Why Papers

We acknowledge the significance of the high school diploma.  We fully appreciate there are those whose journey was filled with challenge and therefore, the achievement represents a tremendous victory.  We embrace the traditional Commencement Ceremony as a milestone to be treasured for it symbolizes the beginning of a new chapter.  With this having been said, for the students of the Belton School District… we want more.

Given a special opportunity afforded the students in Missouri public schools, the realities of the competitive nature of the job market, and countless data which suggests our young people have much to gain by extending their formal training beyond the high school experience, we seek to raise the bar for the expectation we set for our students.  At a minimum and in addition to one’s earning their high school diploma, we press for those in our community to pursue successful completion of the A+ Program requirements.

Why?  Successful completion of A+ Program requirements automatically qualifies one to receive two (2) free years of post-secondary schooling at participating community colleges and vocational/technical schools.  Simply put, the costs associated with the beginning of one’s new chapter is covered.  Stated a bit differently, secondary students in Missouri, who elect to participate and do so successfully, are empowered to receive compensation above and beyond their high school diploma.  Again, statistically speaking, those who take advantage of post-secondary education will find their wages over a lifetime to be significantly greater than those who elect to enter the workforce with no formal training/educational program after high school.

Students must have completed the following requirements at the time of graduation to qualify for A+ certification:

• Attended BHS or an A+ certified school for 2 years prior to graduation
• Achieved a cumulative unweighted and unrounded GPA of 2.5 or higher
• Achieved a cumulative attendance rate of 95% or higher
• Achieved a score of proficient or advanced on the Algebra I EOC exam or a higher level EOC exam in the field of mathematics. 
• Students may also establish eligibility by achieving a qualifying score on the mathematics component of the ACT test:
  • 17 or greater ACT math score and 2.5 or greater GPA
  • 16 ACT math score and 2.8 or greater GPA
  • 15 ACT math score and 3.0 or greater GPA
• Maintained a record of good citizenship at school and in the community and avoided the use of illegal drugs, alcohol and tobacco (Suspensions involving drugs/alcohol/violence will result in the immediate removal from the A+ program)
• Documented 50 hours of unpaid tutoring/mentoring in the A+ office
• Be a U.S. citizen or permanent resident
• Completed a FAFSA form prior to enrolling in college.  

As a community who wishes to see our young people thrive, we must make a conscious decision to communicate effectively and encourage our student and parent community to understand the significance of this tremendous opportunity and commit to an even greater effort. The new bar is set…  Graduation plus successful completion of Missouri’s A+ Program requirements.

“Research on extracurricular activities and student achievement has been going on for a long time - and just about every nuance of the issue has been explored in some detail.  The findings from all of this research are remarkably clear and straightforward, something that is usually quite rare in educational inquiry.  The bottom line is stated most succinctly by Everson and Milsap, who titled their 2005 study for the College Board simply “Everyone Gains.” Howard Johnston, PH.D., Professor of Secondary Education at the University of South Florida in Tampa in his Research into Practice article for EPI (Education Partnerships, Inc.).

Whether one reviews data involving attendance rates, grade point averages, one’s expectations about post-secondary experiences, performance on math & reading assessments, the degree of engagement in risky behavior, or the effectiveness tied to the delivery of “universal lessons” such as: character building, time management, value of practice, applying oneself, personal satisfaction related to achievement and the significance of building relationships, the numbers clearly reveal the value of student involvement in school activities.  The argument is compelling and our challenge becomes equally clear…  we should do what we can to make certain our students are involved.

A recent review of BHS data involving “select” activities (Fall, 2017) demonstrates the results here in Belton do align with what research shows us.  When one considers the average GPA and average attendance rates of all students at Belton High school and compares them to the same figures of these “select” activities, there is little surprise.  For the 2016-17 school year, the average GPA for all students was 2.49  and the average attendance rate was 94.07%.  Consider the comparison to the following…

Again, the message is clear…  we should do what we can to make certain our students are involved.

It has become far too easy for far too many to say…  “I don’t do math.” But, in reality, we all confront and solve problems every day.  This dread or fear paralyzes far too many far too soon. Algebra is key for the simple reason…  it provides the very tools which can be applied to real-world problems. Algebra is also “the course” which lays the foundation for the remainder of math coursework.

Humanity confronts and solves problems.  Algebra provides essential tools to solve problems.  Humanity uses Algebra. Algebra is our friend.

Why Algebra? The transitive property of equality goes…    If a = b and b = c, then a = c.

Before one checks out, check it out.   The transitive property of equality is fundamental, it is logical and given the chance…   simple! Plain and simple… Algebra is solving problems. Understanding the above-mentioned property is a shortcut to solving the problem.  The burden of having to count three separate units is no more. Similarly, if one were to recall the “aha” moment when the benefits of multiplication became real, they recognize the value of the tool. Knowing that 4 x 4 = 16 was an immediate “game changer” and the need for fingers and toes for counting was gone.

It all begins with the utterance of a first word.  Whether this word is “mama,” “milk,” “more,” “please,” or “dog” matters little.  There is always a first and the first is significant. With the first, there is a “connection.”  With “connection,” there is an “aha” which paves the way for an enhanced means of communication. Whatever these noises are called, the infant begins to recognize these sounds represent a means to identify a “something.”  Language, the tool, begins to take off and, depending upon the rate at which one acquired the skill to construct different sounds, the ability to demonstrate an understood vocabulary takes off as well.

Generally, it is not long before there is exposure to two separate sets of rhythmic symbols.   One begins with an a… b… c… while the other goes 1… 2… 3. Regardless, the youngster repeats the sequence without a clue as to the potential or the eventual relationship to words or future symbols.  This understanding will come later. When later does arrive and the next wave of “aha” reveals that the combination of letters has meaning and the collection of numbers represents language as well. The little gal/guy enters a bigger world and the excitement for it…   grows. Curiosity is a beautiful thing. Understanding “the why” is a beautiful thing.

