Travis High School

CREST 2019

Travis High School

Principal- Sarah Laberge

Associate Principal- Lizzie Herring

Section One: Our School and the Role of the School Counselor

Our School

School Information

Seniors: 637, Juniors: 705, Sophomores: 726, Freshman: 755

Faculty: 195 – 32% have master’s degrees and beyond

Schedule: Classes meet 50 minutes per day, maximum 7 periods per day, 5 days each week, 18 weeks per semester

School Year: August 14, 2019 to May 28, 2020

Accreditation: Southern Association of Secondary Schools and the Texas Education Agency. Travis HS is Recognized by Texas Assessment of Knowledge and Skills (TAKS) and State of Texas Assessments of Academic Readiness (STAAR)

Enrollment by Race/Ethnicity

White 23.50%

African American 26.30%

Hispanic 19.80%

Asian 26.30%

Two or more races 3.60%

American Indian .28%

Native Hawaiian .22%

Enrollment by Student Group

Economically Disadvantaged 25.1%

English Learners 3.1%

Special Education 6.1%

Gifted and Talented 6.7%

College Admission Testing

SAT Reading

2017-2018: Travis- 552, Texas- 520

2016-2017: Travis- 568, Texas- 548

2015-2016: Travis- 549, Texas- 512


SAT Math

2017-2018: Travis- 542, Texas- 512

2016-2017: Travis- 557, Texas- 542

2015-2016: Travis- 550, Texas- 507


ACT Composite

2017-2018: Travis- 20.5, Texas- 20.6

2016-2017: Travis- 22.8, Texas- 20.7

2015-2016: Travis- 22.1, Texas- 20.6

Advanced Placement Program

Class of 2018-2019

Total AP students taking 1 or more AP exams: 547

Total number of exams taken: 1325

Percent of total AP students with score of 3+: 62.00%

National Merit Scholar Program

2018 Commended: 2, Semi-Finalist: 1

2017 Commended: 8, Semi-Finalist: 1

2016 Commended: 6, Semi-Finalist: 3


National Hispanic Scholar


2018 Commended: 3

2017 Commended: 3

2016 Commended: 1

Our Counselors

Dwelvin Oliphant, M.Ed., M.A.

Lead Counselor

AP Testing Coordinator

Foreign Transcript Evaluator

NCAA/NAIA Clearinghouse

Academic Excellence Awards/Underclassmen and Senior Awards Night


Mr. Oliphant has been a school counselor for over 7 years and has been an educator of youth for over 25 years. He loves helping young adults grow academically and socially throughout their high school years.


He has an undergraduate degree in Criminal Justice, a masters degree in Education Administration and a masters degree in Counseling. He is proud to be an alumni of Sam Houston State University and he is a Bearkat for life.

LaDale Lamb, M.Ed., M.A.

Counselor for A-Ch, 9th-12th Grade

SAT Saturday/School Day Coordinator

Homeless/Park Youth Ranch/McKinney Vento Counselor Liaison

College Board/ACT SSD Coordinator


Ms. Lamb earned her Bachelors of Science degree in Mathematics Education from the Southern University in Baton Rouge, Louisiana where she was a member of The Lady Jaguar Softball Team. She has been in education for 20 years. She started her teaching career in Fort Worth ISD where she taught Mathematics and AVID for 15 years. She has served as a coach, student council sponsor, Administrator and Dean of Students. She left administration to come back to counseling 3 years ago at William B. Travis High School. She holds a Masters degree in Counseling and Educational Administration from Prairie View A&M University.

Monet Newsome, M.Ed.

Counselor for Ci-Go, 9th-12th Grade

Campus Based Leadership Team Member

Foreign Exchange Program Liaison

PBIS Counselor Representative


Ms. Newsome has been in education for 5 years. She is a proud product of Fort Bend ISD where she graduated from Elkins High School. She holds a Bachelor of Science in Education from Sam Houston State University. She received her Master of Education in School Counseling from Houston Baptist University.

