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Running head: SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS

School Engagement Support From After School Programs: Effects On GPA And

Attendance For Sophomore Students

Nick Yoder

Portland State University

SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS 2

Table of Contents

Abstract 3

Introduction 4

Literature Review 4

Method 11

Participants 11

Materials 12

Procedure 14

Results 15

Discussion 17

Conclusion 20

References 21

Appendices 24

Appendix I: Parent Letter 24

Appendix II: English Teacher Guide 25

Appendix III: Student Script 26

Appendix IV: Centennial After School Programs 28

Appendix V: SUN Form 31


Abstract

The purpose of this study was to assess if students who participated in after

school programs would have a greater school engagement through increased

attendance and grade point averages. 76 sophomore students with fewer than

six credits beginning the school year were introduced to after school programs

through a school counseling intern. The students were given a number of

activities to participate in. In addition, the parents/guardians of the student were

notified of the opportunity through a letter and a phone call. Students were

tracked through the intervention to see if grade point average or attendance

varied during the intervention. This research did not show a significant correlation

between attending an after school program and greater school engagement. This

study can be a starting point for others looking to improve school engagement

with students.


Introduction

Recently, there have been numerous studies connecting involvement in

after school programs to positive academic achievement and social

development. Several studies have pinpointed what types of after school

programs have been effective at working with different groups of students.

School engagement in this study will be linked to grade point average and

attendance levels.

When browsing the research, the majority of studies focus on freshmen

and senior students. Also in schools, there is a trend of counselors working more

with these groups more than sophomores or juniors. Sophomores particularly are

often not targeted and therefore lose relationships with adults in the school. If the

students are not motivated to succeed, the possibility to fail is greater and the

likelihood of dropping out increases.

Education in the United States is using data more frequently to support

changes aimed at student success. Student success may have looked different

over the years, but currently, pressure for success lands in two specific

categories; graduation rates and standardized test scores. As the importance of

these measures increases, it is the challenge of the schools and school districts

to find ways to improve student success.

Numerous barriers are found in the way of student success. As poor

attendance (National Center for Education Statistics, 2009), drug and alcohol use

(Eccles, Barber, Stone & Hunt, 2003), lack of supervision (Fredricks & Eccles,


2006), lower socioeconomic status (Lamdin, 1996), or simply lagging skills

become more prevalent, student success becomes limited. This is found in

worsening grades or even failing courses, which can lead to dropping out of high

school (Mahoney & Cairns, 1997).

Poor attendance at school has been a problem for many years (Lamdin,

1996)(Steward, 2008). As student absences increase, regardless of excused or

unexcused, standardized test scores (Gottfried, 2009) and Grade Point Averages

(Steward, 2008) decrease. In 2008, 20% of students were absent from school for

3 or more days in the previous month (National Center for Education Statistics,

2009). This leads to a lack of curriculum specific content, as well as a decrease

in social connectivity. This affects students in any grade level but the largest

impact is to students in a lower socioeconomic status (Lamdin, 1996).

Mahoney & Cairns go on to say that some students may dropout of school

because of a lack of “maintenance and enhancements” of positive characteristics

(1997). The thought follows that without strengthening the positive aspects of

students, they are destined not to graduate. There is a true need for

strengthening these connections with students and school (1997).

Some ways to strengthen connections with students and school are

extracurricular programs. These programs are various adult-sponsored activities

that fall outside the normal school curriculum and can include various school-

based activities, community organizations, or youth development programs

(Bohnert, Fredricks, & Randall, 2010). These programs can occur before or after

school and on the weekends and are called after school programs, which is what


this study will focus on. Most of these extracurricular activity programs are

structured in a way to support positive peer interactions and the development of

social skills and values (Fredricks & Eccles, 2006). One main benefit to

involvement in after school programs are school clubs or sports are structured in

a way that leads to peer interactions and developing friendships in a greater

capacity than does the traditional classroom contexts (Fredricks & Simpkins,

2013). Bohnert, Fredricks, & Randall also concert the success of after school

programs can depend on the age and culture of the students (2010).