As parents and educators, we are left to wonder… “If only” humanity’s fascination with those things new and the sheer love of learning were to continue throughout an entire lifetime what would parenting and teaching be?  Certainly, this experience called life would look considerably different for a good number of people. We’ll not make the argument that everyone should be fascinated about everything forever, but “if only” interest could be sustained through the acquisition of some of life’s most useful tools…   tools which open doors and provide additional opportunity. We’d argue… Algebra would qualify as “a most useful” tool.

With the reconfiguration, the Class of 2023 will be the first class to experience an eight hour block as Freshmen.  Simply put, their’s will be a schedule with eight classes rather than seven. As such, we’ve identified this as a unique opportunity to deliver Algebra I differently.   In other words, these students will be enrolled in an Algebra I class which meets daily. Within the daily block, the staff member will focus on strengthening the Algebra I skills and use the additional time to incorporate some academic support as well as some ACT Prep.   Given historical data, we anticipate this opportunity will be afforded to roughly 80% of freshman annually.

Once again….   Humanity confronts and solves problems.  Algebra provides essential tools to solve problems.  Humanity uses Algebra. Algebra is our friend.

“Alternative” defined:   one of two or more available possibilities.

One of the beautiful realities of humanity is our similarity while another is our uniqueness.   Within our designs for education, we can certainly recognize some application of patterns of delivery, structures and curriculum.  But, we can also identify differentiation within a classroom, across various levels of curriculum or via special programs.  One such special program model in the Belton School District provides students an alternative means of earning their credit toward their high school diploma.

Throughout history, there have been those who have found the “experience of school” to be a greater challenge than they are either willing or able to muster.  These, often bright and capable, individuals fail to “do school” and as a result fall short of earning a high school diploma which can obviously have some crippling effect on the opportunities available to them when compared to those who were more successful in school.   As a result, school systems attempt to provide “alternatives” to the traditional and comprehensive high school experience which most navigate.  We have such a program in Belton and we have a percentage of our student population who are working toward earning their diploma through this vehicle.

Within our alternative setting, there are various levels of intervention and placement depends upon the degree of credit deficit and the age of the student.  There are those who simply need to “re-take” some coursework while others may have significant credit deficit and greater interventions are necessary.  The varying degrees of deficit are addressed either with computer-driven curriculum or a combination of computer-driven curriculum and some modified “face to face” instruction.   For some students, the academic day involves reporting to the program, which is housed at Yeokum, all day.   There are others who simply report to the program at Yeokum in either the morning or afternoon for “credit recovery” and attend on the BHS campus the remainder of their day.  Another option is “night school.”  “Night school” conducts sessions on Monday - Thursday and is also housed at Yeokum.   In addition to those who seek to simply recover credit and earn their diploma outright, there is “Missouri Options.”

As was mentioned in an earlier issue of this series, the State of Missouri offers a program known as Missouri Options.  Again, Missouri Options is a program available for those 17 years or older and at-risk of dropping out… the requirements of Missouri Options combines select coursework, attendance hours (school and work) and one’s achieving a specific score on the HiSet test.    By successfully completing this program, the Belton High School student is able to earn his/her high school diploma.   This “MoOps” option is available to students and districts across Missouri.  We are pleased to be able to facilitate this option for select students.

As a point of information…  Should one pass the HiSet, but fail to complete the coursework and attendance requirements of the MoOps program…   he/she earns their “GED” - their General Equivalency Diploma.

In closing, “alternative education” models provide options for those who, for varied reasons, have “underperformed” during their high school experience.  Many school system who do have students finding themselves in this predicament lack the resource or the attention to the challenges some face.  As a community, we are both thankful and proud of the foresight and the response to this need.

As a part of the high school experience, there are a number of opportunities to take various nationally normed assessments during the school day.  Among them are, the Pre-ACT, Practice ACT, ACT, ACT WorkKeys, ASVAB and the PSAT.  Each provides information designed to identify a student’s academic achievement and areas for growth.  Furthermore, the exams generate a score which is used to determine the relationship of a student’s performance to that of others who’ve taken the same assessment.  The score is also used as a measure to determine the extent of scholarship money one can expect to receive toward future college expenses.  In addition to the score, the student receives material which identifies areas for growth along with recommendations and strategies for improving their performance on a future attempt.

Twice during the school year, our Belton High School students are provided an opportunity to experience “Test Day / Senior Exploration Day.”   This occurs one day in October and another in April.  In addition to the benefits identified above, the uncommon act of taking a “timed” test which requires three to four hours of an enduring focus is something to be practiced.  Depending upon grade level and special circumstance, the day is typically scheduled as follows:

Each of the above-mentioned assessments serves a specific purpose and the timing of our administering them is intentional.

• The Pre-ACT is fashioned after the ACT and aligned with the curriculum most often found at the Sophomore level. It is designed to help students practice for the ACT test experience and empowers them with valuable data and insights.
• The Practice ACT is simply a prior year’s version of the ACT.   BHS staff provide the scores earned, review the data and construct practice sessions designed to address the areas for improvement for both the individual student as well as the larger group based upon identifiable patterns.
• The ACT is the leading US college admissions test measuring what one learns in high school and is designed to determine college readiness.
• The ACT WorkKeys provides a credential that verifies the skills found to be the most essential to industries and occupations. A growing number of organizations and businesses across the region are using these results to help identify the strongest candidates for their workforce needs.
• The ASVAB is a multiple-aptitude battery that measures developed abilities and helps predict future academic and occupational success in the military. For the student, the instrument is also used as a tool to consider possible occupational opportunities which align with their abilities whether or not they have an interest in a career in the military.
• *PSAT…  The Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) is a standardized test administered by the College Board and co-sponsored by the National Merit Scholarship Corporation (NMSC). It is a great primer for the SAT and even the ACT, but it is more than just a trial run.  PSAT scores are used to identify National Merit Scholars and award merit scholarships.   (The test date is predetermined and thus, the PSAT is administered on a date other than our school-wide test day.)

