OLYMPIAN HIGH SCHOOL 350 or 380 Can SOPHOMORES

OLYMPIAN HIGH SCHOOL 350 or 380: Can SOPHOMORES Be Motivated to Aim Higher? Sample results of a guidance lesson about the CAHSEE

What Did We Do? Who: ~50 10 th Graders What: Received, 30 to 40 minute, CAHSEE presentation in the form of an argument; met California ELA standards When: December 5 th & 8 th 2011 Where: Salazar’s 4 th period, Estrada’s 6 th period (Accelerated & regular)

National Standards American School Counselor Association

National Standards American School Counselor Association Academic Development Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to. . .

National Standards American School Counselor Association Academic Development Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to. . . A: A 1: improved and effective learning in school

National Standards American School Counselor Association Academic Development Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to. . . A: B 1: improved academic self-concept

National Standards American School Counselor Association Academic Development Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to. . . A: B 2: establishing and achieving goals

Academic Literacy Plan Students used college readiness skills throughout the presentation with emphasis on: APPLICATION

State ELA Standards & ALP We led classes in the application of four skills taught during the unit.

State ELA Standards & ALP We led classes in the application of four skills taught during the unit. 1. LS 2. 6: Clearly establish speaker’s point of view

State ELA Standards & ALP We led classes in the application of four skills taught during the unit. 2. RC 2. 8: Evaluate credibility of speaker’s argument, critique evidence and the way speaker’s intent affects tone of delivery

State ELA Standards & ALP We led classes in the application of four skills taught during the unit. 3. WS 1. 1: Establish a coherent thesis

State ELA Standards & ALP We led classes in the application of four skills taught during the unit. 4. WS 1. 4: Use supporting evidence to support a thesis

Flowchart of Guidance Lesson Pretest Posttest Review of ALP– Application App. of skills to our argument Intro. to how skills will be applied Instruction– graphic organizer for note taking Content–what is the CAHSEE and argument for its importance

Rationale for Guidance Lesson 100% 94% 90% 80% 70% 60% 50% 40% 30% 20% 86% 89% 91% 76% A 9 -percentage point increase in one year, along with steadily increasing Pass rates, indicates a strong plausibility for the Proficient rate to break 80% 67% Pass Proficient 10% 0% 0 0 0 2007 2008 2009 2010 2011

Rationale CAHSEE Pass & Proficiency Rates Olympian High School 100% 95% 94% 85% GOAL 80% 75% GOAL 79% 76% 70% 65% 60% % Passed % Proficient English Language Arts % Passed % Proficient Mathematics

Rationale: Day 1 Principal Initiative n a i p m Oly 845 Bonita V Olympic Training Center 851 ista

Rationale Motivation “A master can tell you what he expects of you. A teacher, though, awakens your own expectations. ” -Patricia Neal

Rationale Research shows that… Expectations are a significant predictor of high school students' academic performance - Tavani & Lost (2003) Teachers’ educational expectations influence how well youth fare in school -Mistry et al. (2008) Applying skills in a new situation prepares students for testing -Oettingen & Gollwitzer (2004) Motivated students value personal achievement, making proficiency likely -Harackiewicz, Durik, & Barron (2005)

What is a passing score on the CAHSEE? Pre Test: 39% correct Post Test: 84% correct

Pre-Post Tests Students know the Pass cut score on the CAHSEE 90% 84% 80% 70% 60% 50% 40% 39% 20% 10% 0% Before After

Pre-Post Tests Students know the Proficient cut score on the CAHSEE 90% 80% 70% 60% 50% 40% 30% 27% 10% 0% Before After

Pre-Post Tests Students know which two subjects are tested on the CAHSEE 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 98% 89% Before After

Pre-Post Tests Students know which district high school has highest API score 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 96% 64% Before After

Pre-Post Tests Students know Olympian’s API score 100% 90% 88% 80% 70% 60% 50% 40% 38% 20% 10% 0% Before After

Pre-Post Tests When taking tests, students care about earning an A 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 94% 88% Before After

When taking a test I care about earning the letter grade… 60 50 48 40 43 Pre Test 30 20 Post Test 10 5 0 A 2 B 1 1 C

When taking a test I care about earning the letter grade… 60 50 48 40 12% increase in motivation 43 Pre Test 30 20 Post Test 10 5 0 A 2 B 1 1 C

Pre-Post Tests Students believe passing the CAHSEE is very important 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 76% 67% Before After

Pre-Post Tests Students believe school pride is very important 50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 47% 27% Before After

Student Thesis & Defense -Holken, 6 th period Salazar, 10 th grade

Rebuttal to Classmates Argument -Laura, 6 th period Estrada, 10 th grade

Our Vision Given the improved attitudes and increased knowledge in the students who attended this guidance lesson, we expect that Olympian will see a higher percentage of students scoring at or above Proficient on the CAHSEE in the spring.