requirements and how to make sure they were on track to graduate in 4 years. We believe that calling this to students' attention in the fall of the year prompted students to take action and earn the credits necessary. This gave students who were lacking the necessary credits time to utilize resources such as credit recovery to get back on track. As an increased number of students learned how to narrow their college search, we believe this had a positive impact on their ability to also identify the proper classes and earn the necessary credits as it related to college admission requirements. Finally, perception data showed students considered options other than attending a 4-year college more seriously. We believe this was a direct result of our classroom presentations in which we highlighted the multiple post-secondary options such as: 2 year college, on the job training or military. We will continue to present these lessons in the future in order to increase our graduation rate further.

Attachments