**Note:  Seniors also have the opportunity to forego school attendance and use this day to “explore” future options. This would include activity such as: visits to College campuses or potential worksites and time to complete application forms.  On our “Test Day / Senior Exploration Day,” there are those who do opt to report to school for the purpose of completing school work, making up attendance hours or collecting some service hours.

The value of providing BHS students with these opportunities during the school day cannot be overstated.  The exposure to the various assessments, the challenge of “sitting for an exam” of these types and dealing with “test fatigue”, the feedback regarding comparative data as well as the helpful hints provided for future success represent a few of the benefits derived from our administering these exams as a part of the BHS experience.  Certainly this exercise has associated costs, but no one disputes…  our BHS students are well worth it.  They are our “why” and this is “why” we do invest in these opportunities.

Ninety-six point four (96.4) percent. During the 2016-17 school year, 96.4 percent of the students from grades 9 - 11 who earned/maintained a 2.5 or greater cumulative grade point average (GPA) had an attendance rate of greater than ninety (90) percent. Yes, that is correct. Of the 528 Belton High School students who earned/maintained a GPA of 2.5 or greater, 509 of them attended over ninety (90) percent of the time last year. (As a point of information, closer examination of the same data across the separate grade levels produces virtually the same result for each class. Furthermore, these figures are similar over time when one examines different groups of students. Attendance does matter.)

Our “target” rate for all students is ninety-five (95) percent. This is intentional and is the percentage which aligns with the criteria required for attendance for those who wish to earn scholarship through Missouri’s A+ Program.

To convert a ninety-five (95) percent attendance rate into an approximate number of days during a school year one could afford to miss, one would land on 8.5 days/year or roughly 4.25 days/semester.

Attendance tracking represents a significant portion of the Missouri School Improvement Program (MoSIP) initiative. The (MoSIP) “target” rate for a school is 90 - 90. In other words, ninety (90) percent of the students attend ninety (90) percent of the time.  We certainly want the same for Belton High School and look forward to the date this is achieved. However, we must and shall continue to encourage every BHS student to pursue the ninety-five (95) percent figure to enable all BHS graduates to place themselves in a position to qualify for Missouri’s A+ Program and earn two years of tuition-free post-secondary education.

To convert a ninety (90) percent attendance rate into an approximate number of days during a school year one could afford to miss, one would land just shy of 17 days/year or roughly 8.5 days/semester.

We also wish to acknowledge there are situations which are simply unavoidable such as an extended medical leave. In these unique cases, an appeal process may result in school officials being able to work through a process to extend an exception to the ninety-five (95) percent rule.

Please understand…   all *processes to address non-attendance are designed to accomplish one of two things.  They are to…  1) encourage good attendance and discourage one from non-attendance, and, 2) reinforce timely attention to coursework missed due to an absence.  This focus is based on data regarding the positive correlation between a student’s grade point average and attendance.  “No Credit” status being assigned to coursework where excessive absences has occurred may, in fact, feel punitive. Instead, it is designed to serve as a deterrent to one’s electing to miss school.  

Stating the obvious… our society counts on each of us to attend to the business of whatever it is we are involved and to the extent to which we are able. Whether this involves maintaining a focus during conversation with another, paying attention while driving, showing up for work ready to produce or attending school with a purpose. We lean on one another to play a role and to do our part. This notion of everyone in society doing their part is reinforced early with our young people when we hold them accountable to attend school and to do their very best in school.

Our ultimate aim is to develop the processes that reinforce positive behaviors and discourage conduct that is counter-productive. With regard to school attendance, our society has an expectation that our school-age children are in school. There are layers of processes to achieve this end. Some are found through the legal system, others involve policies put in place by schools and finally, the households across this country that provide the food, shelter and a place our society’s young call “home” outline their own set of rules relative to school attendance. Ideally, these processes align.

At Belton High School, we have a “target” rate of ninety-five (95) percent for a number of solid reasons. For purpose of outlining a response to encourage regular attendance and discourage non-attendance, we will focus on Missouri’s standard of ninety (90) percent. Ninety (90) percent attendance equates to roughly no more than 8.5 absences per semester or 17 absences per year. The actual accounting is figured in minutes. The “critical number” of 1440 minutes for the semester and no more than 2880 for the year.

During the course of a semester, a student is encouraged to log “makeup” minutes for minutes missed.

Students who exceed the “critical number” of minutes are subjected to “No Credit” status for each class where five (5) or more absences occurred. Should “No Credit” status be reached, the student will be required to participate in a program that requires research of an assigned topic, written work, additional assignments and defense of his/her work prior to being able to retrieve the credits.   

To avoid “No Credit” status, a student who does approach or exceed the “critical number” is able to log “make up” minutes for those missed. This is not the ideal. However, our process must provide a solution for those who will fall short of the Missouri standard of ninety (90) percent.  This practice also provides encouragement for everyone to attend more regularly and a disincentive for excessive absences.

In other words, should a student miss school or know they will miss school, he/she is encouraged to log “positive minutes” into his/her respective “bank” to make certain he/she is not subjected to “No Credit” status for having accumulated excessive minutes of absences. Students who miss time during week one of school will have until the third Saturday to capture the minutes from week one. If he/she fails to do so by the designated time, the minutes from Week one are logged toward the “critical number” for the semester.

This is not a perfect system by any means, but the idea is to have students make up their minutes in a more timely fashion and, in essence, use this time to stay current with the coursework in question. For those who know they’ll be absent, they are encouraged to collect their work in advance and log positive minutes in advance of their absence. 