Jeanne Andrews, M.S., LPC

Counselor for Gr-La, 9th-12th Grade

GT Information Liaison and Testing Facilitator

District Crisis Team Member

Campus Crisis Team Member


Ms. Andrews has had the pleasure of working in the education field for thirty years. Previously working as a Family and Children’s Therapist, she has the view of the holistic process of the individual and the family unit which helps a great deal with all of her students. She graduated from Kentucky Wesleyan College, Owensboro, Kentucky with a Bachelor’s Degree in Business Administration Management, with an emphasis in Psychology, Sociology, and Education. Ms. Andrews also graduated from the University of South Alabama with a Master’s Degree in Community Counseling. She is also a Licensed Professional Counselor.

Cheryl Clark, M.Ed.

Counselor for Le-Ok, 9th-12th Grade

504 Transition Coordinator

Attendance Committee Member

Discipline Committee Member


Ms. Clark earned her Bachelor’s degree in Behavioral Science with a minor in Psychology from the University of Houston, Clear Lake. She started her teaching career working with Pre-Kindergarten students and, while she enjoyed many years working with young students, she decided to make the move to high school in 2014. She began working at Travis High School in the Special Education department and served three years as the Department Chair. During this time she earned her Master’s Degree in School Counseling from Houston Baptist University. While Ms. Clark absolutely loves teaching, she is truly excited to serve students outside of the classroom as a member of the Counseling Team at Travis High School.

Brenell Young, M.A.

Counselor for Ol-Sh, 9th-12th Grade

District Crisis Team Member

National Merit Scholarship Liaison

Elementary College Fair Coordinator


Ms. Young is a proud “two time” Historically Black College and University (HBCU) graduate. Her bachelor’s degree was earned from Texas Southern University and her master's was earned from Prairie View A&M University. She earned a principal certification from the University of Houston at Clear Lake. She also holds a paralegal certification. Ms. Young has held various positions ranging from teacher, counselor (all levels), college and career readiness coordinator, and assistant principal. She absolutely loves the land of “education” as it lends itself to so many career paths and opportunities.

Tanya Johnson, M.A.

Counselor for Si-Z, 9th-12th Grade

AVID Counselor

No Place For Hate Campus Coordinator

PBIS Counselor Representative

District Crisis Team Member


Ms. Johnson is a proud product of Alief ISD where she graduated from Alief Hastings High School. After high school she moved to Nashville, TN where she obtained her Bachelor's in Psychology from the Illustrious Fisk University, home of the Jubilee Singers. After graduation she remained in Nashville where she began teaching with one of the local Head Start programs. Ms. Johnson moved back to Texas shortly after Hurricane Rita and began working on her alternative certification. Once she received her certification she taught for 11 years between Alief ISD and Fort Bend ISD. She earned her Master of Education in Counseling from the University of St. Thomas in Houston, TX in an effort to move into counseling. Ms. Johnson absolutely loves what she does and building meaningful relationships with students and families is very important to her.

Becky Martinez, B.S.

College and Career Readiness Counselor for all students, 9th-12th grade


Mrs. Martinez is the College & Career Advisor for ALL 2,800 plus students at William B. Travis High School. She has served in this role for the past 6 years and in education for a total of 13 years. She earned her Bachelors in Science in Education from the University of South Dakota. She loves helping students see their full potential and guiding them to get there. She is a firm believer that people don’t care how much you know until they know how much you care. That being said, she gives much of her time back to Travis and it’s students by supporting them in all they do. She loves her job because she love her kids!

The Role of a Travis Counselor

Travis High School counselors facilitate the achievement of students by developing and implementing a Comprehensive Developmental Guidance and Counseling Program. Counselors provide counseling services that assist students in maximizing their educational experiences and by delivering activities consistent with academic, career choices and life plans, and to overcome problems that impede learning.

Leadership and Advocacy

Travis High School counselors participate in leadership and advocacy by facilitating campus groups and organizations such as:
  • The Self Love Club
  • Freshman and Sophomore Connect group
  • AVID
  • Career and college fairs
  • No Place for Hate
  • Advisory lessons and presentations
  • Wellness Wednesday Newsletter to teachers and parents
  • WOW Wednesday (counselor's monthly recognition of a dedicated teacher)
Counselors also facilitate several major academic awards ceremonies throughout the year such as:
  • Academic Excellence Night
  • Underclassman Awards Night
  • Senior Awards Night
Travis is the most ethnically diverse high school within the Fort Bend Independent School District and one of the most diverse high schools in the nation. All races and ethnicities are represented or recognized in the aforementioned groups, organizations and ceremonies.

