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 10th Graders

What: Received, 30 to 40 minute, CAHSEE presentation in the form of an argument; met California ELA standards

When: December 5th & 8th 2011

Where: Salazar’s 4th period, Estrada’s 6th 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:A1: 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:B1: 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:B2: 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

PretestReview of ALP–

Application

Intro. to how skills will be applied

Instruction– graphic organizer

for note taking

Content–what is the CAHSEE and argument for its

importance

App. of skills to our argument

Rationale for Guidance Lesson

2007 2008 2009 2010 20110%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

86% 86%89% 91%

94%

0 0 0

0.67

0.76

PassProficient

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%

% Passed % Proficient % Passed % ProficientEnglish Language Arts Mathematics

60%

65%

70%

75%

80%

85%

90%

95%

100%

94%

76%

95%

79%

Olympian High School

RationaleCAHSEE Pass & Proficiency Rates

GOAL GOAL

Rationale:Day 1 Principal Initiative

Bonita Vista851

Olympian

845

Olympic Training Center

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

Before After0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

39%

84%

Students know the Pass cut score on the CAHSEE

Pre-Post Tests

Before After0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

27%

80%

Students know the Proficient cut score on the CAHSEE

Pre-Post Tests

Before After0%

10%20%30%40%50%60%70%80%90%

100%

89%

98%

Students know which two subjects are tested on the CAHSEE

Pre-Post Tests

Before After0%

10%20%30%40%50%60%70%80%90%

100%

64%

96%

Students know which district high school has highest API score

Pre-Post Tests

Before After0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

38%

88%

Students know Olympian’s API score

Pre-Post Tests

Pre-Post Tests

Before After0%

10%20%30%40%50%60%70%80%90%

100%

88%

94%

When taking tests, students care about earning an A

When taking a test I care about earning the letter grade…

A B C0

10

20

30

40

50

60

43

51

48

2 1

Pre Test

Post Test

When taking a test I care about earning the letter grade…

A B C0

10

20

30

40

50

60

43

51

48

2 1

Pre Test

Post Test

12% increase in motivation

Before After0%

10%20%30%40%50%60%70%80%90%

100%

67%

76%

Students believe passing the CAHSEE is very important

Pre-Post Tests

Before After0%5%

10%15%20%25%30%35%40%45%50%

27%

47%

Students believe school pride is very important

Pre-Post Tests

Student Thesis & Defense

-Holken, 6th period Salazar, 10th grade

Rebuttal to Classmates Argument

-Laura, 6th period Estrada, 10th 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.