Merriam-Webster offers two definitions…

1. an act, instance, or time of commencing:  to enter upon, begin.
2. the ceremonies or the day for conferring degrees or diplomas.

For the purpose of this “Why” paper, ours will merge the two…  A ceremony to acknowledge those who’ve completed their journey and arrived at the beginning.

“Arrive at the beginning”…  wait a minute, does this qualify as one of those, “jumbo shrimp, clearly confused, deafening silence, cruel to be kind, virtual reality, awfully good, only choice, original copy, alone together” oxymorons?

Across the United States, there are an estimated 3.35 million high school seniors who will turn their tassel and arrive at their beginning.  A milestone for certain and one which by design, captures a transition of sorts toward greater independence, a promise of opportunity and a vision of a bright future.  Hopefully, the educational experiences along the journey have included an intentional effort to prepare and pursue a purpose along with a possible career path. Hence, the most often asked question of the graduate, “What do you intend to do after high school?”

Without doubt, the answers typically fall into one of several categories.  The same is true for the level of enthusiasm and/or anxiety displayed. Thankfully, most are equipped with either a plan or the workings of one.  There are those who’ve earned and/or been presented opportunities for post-secondary education at universities, community colleges, trade schools and the like.  A handful who’ve chosen to join a branch of the military. Some who will simply extend their hours at work while others are actively seeking employment. Finally, and despite collective urgings to plan, there remain a few who claim they’ve given it little thought or appear to have put little to no energy into what is to follow.

Regardless, a day in May contains the moment our Belton High School graduates assemble to “commence.”  We acknowledge them and rejoice along with them, their classmates and their families for the journey they’ve/we’ve shared culminates in closing a significant chapter. Current data suggests the average life expectancy is 78.6 years of which four is spent in high school. Simple math reveals the experience represents a mere five percent of our lifetime, yet, we observe people across generations speak of their life experiences and the time frame in question typically consumes far greater than the five percent of the conversation.  The impact of these four years on relationships forged, opportunities presented and the “persons we become” is real.

For a number of explanations, not all who enter the school experience as a part of the cohort will arrive at “Destination Beginning.”  Some will have fallen short and stake claim at a later date and will qualify as those who’ve simply not arrived “yet.” Efforts to coax, encourage, and offer requests through some divine intervention do continue…  simply because the data affiliated with the piece of paper which signifies arrival suggests it has value beyond its weight. Furthermore, the symbolic nature of having satisfied requirements and completed the task, regardless of the difficulty of the journey, represents a degree of perseverance most wish to find in themselves and others.  Again, the data suggests “completers” are rewarded. Certainly, the nature and extent of post-secondary experiences contribute to even greater possibilities to those who elect to continue with some formal training.

Others may “mic drop” and say, “I’m out.”  Though their journey may not include “finishing the high school race” and the ceremony part of “Commencement” will not apply.  Without the designation of “high school graduate,” their journey will certainly continue. However, one could reasonably predict there to be some limitations with regard to the range of opportunities afforded them. Naturally, we continue to wish them well and, to the extent possible and/or requested, offer our support.  Frequently, there are those who, through tragedy, had their journey end much too soon. Their family members, friends, and the community were forced to attempt to reconcile why the loved ones were taken from them at such a young age. Mourning the loss and celebrating the respective lives occurred on earlier dates, yet, we acknowledge the holidays, birthdays and the arrival of anticipated milestones produce reminders and the thoughts of unrealized dreams.  It is believed this applies to no fewer than five from the current cohort. Our model to provide an opportunity for remembrance involves a moment of silence during the ceremony and the graduates are also provided a special ribbon to wear as a tribute should they so choose.

Why Commencement?   First and foremost, it is for those students who have successfully completed the requirements to earn their Belton High School diploma.  Additionally, it is about the very moment one has his/her name read over the public address system to signify a mission achieved and a fresh assignment to “commence” with something new.  It is about a specific moment in time when, as a member of a unique “Class,” he/she will join fellow graduates in the “turning of the tassel.”

It is about the students…  but, it is also about the families, friends and the community coming together on a particular evening in celebration for and of our students.   In some ways, very similar to their date of birth, they are the center of attention and they have arrived at their beginning all over again.

In the Fall of 2013, the Belton School District adopted a cum laude system as a means to recognize a greater number of students for their academic performance. The cum laude system was introduced immediately and the plan called for cum laude to eventually replace the ranking system entirely. Specifically, the details called for students from the Class of 2014 to be the first to be recognized using both systems and the Class of 2017 to be the last to utilize the ranking system. Students from Belton High School can access a class rank figure should a specific scholarship require it. However, aside from the occasional request, there is no plan to utilize class rank. This departure means we no longer have a Valedictorian or Salutatorian of the class.

So, what is cum laude? Cum Laude represents an academic level of distinction. Cum laude defined…  “with praise or with honor.”

Cum Laude “To graduate with Honors” Cum Laude is an additional recognition awarded to students at the end of their Senior year.  

The requirements for the three categories are as follows:

Students who earn the distinction of being recognized at graduation as one who is cum laude, magna cum laude or summa cum laude, will have an additional stole to wear as a part of their graduation gown. The cum laude recipient is presented wearing a stole which is white, magna cum laude wears a silver stole and summa cum laude wears one which is gold.

As a community interested in having our students pursue excellence throughout their high school experience, we are pleased to acknowledge our student accomplishments through designations available as a part of the cum laude system.

The presence of drugs or “remedies” can be traced throughout generations of humankind and across countless cultures. The pursuit of relief or “escape” via drug use was, is and will continue to be something which defines how some elect to live their lives while others struggle with their dependence.  Regardless, the toll on the individual, their circle of family and friends, and society in general is real, obvious and merits a collective effort to eradicate illegal and unhealthy use. (Note: Although there exists philosophical positions tied to the value of prescribed medicine, this “why paper” is not intended to question or challenge the value of the medical community nor the utility of prescribed medicine.)