Section Two: Program Implementation Cycle

Travis High School's Counseling Advisory Council (CAC)

The William B. Travis High School Counseling Advisory Committee (CAC) is the driving force to the function and success of Travis’ counseling program. Our CAC is comprised of seven counselors (1 Licensed Professional Counselor), administrators and teachers; and as we continue to build relationships with all of our stakeholders, we are adding students, parents, and community partners.
The CAC’s purpose is to assist our counseling department in making sure we continue to implement a comprehensive guidance and counseling program. The CAC helps create a balanced guidance and counseling program while evaluating the effectiveness of the program. The CAC administrators and counselors met in the fall to review/discuss No Place for Hate Activities, SAT School Day, Course Selection Night and various needs assessments. The CAC, with it's growing membership, will also meet in the spring to discuss AP testing, School Counselors' Week, Course Selections, Saturday School, O-Lab and student attendance, as well as to evaluate our program and make recommendations for the upcoming school year. The counseling department and select members of the CAC will continue to meet weekly throughout the school year.

Travis High School Counseling Advisory Council (CAC) Members

Lizzie Herring, Associate Principal

Jeanne Andrews, Counselor and LPC

Cheryl Clark, Counselor

Tanya Johnson, Counselor

Monet Newsome, Counselor

LaDale Webster-Lamb, Counselor

Brenell Young, Counselor

Dwelvin Oliphant, Lead Counselor

Becky Martinez, College and Career Readiness Counselor

Karen Blake, Teacher and LPC

Andrea Spina, Librarian

Betty Roberts, Teacher

Vicky Cravens, English Language Learner Teacher

Student 1

Student 2

Stephanie Hernandez, Parent

Kristine Anderson, Parent

Rachel Luken, Community Representative-Starbucks

Karl Volney, Community Representative-Randalls, Pecan Grove

Melissa Santos, Community Representative-HEB

Andrea Ortiz, Community Representative-Wespark Springs

Dwayne Gosvenor, Community Representative- Finnegan Auto Group

Heather Domjan, Higher Education Partner

Saqueena Sutton, HCC Adult Education

Brittany Johnson, Assistant Athletic Director Prairie View A&M University

Michael O'Connor, James Reese Staff

The CAC's use of the Implementation Cycle

During the 2018-2019 school year, the CAC met to discuss Travis High School student’s indication of self-harm. Information from the student needs assessment and school data indicated that students were reporting instances or thoughts of self-harm. The CAC’s goal was to determine the most effective manner to address this priority. The CAC’s recommendation was that this would be achieved through school initiatives (suicide prevention week), individual counseling, referrals to outside agencies, and follow up with students and parents. Upon completion of the needs assessment, counselors began to conference with students who stated they had concerns with hurting themselves. Students that indicated immediate suicidal ideation or thoughts of self-harm were given the Columbia Suicide Severity Rating Scale. From there, the parents were notified and, depending on the results of the Severity Rating Scale, outside interventions were recommended. Counselors followed up with all students throughout the school year.
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Section Three: Foundational Components

Our Mission Statement

The Travis High School mission is to inspire and equip all students to pursue futures beyond what they can imagine.

Definition of our Counseling Program

The Travis High School Comprehensive, Developmental Guidance and Counseling Program integrates academic, career and personal development based on the needs of the individual, the school and the community. Our school counseling program marks the development of all students from ninth through twelfth grade and is delivered through the direct service program components of the guidance curriculum: individual planning, responsive services and system support. All aspects of the guidance curriculum are implemented by certified school counselors. Guidance, counseling, consultation, and professional behaviors are the main delivery methods utilized to help students develop self-confidence, build motivation to achieve, gain knowledge in responsible behaviors and improve cross-cultural awareness.