Although program quality is the critical framework for recruitment,

participation, and retention (Lauyer & Little, 2005), students vary on which

activities they engage. African American youth tend to participate more in sports,

church-based activities and varied after school programs than in student

government or citizenship activities (Fredricks & Simpkins, 2012). Latino students

will often rely on trusted friends and institutions like the church for their after

school programs (2012). Another interesting aspect finds students who reported

that between activities, the ones which participants engaged with both peers and

adults, as opposed to only peers or only adults, were the most motivating

(Shernoff & Vandell, 2007).

Not all students will join after school programs but those that do may see

numerous positive outcomes. Durlak, Weissberg, & Pachan found students who

were invested in these programs had positive outcomes in feelings and attitudes,

various “indicators of behavioral adjustment,” and school performance (2010).


The indicators of behavioral adjustment resulted in fewer behavior problems at

school and with peers (2010).

Some behavior changes include the use of drugs and alcohol.

Adolescents involved in after school programs in 10th grade reported less

involvement with drinking alcohol and using drugs (Eccles, Barber, Stone & Hunt,

2003). Although involvement in sports has shown an increase in participants

drinking alcohol levels, it has also shown that they like school more, had a higher

Grade Point Average, and were more likely to attend college than non-

participants (2003). These findings showed a decreased as both “jocks” and

“brains” accounted for less drug and alcohol use when enrolled in an activity

(2003). , “Risky” behaviors are less likely when students are engaged and value

their after school program (Fredricks & Eccles, 2010).

In addition to reducing problematic behavior, many studies show

numerous positive outcomes and prosocial gains made by students involved in

after school programs. Students involved in after school programs, regardless of

social class, gender, or intellectual aptitudes were more likely to have better

educational outcomes (Eccles, Barber, Stone, & Hunt, 2003). Academic benefits

to students are numerous in several ways. Students involved in programs

showed an increase in attendance and academic performance (Mahoney &

Carryl, 2005). Over the years, this has resulted in decreasing rates of early

school dropout rates in boys and girls (Mahoney & Cairns, 1997). Schools and

administrators are consistently looking to improve these numbers.


Students themselves reported being “more adjusted” after graduation than

peers who did not participate in after school programs (Fredricks & Eccles,

2010). These activities help develop friendships among diverse peers, especially

in supporting interracial friendships (Moody, 2001), that may be unlikely to

develop within “normal” circumstances (Fredricks & Eccles, 2006). In fact,

Mahoney, Cairns, and Farmer reported that students who were involved for two

or more years of after school programs during adolescence were associated with

higher educational aspirations and interpersonal competence by twelfth grade

and two years after (2003). Though much of this data illustrates student gains,

personal views on after school programs and the incentive to join them, still

varies greatly.

In the US, participation in after school programs is a normal experience

(Bohnert, Fredricks & Randall, 2010). Schools around the country will offer

programs varying in size, shape, scope and more (Denault & Poulin, 2009).

Because of the variety of these programs, students have the ability to find a

program that fits their interests. However, not all students participate consistently

or even at all. Fredricks and Simpkins illustrated that because activities are

voluntary settings and that youth select them (2012), it is beneficial to

understanding the rationale behind joining them.

There are a handful of reasons that students join after school programs.

While difficult to determine how much one of these reasons effects an individual,

looking at the variety can influence decision-making. Lauyer and Little

determined that there were three key features to joining a group: developing a


sense of community in safety, committed program staff, and challenging, age

appropriate, and fun activities (2005). Some students choose after school

programs to foster relationships. Denault and Poulin reported that many students

join an activity because they have friends involved in the program (2009). Being

with friends and making new friends are primary motives for joining and staying

in organized activities (2009). Other students choose sports and athletics for after

school programs. This is higher than fine arts in youth through sixth grade

(2009). However, in upper grades, the percentage drops when a need for higher

skills increases. (2009). This allows for other opportunities as students reach

high school. Ultimately, each voluntary activity can be personally expressive

(Barber, Eccles, & Stone, 2001) and can be a distinct learning environment with

opportunities for growth and development (Fredricks & Eccles, 2010).

Although after school programs are mostly voluntary, many students

depend on parents or guardians to help them either enroll or attend the activities.