Newsworthy, but not news…  the percentage of adults and young people who are struggling with their own mental health is up.  According to Mental Health America (MHA), the nation’s leading community-based nonprofit dedicated to addressing the needs of those living with mental illness and to promoting the overall mental health of all Americans, one in five adults have a mental condition and the percentage of young who deal with severe depression increased from 5.9 to 8.2% from 2012 to 2015.  Despite more folks having access to some degree of mental health care, the larger numbers outpace the amount of support available. A seemingly natural response for those who struggle…   self-medication.

The “why” behind these numbers is a concern.  Among the explanations provided: the economic and financial pressures of 2008, the rapid evolution of technology, informational overload, the deterioration of a clear societal moral compass often associated with the influence of religion, a fundamental shift in the approach to parenting, the breakdown in the family, and certain flaws within the educational/socialization system to mention a few.

Certainly, we do recognize drug use/abuse goes beyond those who do so in order to deal with the above-mentioned struggle and we must not ignore those who do so for social or a “recreational” purpose.  It is clear one’s “circle of friends” can have influence on the choices made. It would be foolish to believe those involved in organized or team activity are exempt. In the 10.14.17 issue of our BHS “why papers” we discussed the value of “activity participation” and the role it plays in contributing in positive ways to school attendance, school performance and avoidance of risky behaviors.  As such, we find compelling reasons to do all we can to connect students to one another and healthy activity. However, we must also acknowledge there is research which references some added vulnerability to participate in less healthy social behavior as a result of some of these connections.

Neither of the above-described scenarios discriminates as to who is impacted.  It is no secret the participation in drug use does cross-gender, ethnic, intellectual capacity and socio-economic lines.  So, the challenge is clear. What do we do? Our “moment in time” is now and the impact of drug use/abuse continues to be real and obvious.   In Belton, our collective effort to eradicate illegal and unhealthy use is both intentional and strategic. We recognize any effort to eradicate will fall short, but we sincerely do hope and pray that our efforts remind our students and public of our love for and our intent to do right by the young people of Belton.

Strategically, we are intentional about building our “relational capacity.”  Students and community members who understand our care for the young people is genuine grow to trust the motive when it comes to promoting healthy choices.  Through daily conversations and a visible presence at school, school activities and any place where Belton students are involved, we seek to build relationships.  

So, how do we approach the concern as a community?

It is important to note, there are scheduled times when our focus is to send a clear message to our community as well as identify and deliver direct support to those involved.  These include our random drug testing program (eight times per year), random drug dog searches (twice a year), the Signs of Suicide (SOS) activity held in November, or the scheduled conversations we share with respective classes which are often attached to key events such as Homecoming, Prom or the final weeks for our Seniors.  

The Belton School District’s random drug testing program is in the second year.  As was mentioned, eight times per school year twenty-five randomly selected students from both BHS and BMSFC are tested for select drugs.  An additional two students from each school are also tested for steroid use as well. Roughly two-thirds of the student population represents the “pool” from which students are chosen.  All student-athletes, those who participate in various activities and purchase a parking pass must be in the pool. There are others who, as a result of parental request, are also included. Results are known rather quickly and communicated with the household.  In those cases where results indicate use, additional attention is given and resources are provided. (As a point of information… Of the 350 students tested over the past two years, 7.14% of them produced a positive test for an illegal substance. In other words, 92.86% of those tested showed no signs of illegal substance use.  With regard to the thirty-two tested for steroids, there have been no positive tests.)

There are also those times which do not involve a scheduled visit at all.  These represent those situations where a student has either referred themselves or a friend.  On occasion, parents or a staff member shares a concern and the conversation between adult (counselor/Pathways school-based therapist/administrator/coach/sponsor) and student lends itself to frank discussions about the choices made and/or the trappings of curiosity, peer pressure, stresses at home or life itself. It is not uncommon for the initial topic to have centered on academic performance or the lack thereof, but interwoven is dialogue about healthy choices.

Regardless of the circumstance which brings two together, it is through honest and transparent conversation one is able to demonstrate a commitment to our students.  We remain convinced that through relationship, we create our greatest opportunity to influence our young people. One is hard-pressed to find someone who reports their own high school experience was void of the same challenges we face today.  But, people are worth it and therefore, the effort is worth it as well.

Freshman year…  Yes, it is most definitely important!     

From 2006 - 2013, researchers at the University of Chicago studied eight data cohorts of Chicago high school freshmen.  They discovered Grades and Attendance really matter during one’s freshmen year.  The study revealed that more than 95% of the students who earned a “B” average or better in their freshman year graduate and have an 80% chance of finishing high school with at least a 3.0 GPA.  Furthermore, according to the study of Chicago freshmen, those who have less than a “C” average are more likely to drop out than graduate.

Additionally, freshmen who miss more than two weeks of school fail an average of two classes regardless of their prior performance in the classroom.  In fact, freshmen who arrive with high test scores but miss two weeks of school per semester are more likely to fail a course than freshmen with low test scores who miss less than one week.

The “why” is something researchers are reviewing, but the reports do suggest a couple of “likely” explanations...  a)  doing well as freshmen gives kids entry to more advanced courses later on in high school and college, b)  teachers have higher expectations of these students because of their earlier performance, and/or c)  students develop greater confidence after experiencing initial success.  Researchers indicated  “We don’t know which of these are true, but it seems likely that there are elements of ‘success breeding success’ at play.”

Often, educators analyze and discuss the “achievement gap”...  the differences on test scores between subgroups, but a strong argument can be made for an increased focus on reducing the “GPA gap” during the Freshman year as well.  