Rationale of our Counseling Program

The Travis High School counseling program is comprehensive and focuses on what all students should know, understand and be able to accomplish in order to become productive and contributing members of society. According to our recent parent needs assessment, a noted area of concern is our students' ability to create effective and attainable short and long term goals. The goal of the current guidance program is to provide interventions and planning guidance to students and parents early in the students' high school years to ensure students are provided every opportunity to create and achieve his or her academic and vocational goals during and after high school. Preventative methods are an essential aspect of the guidance program, and are best achieved with the implementation of a guidance curriculum in the classroom and through educational programs developed based on the needs of the students, the parents and the teachers. The Travis High School program aims to identify and intervene on behalf of students with personal concerns that may interfere with their cognitive, social and emotional growth. Our goal is to ensure a positive climate that focuses on the academic, career, and social needs of all students.

Our Counseling Program Assumptions

The Travis High School’s Comprehensive and Developmental Guidance program’s framework is developed and determined based on basic assumptions.

First, there are certain conditions that are required for the program to occur:

  • The program must contain, at a minimum, the four delivery system components and must be employed by a certified counselor.
  • Everyone must have equal access to the program regardless of gender, ethnicity, disability, socioeconomic background or language.
  • Parents will be a partner in their child’s education.
Effective program implementation includes:
  • a positive and safe work environment
  • support and commitment from the administration; the administration will make decisions to implement policies and procedures in support of the program’s priorities and demands
  • an adequate budget and guidance materials
Second, there are specific resources needed to sufficiently execute the guidance program and contribute to the student’s education and development:
  • Staff must have clearly defined roles and accept the responsibilities of the guidance program
  • Administration must provide support for the Counseling department and work along with counselors to ensure the success of the students we service
  • School counselors must be fully certified, and the student to counselor ratio must be suitable to implementing the designed program
  • Time and opportunity must be provided for guidance programs to be designed, implemented and evaluated and for the staff to be effectively trained
  • An adequate budget must be established, materials should be easily accessible and sufficient facilities must be made available for use

Development of Our Program Goals

Travis High School program goals for the 2019-2020 school year were developed through an ongoing process of data collection from needs assessments, interviews and staff feedback, as well as a thorough examination into the priorities of our school. This began with a review of the School Improvement Plan with the counseling team and administration to determine the role of the counseling department in supporting the campus improvement plan. After this review the following priorities were identified:

1. Provide guidance for students in setting and carrying out goals, improving study skills and test taking skills;

2. Increase student access to counselors;

3. Inform students about options for after high school, and selecting and getting into college.

From these campus priorities the counseling team partnered with the administration team and developed the counseling Program Goals for this school year.

Our Counseling Program Goals

Needs Assessments

Evaluation of our Program's Success

The Travis High School Comprehensive Guidance Counseling program is evaluated in three parts; evaluation of the effectiveness of the school counselors, an evaluation of the implementation of the guidance program and an evaluation of the results of the guidance program.


  • First, the school counselors are evaluated informally throughout the school year by the lead counselor through observations, feedback from parents and staff, and informal student interviews. Each year the counseling department has a formal evaluation completed by the Administration with the input of the lead counselor. School counselors are appraised based on professionalism, adherence to ethical standards, continued education, advocacy for all students and other factors.
  • Second, the Guidance program itself is evaluated through the school year by Administrators, the counseling team and the Counseling Advisory Council (CAC). The Guidance program is evaluated to ensure it continues to match with the mission, priorities and goals of Travis High school and its students. The program is also evaluated to ensure the program is implemented with strict adherence to ethical guidelines as well as with fidelity by each counselor.
  • Third, the impact of the guidance program is evaluated by the CAC. Members of the CAC determine the impact of the guidance program on the student academic and social and emotional growth throughout the year, as well as the program’s impact on parents and the community. This is done by reviewing:
  1. Process data, in which the members review what lessons, activities, and services were implemented by the counselors during the year.
  2. Perception data, which is collected through informal interviews and surveys done with students, parents and staff to determine how the counseling program is perceived.
  3. Outcome data, in which members of the CAC review the impact of the counseling program, this includes attendance percentages, discipline data, STAAR testing results and data related specifically to the counseling department.
This data will then be used to determine the needs and priorities for the following school year and any additional services that need to be provided by the counseling department.