Some schools provide transportation to and from home for programs in the

morning or after school. Without parent support, many of these programs cannot

be participated by the student. In addition, parents’ beliefs about organized

activities predict higher rates of participation, including sports (Denault & Poulin,

2009). If parents don’t see value in a program, they may not encourage their

student to enroll. Matching program content and scheduling to students needs

can help alleviate this concern (Lauyer & Little, 2005). This isn’t always practical,

but can be looked at by program developers. In addition, staff can emphasize

how the program will help youth develop skills needed for workplace or college,


which may get families on board (2009). When trying to enroll students, Lauyer

and Little describe the importance or reaching out directly to families through

phone calls and community outreach (2005). Ultimately, parents are important in

the after school program process and support will benefit the student and the

program greatly.

At Centennial High School, a general education high school located in

Gresham, Oregon, school counselors have goals set for each year. The past few

years, the team has focused on increasing the number of credits that freshman

finish their first year and how well they have prepared juniors to be “college

ready.” Currently, there are no goals set for sophomore students.

However, sophomore year can be an extremely important year for

students. Several studies focusing on sophomores have demonstrated that

inclusion in prosocial activity predicted lower substance use, higher self-esteem,

psychological adjustment, educational and occupational outcomes and increased

likelihood of college graduation (Barber, Eccles, & Stone, 2001)(Fredricks &

Eccles, 2010). It also has been shown that being involved can decrease the risky

behaviors in 10th graders according to Eccles and Barber (1999). Working with

sophomore students is extremely important if school achievement is important to

counselors. Enrolling all students into an after school program has its

importance, but with the counselors focusing on other age groups, the

sophomore age is key to increase school engagement.

The purpose of this study is to connect sophomore students to an after

school program in an attempt to increase school engagement. School


engagement will be evaluated by the student’s grade point average and their

daily attendance.

This study will focus with a researcher working with sophomore students

who have earned fewer than 6 credits prior to the beginning of the school year to

encourage involvement in after school programs. The researcher will conduct

one meeting with each student in which the researcher will discuss after school

program opportunities. The researcher will encourage students to join a program

and discuss talking with parents or legal guardians to discuss importance of after

school programs. The researcher will send information on how to apply for the

after school program.

The researcher will then make phone call to parents/guardians describing

the after school programs, the importance of joining one, and the potential

positive effects for their student. Following the phone call, a letter will be mailed

to the parent/guardian detailing what was discussed in the phone call. Also,

instructions on how to enroll in the programs will be included.

In addition, the researcher will give sophomore level English teachers a

script of encouraging students to get involved in an after school program. The

teacher will mention the programs three times and encourage students to enroll.

This program aims to address the research question: Will participation in

an after school program increase school engagement depicted by grade point

average and attendance percentages?

Method

Participants


Participants for this research were students from Centennial High School

in the Centennial District from Portland, Oregon. Minority students represent 31%

of the population with 22% from the Latino heritage. 45% of students district wide

are free and reduced lunch or from a family in poverty. This study will

concentrate on sophomore level students who have fewer than 6.0 credits at the

onset of the school year 2013-2014. A student who has 6.0 credits or more after

their freshman year is considered “on track to graduate” at Centennial High

School. There will be no discrimination due to gender, race, language, or

otherwise. At the beginning of the school year, there were 76 of 516 sophomores

currently enrolled at Centennial High School who had earned fewer than 6.0

credits. Throughout the year, 67 students continued to be enrolled at Centennial

High School and received the intervention. Further information on gender, race,

or SES was not collected, but can be generalized based on high school statistics.

Materials

Data on student achievement and attendance was gathered through a

multi-district platform called Synergy. Synergy gives the information like

attendance, grading, demographics, and other related information. Data was

taken from this program and put into a spreadsheet file using Microsoft Excel.

Grade point averages and attendance were gathered from synergy.

A student Script was created for discussing the after school programs with

the students (Appendix III). Students were written passes by the researcher to

come down to the counseling office and meet with the researcher. The

researcher was in one of three locations. Each location was a separate


counselor’s office. When students arrived, the researcher talked with the

students based on the student script. From there, students were given two forms:

the Centennial High School After School Programs list (Appendix IV) and a SUN

Form (Appendix V). These forms were to distinguish all the possible after school

programs that were offered at Centennial High School.