In Belton, efforts to address this “GPA gap” are well underway.  During recent presentations involving students and parents, considerable attention was given to the importance of the Freshman year, the challenge of having Freshmen “housed” apart from the high school, some cohort data from those currently in high school and the ongoing efforts to alert our community to the significance of this important year of school.  With an average of 36.7 % of our current 10th - 12th graders who have earned one or more “F’s” during their freshman year, we celebrate the 81% of the current Freshmen for their efforts to earn passing grades at the mid-way point of their Freshman year.

As we embrace the future in Belton, we continue to be intentional about placing emphasis on the success/performance of our Freshmen.  Transition activities are being developed to enhance the experience for our current and next year’s Freshmen.  Among the attention provided the significance of earning solid grades, regular and timely attendance is the value of “connection.”   As has been provided in an earlier issue of the “BHS White papers,” students who are involved in various activities do earn greater grades and have higher attendance rates.  We want and strongly encourage student participation in a school-related activity.

The full implementation of our Academy model for our freshmen begins with the 2019-20 school year.  The design calls for students to be assigned to a specific “team” within the Freshman Academy.  The identification of team membership provides an additional layer of connection and the model provides strategic and intentional steps throughout the year to connect students to one another, their staff and their respective interests.

In the Spring of 2017, discussions were held regarding how grade point averages were calculated in the Belton School District (BSD).  At issue, how the very nature of the BSD grading scale does place some students at a disadvantage with students from other districts who have their GPA (Grade Point Average) calculated using a straight 4.0, 3.0, 2.0 and 1.0 point scale.  The conversation evolved into the “Why?” question. The specific question… Why is it that the Belton School District scale is unique with regard to most districts in the surrounding area? A second question… Does this, in some way, provide some unnecessary degree of discouragement for students in the Belton School District?

Specifically, the comparisons are listed below…

Belton School District Grading Scale

A 95% (4.00)      C 73% (2.00)
A- 90% (3.67)      C- 70% (1.67)
B+ 87% (3.33)      D+ 67% (1.33)
B 83% (3.00)      D 63% (1.00)
B- 80% (2.67)      D- 60% (0.67)
C+ 77% (2.33)      F <59% (0.00)

Most Surrounding Districts' Grading Scale

A 90% (4.00)
B 80% (3.00)
C 70% (2.00)
D 60% (1.00)
F <59% (0.00)

Upon close review, one will discover the BHS student who earns an “A” but fails to achieve a 95% or better in particular class will have a GPA which is .33 points behind the student from a neighboring district who has a 90% in the same class.   Granted, the “plus” on a letter grade of a “B, C or D” is rewarded with an additional .33 points and this is not factored in on a straight 4.0, 3.0, 2.0 and 1.0 scale. However, this does not apply to those who receive an “A” and therefore, does contribute to a disadvantage for our highest performing students.

Certainly, the discussion about the subjectivity of grades within schools and across schools can be argued, but the central point here is an inability to identify a strong argument to preserve the early version of the BSD grading scale.  Therefore, beginning with the 2017-18 school year, the Belton School District has adopted a straight 4.0, 3.0, 2.0, and 1.0 scale for those who earn a letter of A, B, C or D. The plus and minus will continue to be recorded on the report card, but the grade point average will be calculated on the straight scale.  (Note: For the students in grades 10-12, the GPA for prior years will continue to reflect the earlier method of calculation. Therefore, for these three classes… 2018, 2019 & 2020, the two systems will be merged and this will be reflected in their final GPA.  A footnote to confirm this combination will be included on the student transcripts.)

For the students of Belton, we continue to press each of them to perform at their highest level and seek a system which will be an encouragement to them and not allow a grading scale to place them at any disadvantage when their scores are compared to those from another district.

During the Open Registration this past August, families were provided a “Save the Date” card to be placed on their refrigerator.  The BHS Curriculum Fair / Guided Enrollment nights were among the dates listed. The “why”...  our staff will be on hand to provide some insight as well as to address questions individuals have regarding the Belton School District curriculum.  Please plan to reserve two (2) hours and attend one of these two evening sessions.

The format for both evenings will be identical.   The activities are scheduled from 5 - 8 p.m.   

• 5 - 6 p.m. - Curriculum Fair…   Staff situated by department in the Commons - “Special Topics” Sessions in the Library
• 6 - 7 p.m. - Special Presentation in Gymnasium…   (all should plan to attend)
• 7 - 8 p.m. - Repeat of 5 - 6 p.m. session

Our point of emphasis here…if we are to best serve the students of Belton High School, we must be intentional about our efforts to investigate student interest (both at school and beyond their BHS experience) and align it with a program of study. Our collective efforts to become informed followed by an effort to guide our students to choose wisely will create the greatest opportunity for them to prepare for their future.

Our curriculum experts… our teachers are the very individuals we rely upon to engage our students with the content in question.  During the opportunity to interact, we encourage all to advocate for a deeper understanding of what the experience in the respective courses can be.  Should there be questions about a specific course, please inquire of the staff who currently teaches it and learn directly from them.

A key resource which will is available on our BHS webpage is the most recent edition of the Career & Educational Planning Guide for grades 9 - 12.  This booklet will provide a comprehensive listing of the courses we seek to offer for the upcoming school year.  Student demand will largely determine the schedule and some key staffing decisions.

During the Counselor visits to the classrooms, students will learn about the process, receive encouragement to challenge themselves and be advised to speak directly with their teachers regarding their recommendations.  Students will also receive a copy of their respective transcript along with a handout which will serve as our student enrollment form.  The combination of student interest, transcript information, teacher recommendation, and information contained in the CEPG should all contribute to how a student and his/her parent/guardian completes the form.  

Again, our “why?”...  to make certain our efforts over the next few weeks result in the best academic experience for our BHS students in the year 2018-19. Thank you for your continued partnership!

