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
Method
4
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
SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS
3
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.
SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS
4
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,
SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS
5
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 schoolbased 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
SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS
6
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).
SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS
7
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 nonparticipants (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.
SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS
8
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
SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS
9
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,
SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS
10
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
SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS
11
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
SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS
12
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
SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS
13
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 onepage 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.
SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS
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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
SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS
15
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
GPA
Attendance
%
Pre Intervention
Programs (N=19)
No Programs
(N=42)
Programs (N=19)
No Programs
(N=42)
Post Intervention
1.278
1.331
1.409
0.849
1.111
0.854
0.782
0.645
SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS
16
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
GPA diff
N
Mean
Std. Deviation
Std. Error
Mean
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
95% Confidence
Interval of the
Sig. (2-
F
GPA
Equal
diff
variances
Sig.
4.585 .036
t
1.416
df
tailed)
Mean
Difference
Std. Error
Difference Difference
Lower
Upper
59
.162
.22252
.15713
-.09189
.53694
1.228 25.824
.230
.22252
.18114
-.14994
.59498
assumed
Equal
variances
not
assumed
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=
SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS
17
.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
ATT dur
Intervention
1.00
2.00
N
Mean
Std. Deviation
.1447
.11534
.3476
.23808
19
42
Std. Error
Mean
.02646
.03674
Independent Samples Test
Levene's
Test for
Equality of
Variances
t-test for Equality of Means
95% Confidence
Interval of the
Sig. (2-
F
ATT
Equal
dur
variances
6.444
Sig.
t
df
tailed)
Mean
Std. Error
Difference Difference
.014 -3.520
59
.001
-.20288
.05763
-4.481
58.631
.000
-.20288
.04527
assumed
Difference
Lower
.31820
Upper
-.08756
Equal
variances
not
.29349
assumed
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.
-.11228
SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS
18
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.
SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS
19
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
SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS
20
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.
SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS
21
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Appendix I: Parent Letter
Dear 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
SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS
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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.
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26
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
SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS
27
Wednesdays and Thursdays or to your counselor any day. Thanks
again, bye.
SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS
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Appendix IV: After School Programs form
After School Programs at CHS
Description
Advisor
CHS Clubs
Aerie
Band
Bicycling Club
Choir
Close Up Club
Earth Club
Electric Car
Club
FBLA: Future
Business
Leader of
America
Gay Straight
Alliance
Golf Club
A student-produced publication that
accepts poetry, prose, illustrations, and
photos.
Be a part of every activity through the
CHS band
Learn safe cycling skills while enjoying
the beautiful outdoors
Several choir groups are available to
interested students
Visit nation’s capital while earning CHS
credit
Dedicated to making CHS
environmentally friendly school
Fabricate and race student electric car
creations
Learn and compete in business related
fields including marketing, business
creation and accounting
Dedicated to creating a safe
environment in schools free from
discrimination, violence and harassment
Work on your game all year long with the
CHS swing doctor
Generate awareness about the human
trafficking epidemic plaguing society
Human
Trafficking
Awareness Club
MeChA
Promote cultural pride and learn
leadership skills through community
activities
MMA Club
Phsyical fitness through mixed martial
arts
Skills USA
An organization for students who are
interested people interested in career
and technical education like welding,
video production, and culinary arts
Speech &
Learn, engage and compete in various
Debate
formal discussions or argument in
league and state competitions
Phil Huff
Tim Wells
Suzi Gurney
Julia Voorhies
Justin Rosenblad
& Stand
Thompson
Joel McKee
Mark Watts
Adriann Hardin
TBD
Tom Young
Reed ScottSchwalbach
Kristin Klotter
Justin Rosenblad
Mark Watts and
Stacie Fleck
Jen Loeung & Kim
Schiewe
Additional
Information
SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS
The Talon
Thespian Club
Yearbook
Centennial’s school newspaper where
student writers learn journalistic skills by
publishing monthly editions
A student led group interested in every
aspect of drama
Plan and design every aspect of the
CHS yearbook including photography,
writing, sales and distribution
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Shelbi Wescott
Kellie McCarty
Shelbi Wescott
Athletics
Fall
Football
Boys/girls
Chris Knudsen
Cross Country
Boys/Girls
Greg Letts
Volleyball
Girls
Rob Olson
Soccer
Boys/Girls
Dance Team
Cheerleading
Boys/Girls
Boys/Girls
B: Justin
Rosenblad
G: Kelsey Birhofer
Annie Ellett
Carly Lofting
Waterpolo
Boys/Girls
Rod Lundgren
Varsity, JV, and
Freshmen
Varsity, JV, and
Freshman teams
Varsity, JV, and
Freshman teams
Varsity and JV
teams
Varsity, JV, and
Freshman teams
Varsity
Winter
Basketball
Boys/Girls
Wrestling
Boys/Girls
B: Tim Roupp
G: Jeff Stanek
Roger Matthews
Cheerleading
Boys/Girls
Carly Lofting
Swimming
Boys/Girls
Rod Lundgren
Varsity, JV, and
Freshman teams
Varsity, JV, and
Freshman teams
Varsity and JV
teams
Varsity
Track
Boys/Girls
Softball
Baseball
Golf
Girls
Boys
Boys
Greg Letts & Luke
Franzke
Steve Baker
TBD
Tom Young
Varsity, JV, and
Freshman teams
Varsity and JV
Varsity and JV
Varsity
Mr. Christy
Monday –
Thursday
Spring
SUN
Basketball Open Start your day off with a basketball
Gym
workout in the gym
SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS
Tutoring
Study Skills
Career and
College
Exploration
Hip Hop Dance
Fitness
Photography
Computers
Homework Club
Zumba
Ceramics
30
Get assistance completing homework or
help in a specific subject from National
Honor Society students
Learn new skills and techniques to help
you study for any subject
Explore career opportunities and learn
about the world of manufacturing
Mr. Beach
Tuesday &
Thursday
Mr. Huff
Tuesday &
Thursday
Monday &
Wednesday
Learn a variety of dance techniques and
movements
Participate in a variety of fun and healthy
ways to stay fit.
Learn all the tips and techniques to
taking expert photographs.
Learn computer skills and navigating the
web
Get help completing homework or help
studying for a specific subject
Aerobic activity and dance to create a
fun exercise experience
Learn how to make pottery on the wheel
Roseann Rivera
Tuesday
Ms. Shoda
Thursday
Brandon Sayrath
Wednesday
Melissa Wolf
Wednesday
Mrs. Hermann
Tuesday &
Thursday
Monday &
Wednesday
CPC
Welky Hoffman
Michael Grubar
Tuesday
SOPHOMORES ENGAGED WITH AFTER SCHOOL PROGRAMS
Appendix V: SUN Form
31
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