To introduce the after school programs along with information about their

importance for the students, a parent letter was created (Appendix I). This letter

highlighted information about the programs and why their student would want to

use this. The main component of this letter was also the script for the phone call

made to parents/guardians. The letter was referenced as the researcher

discussed options with the family.

A script was also created for all sophomore English teachers (Appendix

II). The script introduces the SUN program and other after school programs and

how to apply for them. This script was emailed to all teachers and delivered to

classes by the teacher.

To give students a comprehensive look at all the possible after school

programs available at Centennial High School, the researcher created a one-

page overview (Appendix IV). This sheet was given to all students and sent

home to families in a letter.

The SUN program requires registration forms to begin working in their

groups. The researcher gathered SUN registration forms to distribute to students

and families (Appendix V). To enroll in these programs, students needed to

complete a form and bring them to the SUN office.


Procedure

The researcher gathered names of students who had obtained fewer than

6.0 credits to begin the school year. The researcher created a script to discuss

with students. In addition, a list of clubs and after school programs was created

to be distributed to the students. In addition, a SUN form detailing their after

school programs was collected to be distributed. The researcher created a pass

for each student, which allowed them to leave class during the school day and

meet the researcher in the counseling office. The student sat in one of three

different counseling office rooms with the researcher. Upon entering, the

researcher used the Student Script to invite students to try an after school

program. The researcher handed the student copies of the After School

Programs page and the SUN form. The researcher then alerted the student that

a phone call and a letter would follow informing families of the programs.

Once a student had met with the researcher, a letter was sent to the

families of the student. The letter included information about the after school

programs and the conversation that took place between the researcher and the

student. It also alerted parents that a phone call would follow.

Approximately a week after a letter was sent home, the researcher made

phone calls to the families of the students. A script was followed to discuss the

meeting with the student and to clarify the after school programs importance.

Two weeks after beginning meeting with students, the researcher spoke to

sophomore English teachers about reading a note from the school counselors.

An email with a script for the English teachers followed. The script gave teachers


the ability to talk to their students about the after school programs. All sophomore

students at Centennial High School were able to hear this message.

Six weeks later, the researcher met with the leaders of Centennials after

school programs. The researcher was able to get names of students who had

joined a program over the previous weeks. This information was recorded with

the student information.

Results

Through the end of the intervention, 61 students (N=61) were still enrolled

at Centennial High School. Sixteen students from the beginning of the study and

six students left from the time they first met with the researcher and the end of

the study. Those students were not included in the statistics.

The intervention group was listed as group 1. Nineteen students (N=19)

began participating in an after school program. Group 2 were forty-two students

that did not participate (N=42) in an after school program.

Students who became involved in an after school program showed some

gains on both grade point average (GPA) and attendance. The means of both

groups were calculated before the intervention and 6 weeks later, after the next

grading period.

Means Pre Intervention Post Intervention

GPAPrograms (N=19) 1.278 1.331No Programs (N=42) 1.409 1.111

Attendance %

Programs (N=19) 0.849 0.854No Programs (N=42) 0.782 0.645


An independent-samples t-test was conducted to compare change in

grade point average for being in an intervention and not being in an

intervention. There was not a significant difference in the scores for

students in an intervention level 1 (M= .1227, SD = .71802) and level 2 (M=

-.0998, SD = .07535) conditions: t (25.824)=1.228, p=.230. These results

suggest that an after school programs don’t have an effect on grade point

average.

GPA Group Statistics

Intervention N Mean Std. DeviationStd. Error

MeanGPA diff 1.00 19 .1227 .71802 .16472

2.00 42 -.0998 .48832 .07535

Independent Samples Test

Levene's Test for

Equality of Variances t-test for Equality of Means

F Sig. t dfSig. (2-tailed)

Mean Difference

Std. Error Difference

95% Confidence Interval of the

Difference

Lower Upper

GPA diff

Equal variances assumed

4.585 .036 1.416 59 .162 .22252 .15713 -.09189 .53694

Equal variances not assumed

1.228 25.824 .230 .22252 .18114 -.14994 .59498

An independent-samples t-test was conducted to compare attendance for

being in an intervention and not being in an intervention. There was not a


significant difference in the scores for students in an intervention level 1

(M= .1447, SD = .11534) and level 2 (M= .3476, SD = .23808) conditions: t

(58.631)=-4.481, p=.0001. These results suggest that an after school programs

don’t have an effect on attendance.