So, what exactly is the Missouri School Improvement Program (MoSIP) and why does it exist?  MoSIP is the state’s accountability system for accrediting Missouri public schools. The responsibility to review and accredit Missouri schools is mandated by state law and by State Board of Education regulation.  Therefore, all public schools in the state of Missouri are evaluated subject to the measures outlined in MoSIP.  

In order to assess a school’s and/or district’s performance, data is collected across several “Performance Standards.”  They are:   (1) Academic Achievement, (2) Subgroup Achievement, (3) College and Career Readiness, (4) Attendance Rate and (5) Graduation Rate.  The collection of data provides the department with a means to produce an Annual Performance Report (APR) for each school and district. The calculations for each “Performance Standard” do include a set of formulas in an attempt to factor in performance comparisons across three years of data.  Based upon these comparisons, a school is assigned “x” number of points toward their APR for each standard.   Points are awarded for “status” as well as “progress” shown from one year to the next.  Certainly, one acknowledges the significance of a single year’s worth of data, but as one considers the many variables which can impact a particular “graduating class” score… one must recognize the importance of reviewing “trend data” for a school or district.

The End of Course (EOC’s) Assessments for Algebra I, Algebra II, English Language Arts (ELA) II, Biology and Government provide the basis for review of: (1) Academic Achievement and (2) Subgroup Achievement. Virtually every student who completes these specific courses must take the EOC established for the course.  The scores earned are factored into the APR calculations for the school and district in the year the EOC is taken.  Should a student be unable to take an EOC for any reason, the school and district in question are held accountable for his/her score should he/she remain a student and graduate within the district.   There is very little allowance afforded a school not to test students.  Therefore, considerable effort is committed to testing all students upon completion of the course and, in those cases, when a student is unable to test…  the importance of “tracking” these students and making certain they complete the EOC during a future “assessment window” is significant.  As a part of the process, it is imperative for each student to test.  The penalty assigned a school’s (and a district’s) APR score is substantial should greater than 5% of the students from a graduating class fail to have taken a particular EOC.    (It should be noted:  the data suggests motivation and performance levels of those who take an EOC the year or two following having taken the course are negatively impacted.)

There are three separate measures which contribute to the:  (3) College and Career Ready Performance standard scores.  They are student performance on:  a) ACT, SAT, ACT WorkKeys and ASVAB assessments;  b)  AP, IB, Dual Credit, TSA, PLTW or Early College coursework; and, c) Placement w/in 6 months either in post-secondary education, the military or in occupations directly related to the training received in high school.

“90-90” is the “target” attendance rate in Missouri.  “90-90” is a reference to having at least 90 percent of the students attend 90 percent of the time.  A common phrase is “Average Daily Attendance, however, for purposes of APR, the key measure is the percentage of students who attend 90 percent or more of the time.

The graduation rate is simply the percent of students who meet the requirements for graduation within a district.  This is accomplished by conventional means…  a student simply meets the local board guidelines to earn their diploma (in Belton the minimum credit requirement is 26); or, for those 17 years or older and at-risk of dropping out… the requirements of Missouri Options combines select coursework, attendance hours (school and work) and one’s achieving a specific score on the HiSet test.

An overview of Our BHS Pyramid was initially shared during Back to School Night on August 24, 2017.   With this visual, we acknowledge the various factors which, we believe, contribute to the success we expect to have with our BHS students.    Our mission is…  “to graduate college- and career-ready students through engagement in personalized, relevant learning experiences.”   Through our School Improvement Plan (SIP), we attempt to strategically address the demands of MoSIP and maintain focus on our mission.

With regard to our (SIP) as it relates to the MoSIP Achievement measures (both school-wide and our sub-group populations), we’ve been intentional about arranging schedules to afford staff (general and special education) with opportunities to collaborate as a part of their planning time.  A concentrated effort on alignment and the development of curriculum affords greater opportunity to collect meaningful data through common assessments and, from this data, we are better equipped to determine the most effective means of delivering the material.  In addition to curriculum delivery, academic supports have been instituted in an attempt to better attend to students who struggle.  Additionally, some tools have been developed to assist BHS staff with our efforts to “track” students and their performance on the various assessments.  Furthermore, and across the following Achievement measures…  End of Course (EOCs) as well as College and Career (CCR) Assessments, our efforts to reinforce the significance... “the ‘Why’ of these high stakes exams,” to students are ongoing and represent an attempt to increase one’s motivation level to do well on their respective exams.

In addition, considerable attention is given to promote…  “Right kid, right test and right time” with regard to the College- and Career-Ready (CCR) assessment package.   In other words, data is collected on each student and, based upon his/her profile, the most logical exam (for them) is chosen.   The following represent the options available:   ACT, ASVAB, and the ACT WorkKeys.   Previously, the Compass (a higher ed placement test) was considered among them.  However, this instrument has recently been replaced by the Accuplacer.  There is a good reason to believe, for purposes of MoSIP, the Accuplacer will be considered a part of the CCR assessment package in the near future.  

At BHS, our School Improvement Plan arranges for all Sophomores to take the Pre ACT in the Fall and the ASVAB in the Spring.  Juniors take the Practice ACT in the Fall and then, depending upon one’s profile… an instrument is chosen.  If the student has taken the ASVAB, the likely choice is between the actual ACT or the ACT WorkKeys.  The ACT is a college readiness assessment and when coupled with one’s overall GPA provides a good prediction of college success.  On the other hand, the ACT WorkKeys is an instrument which provides the student with an opportunity to earn a National Career Readiness Certificate.   For growing numbers of potential employers (including many in Cass County), the instrument serves as a viable screening tool.  Across the country, this credential is recognized as an indicator of one who is a solid candidate for employment.

