Section  IV

Highlighted Activities for each Service Component

Parent & School Collaboration

Parents, teachers and staff had the opportunity to collaborate through many of the philanthropy projects that the World Changers conducted throughout the school year. Fostering an environment of giving back to the school community, our neighbors and the Lampasas Community as a whole. Teaching these student leaders the importance of giving back to the community. 

The student chose to host a Dog Walk with the Lampasas Animal Shelter. It was held on a Saturday to spread the word about the amazing things the shelter does for our community. It was an amazing sight to see every single dog in the shelter have the opportunity to be walked by a volunteer that afternoon. Students, parents and staff all showed up to share the love that embodies the Hanna Family for the shelter that day! (see YOUTUBE video- WC 24 Animal Shelter Walk below) 

Every opportunity or project that is presented , parents are on board supporting the students in their endeavors and making a difference in their education, community and the lives of our neighbors. Collaboration at its finest and reinforcing the school mission to Lead with Love, Learn as a Family and Empower Everyone! 

Artifact #6: Student Outcome Data Visualization

Data received in the BOY and MOY from student, staff, and parent surveys showed students were struggling in a wide range of areas for their grade levels. Teachers were asked to refer students that struggled with these within their grade level. 

There were 50 students that received permission slips from the teacher referrals and two from parents referrals (Graph A) . Of those, there was one student that participated individually and 50 within small groups. These groups ranged from social skills, personal accountability, and test taking strategies.   Pre-Assessment showed that only 68.85% of the students were able to name two or more skills to support the focus for the group. Upon termination of the group, 100% of students were able to name and utilize two or more skills. That is a growth of of over 30% within the small group time frame of 6-8 lessons (Graph B). 

These students not only demonstrated meaningful growth in their specific focus but more importantly, developed self-advocacy skills to utilize within the classroom, within peer groups and in general life settings. That is a huge win-win for the overall success for the student. 

Artifact #7: Calendar of Activities

HSE Guidance Lesson Schedule

Classroom guidance lessons were held during the homeroom teachers preferred time frame and day of the week, that worked within their schedule. Teachers were always given the opportunity to reschedule for a different time/date in order to work within the parameters of their classroom needs. 

Small group lessons were mostly held as lunch bunches, to not take away from core curriculum. For groups that crossed grade levels, Mrs. Brown worked with homeroom teacher schedules to ensure they didn't directly conflict with core teaching blocks.