Attendance Group Statistics

Intervention N Mean Std. DeviationStd. Error

MeanATT dur 1.00 19 .1447 .11534 .02646

2.00 42 .3476 .23808 .03674

Independent Samples Test

Levene's Test for

Equality of Variances t-test for Equality of Means

F Sig. t dfSig. (2-tailed)

Mean Difference

Std. Error Difference

95% Confidence Interval of the

Difference

Lower Upper

ATTdur

Equal variances assumed

6.444 .014 -3.520 59 .001 -.20288 .05763 -.31820 -.08756

Equal variances not assumed

-4.481 58.631 .000 -.20288 .04527 -.29349 -.11228

Discussion

The results of this test suggest that there is not a significant difference

between students who attend after school programs and those who don’t having

higher school engagement. Because the data does not support higher increases


in grade point average or in attendance, it may be chance that being in an after

school program can contribute to school engagement.

Although there is not significant support for school engagement, the mean

of GPA for students enrolled in an after school program rose from 1.278 to 1.331.

In the group of students who did not participate in after school programs, the

mean of GPA fell from 1.409 to 1.111. This may not be statistically significant, but

as an educator, helps show there may be some relation to school engagement.

Attendance seemed to increase slightly for students involved in a

program. This can be for a number of factors. Attendance is a chronic issue for

students in schools and though after school programs have shown an ability to

increase attendance, students recently began their program and may not have

been as connected to it as students depicted in other studies. Students without a

program may be continuing an attendance pattern in a negative outcome.

One limitation of this study, is that although the script was made to work

with students and families, there was some variance in the conversation.

However, this may be the case with most research in the school settings, as

there is no control that would be the same for everyone.

Another limitation to be noted is that this intervention had only several

weeks before data could be completed. Although there is hope that these

interventions can support students needs, it’s important to remember that RTI

process can be a long term plan and not a quick solution (Shinn, 2007). In a

normative RTI process, goals are typically set for 6-12 weeks and students are


assessed once or twice a week (Shinn, 2007). It would be prudent to have more

time for these interventions to take effect.

In addition, because of timing issues, the research could not begin until 2

weeks before the end of a grading period. This meant that grades at the end of

the semester didn’t have a chance for students to get participating in an activity.

For the beginning of the new semester, grades may not have truly reflected a

student’s sense of importance. Results may look differently if given a longer

window for the intervention. Beginning the school year with these interventions

may have shown more drastic results. Also, grades after the first six weeks of a

grading period may not accurately portray students eventual grade. There may

not have been as many assignments at the beginning and most are not as

cumulative as later in the semester.

It seems that along with many interventions, it may be prudent to insist on

more meetings with students. Students who form relationships with adults may

be more likely to follow advice given. Hence, if a counselor would meet more

frequently with these students, there may be a likelier chance of getting students

involved in more after school programs.

Furthermore, the researcher had very little prior knowledge of the students

involved in the study. It is likely that in a normative school environment, the

counselors may have worked with the students before and have built a

relationship. If this relationship exists already, it may have more likelihood of

success. Also, working with families will improve if there is already

communication built up.


The researcher did not have translated letters or phone calls ready for

families who were non-English speakers. Having translations ready would have

been effective for helping families understand what was being offered to their

students. Several families could not get the support from the researcher due to a

lack of communication effectiveness.

Conclusion

There is more research to be done on these topics. Throughout school

districts around the country, there are students who are struggling to pass

classes and attend school on a consistent basis. As schools become increasingly

accountable to students well-being, it will continue to need approaches to work

with students and families who are struggling. By connecting students to other

school functions, it may help serve needs that are currently unmet by the school

itself.


References

Barber, B.L., Eccles, J.S., & Stone, M. R. (2001). Whatever happened to the

jock, the brain, and the princess? Young adult pathways linked to

adolescent activity involvement and social identity. Journal of Adolescent

Research, 16, 429-455.

Bohnert, A., Fredricks, J., & Randall, E. (2010). Capturing unique dimensions of

youth organized activity involvement: theoretical and methodological

considerations. Review of Educational Research, 80 (4), 576-610.