You’ll recall, we outlined much of the BHS School Improvement efforts regarding the MoSIP Attendance measures in the first two issues of the “BHS Why papers.”  Consistent with MoSIP, we seek to increase the number of students who achieve greater than 90% attendance.  However, with an increased emphasis on BHS students qualifying for the A+ program (issue 3), we have actually stressed 95% attendance. (Note:  95% represents the criteria for the A+ Program.)

Graduation rates…  Our BHS School Improvement Plan also addresses graduation rates.  Our efforts are designed to foster a mindset whereby “Graduation is to be considered a given.”  The bar has been raised from “Graduation”  as a target to “Graduation with A+ Program qualifications satisfied” as the expectation of our BHS graduates.  However, we do acknowledge there are those for whom school, as a chapter in one’s life, can be a journey filled with considerable challenge.  Our BHS School Improvement Plan has taken this into account and has expanded alternatives for these students.  (We’ll provide a greater explanation of Alternative Programming in an upcoming issue.)

Safety is a primary concern at Belton High School. School personnel, like all community members and stakeholders, have a high expectation for a quality effort in ensuring the safety of students, staff, and all those across the community of Belton. Furthermore, given the age range and maturity level of those whom we call “teachers,” “coaches,” “mentors,” “administrators,” and “friends,” the additional responsibility that accompanies this reality is acknowledged and understood. 

One cannot fathom that there would ever be a “parent’s wish list” that would fail to include the addition of “a positive and trusting relationship” with those in the schoolhouse. We are convinced it begins with the key phrase: “relationship.” At Belton High School, we begin with an “I love you always!” message. The initial delivery is playfully communicated, but the message is sincere and intentional. Additionally, efforts to share an open dialogue with students on day one, whether they’ve been long-time residents of Belton or those who have chosen to join us for the first time at some other point throughout their educational journey, are designed to build trust and offer assurance that we are interested in them as both a student and an all-around human. We aim to provide them with a safe place here at BHS in all facets. 

We recognize and accept that our young people are developing into the men and women of tomorrow - those they wish to become. We also understand that they transition into a new chapter of their lives where greater responsibility and independence are not only a natural occurrence but a necessity. As such, missteps will happen. These serve as learning experiences and growth opportunities. Though there may be the occasional challenge of navigating these obstacles, ultimately, it promotes growth and safety for all. 

Specifically, personnel, ongoing professional development, drills, equipment, programs, and protocols are designed to provide our community with safeguards against a collection of challenges and concerns. This involves both proactive measures and steps taken to respond to unhealthy or unsafe situations. It should be noted that these responses are designed to be both instructional and, in those situations where the circumstances dictate, preventative or consequential. In addition to being responsible for the individual, we understand there is a tremendous responsibility to the larger group. 

School is to be a place where students learn, teachers instruct, and all should be and feel safe.

Safety is a broad term and encompasses many topics.  From counsel about safe driving to choices about sex, drugs, and social media, we promise an effort that is transparent and focused. Simultaneously, attention is provided to conflict resolution, sensitivity regarding multiculturalism, trauma-informed care, protection at interscholastic and extracurricular competitions, points of entry, etc. 

We make no apology for this focus and welcome any conversation/suggestions one may have for review. Our students, our staff, our community… We ARE Belton! We ARE worth it.

Transformation by definition goes well beyond the additional bricks and mortar designed to make room for the long-awaited participation of the freshman class on the high school campus.  Transformation is greater than the implementation of certain policies or programs. This is not about changing hubcaps or adding a spoiler to one’s car. Consider instead, Optimus Prime and Bumblebee... the Autonomous Robotic Organisms from the Planet Cybertron (also referred to as Autobots.”   These two, the best known of the Transformers, evolve from a Peterbilt truck and a Camaro into Autobots, capable of delivering much more than transportation. They are freedom fighters whose mission is to protect planet Earth from the Decepticons. This is precisely what one expects from the transformation at Belton High School…  a radical change designed to enhance student preparedness. This is exciting stuff!

Over the past few years, there have been presentations and discussions regarding the vision to transform our Belton High School into the Academies of Belton. Specifically, these have included a review of the process, celebrations of grant monies received, notice of projected timelines, updates to new learning or tasks accomplished, and the identification of partnerships established.   Certainly, we’ll continue to be the proud Belton High School, but the educational delivery model will be dramatically different.

As to “Why transform?”...   Despite a trajectory which reveals positive gains at BHS, we’ve joined a growing number of education and community leaders who recognize there is more our schools and community can and should do to ensure our youth’s post-secondary preparedness.   Initially, the motivation was about motivation. How can we best engage students in their own preparation for college and/or career and have them take greater ownership of their future? Across generations, the questions have included… “Why do I need to learn this?”   As educators, parents, community members, business and civic leaders, and those involved in post-secondary programming, we commit to the identification of relevance.

Secondly, one can easily make the argument a student’s opportunity for choice lends itself to greater engagement.  Our traditional model provides for choice among a collection of electives. However, this smorgasbord approach can lack connection and unless one is truly intentional about their selections, the combination of electives is simply an assortment of classes one takes.  Again, as educators, parents, community members, business and civic leaders, and those involved in post-secondary programming, it is our duty to make the connection between student interest and the demand one finds in workforce data.

With the Academy model, relevance and choice will be made more clear throughout the student experience.  The relevance… The Academies of Belton were identified based upon current and projected workforce data.   Regarding choice… The often asked question of our young people, “What do you want to be when you grow up?” remains a critical question.   This alignment of a student’s declared interest in a particular Academy provides him/her with a collection of experiences rooted in workforce data. Instruction and the collection of experiences are delivered “through the lens” of the respective Academy, thus a greater tie between student interest and their learning.  The alignment provides greater motivation for one to develop relatable skills. The ability to provide an educational program with a focus creates the primary difference between the Academy model and a more traditional delivery model.  As a community, we recognize the potential and the value of this change. Let the transformation at Belton High begin. Exciting “stuff” indeed!