Denault, A., & Poulin, F. (2009). Predictors of adolescent participation in

organized activities: a five-year longitudinal study. Journal of Research on

Adolescence, 19 (2), 287-311.

Durlak, J., Weissberg, R., & Pachan, M. (2010). A meta-analysis of after-school

programs that seek to promote personal and social skills in children and

adolescents. American Journal of Community Psychology, 45, 294-309.

Eccles, J., & Barber, B. (1999). Student council, volunteering, basketball, or

marching band: what kind of extracurricular participation matters? Journal

of Adolescent Research, 14, 10-43.

Eccles, J., Barber, B., Stone, M., & Hunt, J. (2003). Extracurricular activities and

adolescent development. Journal of Social Issues, 59 (4), 865-889.

Fredricks, J., & Eccles, J. (2006). Is extracurricular participation associated with

beneficial outcomes? Concurrent and longitudinal relations.

Developmental Psychology, 42 (4), 698-713.


Fredricks, J., & Eccles, J. (2010). Breadth of extracurricular participation and

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Appendix I: Parent LetterDear Parents and Families,

I’m writing to inform you and your student about some new opportunities

at Centennial High School. As I’ve shared with your student during a previous

meeting, there are many great benefits that may await your student.

Your student has currently earned fewer than 6 credits for their freshman

year. The counselors at Centennial High School have discovered that this may

contribute to graduating later than expected or perhaps dropping out entirely. It is

our expectation, that all students have the resources to graduate on time.

In various research studies, students who have enrolled in after school

programs have increased their academic achievement, improved attendance,

and reduced the likelihood of participating in drugs and alcohol. Much of this can

be linked to students finding peers who may share their beliefs and also being

actively engaged in something positive after school.

To help engage your student into the school culture, we hope that we can

encourage your student’s participation in an after school program. After meeting

with your student, there may be some programs that interest them and you

approve of. Attached you will find a list of Centennial after school programs

including those run by Impact Northwest’s SUN program. Participation by your

student is completely voluntary on your part.

Please consider joining one of the after school programs. If there are any

other questions, concerns or comments, don’t hesitate to ask as I’ll be following

up with a phone call in the coming days. We hope to hear from you soon,

Nick Yoder

Centennial High School Counseling Intern

Portland State University Student


Appendix II: English Teacher Guide

Everyone, I have a quick note from the counseling office about signing up for

after school programs. I know some of you are involved in after school activities

but those of you who aren’t may want to hear this.

“New after school programs are starting soon so get on the act of finding one that

fits your needs. Basketball, wrestling, cheerleading and swimming are starting

soon, so meet your coaches as soon as possible. For the new SUN program,

check in with your counselor or Mr. Beech, the SUN coordinator. Tutoring,

fitness, careers and more are offered daily. See your counselor for more

information.”

Ladies and Gentlemen, it’s really important that you try and get involved in one of

these activities. It can help improve your grades and you may find something that

you really enjoy. I highly recommend finding one that you like.


Appendix III: Student Script

Researcher talking points:

1. Go over GPA and Attendance

a. Check for accuracy

b. Empathic questions and support

c. Check on after school activities

2. Go over after school programs benefits

a. Are you aware of some of the possible benefits of after school

programs? There are a lot of things that have been shown to help

students get better grades and be at school more. I know as you’ve

said (reference previous information) you could use more support in

this subject or that. Have you thought about joining one of the clubs

our school offers. Here is a list. (Give list of current CHS programs)

Are any of these programs interesting to you? Can I tell you about

them (tell or discuss further any that they ask about). What I’d like

to do, is talk to your parents/guardians about enrolling you in one or

more of these programs. I’ll tell them about the benefits and how I

believe it can be beneficial for you to be involved in some of these.

I’ll also send home a letter detailing these options and how to

enroll. Then if they are ok with things, they can sign you up. Does

that sound ok? Thanks for meeting with me and I hope you give

these a chance. Feel free to stop in and talk with me on


Wednesdays and Thursdays or to your counselor any day. Thanks

again, bye.


Appendix IV: After School Programs formAfter School Programs at CHS

Description Advisor Additional Information

CHS ClubsAerie A student-produced publication that

accepts poetry, prose, illustrations, and photos.

Phil Huff

Band Be a part of every activity through the CHS band

Tim Wells

Bicycling Club Learn safe cycling skills while enjoying the beautiful outdoors

Suzi Gurney

Choir Several choir groups are available to interested students

Julia Voorhies

Close Up Club Visit nation’s capital while earning CHS credit

Justin Rosenblad & Stand Thompson

Earth Club Dedicated to making CHS environmentally friendly school

Joel McKee

Electric Car Club

Fabricate and race student electric car creations

Mark Watts

FBLA: Future Business Leader of America

Learn and compete in business related fields including marketing, business creation and accounting

Adriann Hardin

Gay Straight Alliance

Dedicated to creating a safe environment in schools free from discrimination, violence and harassment

TBD

Golf Club Work on your game all year long with the CHS swing doctor

Tom Young

Human Trafficking Awareness Club

Generate awareness about the human trafficking epidemic plaguing society

Reed Scott-Schwalbach

MeChA Promote cultural pride and learn leadership skills through community activities

Kristin Klotter

MMA Club Phsyical fitness through mixed martial arts

Justin Rosenblad

Skills USA An organization for students who are interested people interested in career and technical education like welding, video production, and culinary arts

Mark Watts and Stacie Fleck

Speech & Learn, engage and compete in Jen Loeung &


Debate various formal discussions or argument in league and state competitions

Kim Schiewe

The Talon Centennial’s school newspaper where student writers learn journalistic skills by publishing monthly editions

Shelbi Wescott

Thespian Club A student led group interested in every aspect of drama

Kellie McCarty

Yearbook Plan and design every aspect of the CHS yearbook including photography, writing, sales and distribution

Shelbi Wescott

AthleticsFall

Football Boys/girls Chris Knudsen Varsity, JV, and Freshmen

Cross Country Boys/Girls Greg Letts Varsity, JV, and Freshman teams

Volleyball Girls Rob Olson Varsity, JV, and Freshman teams

Soccer Boys/Girls B: Justin RosenbladG: Kelsey Birhofer

Varsity and JV teams

Dance Team Boys/Girls Annie EllettCheerleading Boys/Girls Carly Lofting Varsity, JV, and

Freshman teamsWaterpolo Boys/Girls Rod Lundgren Varsity

WinterBasketball Boys/Girls B: Tim Roupp

G: Jeff StanekVarsity, JV, and Freshman teams

Wrestling Boys/Girls Roger Matthews Varsity, JV, and Freshman teams

Cheerleading Boys/Girls Carly Lofting Varsity and JV teams

Swimming Boys/Girls Rod Lundgren VarsitySpring

Track Boys/Girls Greg Letts & Luke Franzke

Varsity, JV, and Freshman teams

Softball Girls Steve Baker Varsity and JVBaseball Boys TBD Varsity and JVGolf Boys Tom Young Varsity

SUNBasketball Open Gym

Start your day off with a basketball workout in the gym Mr. Christy Monday –

Thursday


Tutoring Get assistance completing homework or help in a specific subject from National Honor Society students

Mr. Beach Tuesday & Thursday

Study SkillsLearn new skills and techniques to help you study for any subject

Mr. Huff Tuesday & Thursday

Career and College Exploration

Explore career opportunities and learn about the world of manufacturing

CPC Monday & Wednesday

Hip Hop Dance Learn a variety of dance techniques and movements

Roseann Rivera Tuesday

Fitness Participate in a variety of fun and healthy ways to stay fit.

Ms. Shoda Thursday

Photography Learn all the tips and techniques to taking expert photographs.

Brandon Sayrath Wednesday

Computers Learn computer skills and navigating the web

Melissa Wolf Wednesday

Homework Club

Get help completing homework or help studying for a specific subject

Mrs. Hermann Tuesday & Thursday

Zumba Aerobic activity and dance to create a fun exercise experience

Welky Hoffman Monday & Wednesday

Ceramics Learn how to make pottery on the wheel

Michael GrubarTuesday


Appendix V: SUN Form

Mr. Yoder's Class€¦ · Web viewThese programs can occur before or after school and on the...

Documents

Transcript of Mr. Yoder's Class€¦ · Web viewThese programs can occur before or after school and on the...