Section Four: Four Service Delivery Components

Guidance Curriculum

Activities:

· Freshman Connect

· Sophomore Connect

· Social-Emotional and/or Profile of a Graduate Lesson

· Goal Setting

· Campus Wide Mental Health Initiative

· No Place for Hate

Smart Goal: Counselors will create and manage a guidance group called Freshman Connect and Sophomore Connect in order to discuss goal setting, study skills, test taking strategies, and academic excellence twice a week or 50 minutes each week.

Responsive Services

Activities:

· Attendance Lessons

· Threat Assessment

· Immediate Needs Assessment

· 504 Meetings

· Student mediations

· Child Protective Services Reporting

· Substance Abuse Program

Smart Goal: Counselors will help to educate student on the benefits of coming to school and the consequences of excessive absences as well as the Texas Attendance for Credit Law.

Attendance Lesson

Learning Objective: Students will learn and understand the Texas Attendance for Credit Law. Students will learn and understand the benefits of coming to school and the consequences of excessive absences. Students will take a 6 question attendance for Credit quiz to check for understanding.

Lesson: Students reviewed a short 10 minute video created by the counseling department in which information regarding Texas Attendance Credit law, as well as the benefits of coming to school and the consequences of excessive absences were presented by the head of the attendance committee and the Truancy officer for Travis.

Post Test Results

· 46% of students answered question 1 correctly.

· 96% of students answered question 2 correctly.

· 96% of students answered question 3 correctly.

· 66% of students answered question 4 correctly.

· 94% of students answered question 5 correctly.

Individual Planning

Activities:

· Individual planning meeting for 11th & 12th grade

· Senior Contingency Forms

· Course and endorsement selection

· Counselor College Updates

· College Admission Representative Visits

Smart Goal: Students will receive more information about options after high school including selecting and getting into college. Counselors will work in conjunction with our campus College and Career Readiness Counselor in order to hold campus college fairs and career days on campus and in the Travis Feeder Pattern schools. Counselors will attend 16 College Updates. There will be a total of 125 college admissions representative visits throughout the school year.

System Support

Activities:

· Counselor Twitter

· Parent and student survey

· Parent University on counseling website

· Work with community partners

· Professional Development for counseling staff

· Meetings with counseling staff and administration

· Counselor Principal Agreement

Smart Goal: Counselors will implement an increased social media presence by creating the THS Counseling Twitter page to increase student access to counselors.

Collaboration with Parents:

Parents were sent a Needs Assessment Survey to be completed online. The results will be used to determine how our School Counseling program can help support student achievement. Based on the results of the survey, our Counseling Department will provide follow up informational sessions throughout the year that will enhance academic, social/emotional and career development for the families of the students we serve.

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Yearly Calendar of Activities

Section Five: Program Curriculum

Post-Secondary Planning and Career Readiness

During weekly counselor meetings data is presented for review, which includes SAT data from College Board. After a review of the specific colleges students were requesting to have their test scores sent to, it was determined that many students are not aware of the highly ranked programs that Historically Black Colleges and Universities (HBCU) offer. At Travis High School, less than 4% of students attend HBCU's, which coincides with the College Board state averages. From this data, the counseling department designed a Post-Secondary Planning and Career Readiness activity intended to bring awareness to Historically Black Colleges and Universities. This activity directly ties to the Travis High School counseling program goal of holding college fairs and career days on campus.

Post Secondary Planning And Career Readiness Activity

In an effort to raise HBCU awareness, the counseling team worked with the faculty of Texas Southern University (TSU) and Travis High administration/staff to coordinate a university visit. The Counseling Department reached out to the Executive Director of Enrollment at Texas Southern University, Dr. Brian Armstrong, and the President of the University, Dr. Austin Lane and invited them to the campus to present junior students with information regarding Texas Southern University and the benefits of attending a Historically Black University. Dr. Armstrong and Dr. Lane graciously offered Travis students free admission to the TSU Summer Scholars Program for those that were interested in learning more about the University.
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Learning Outcomes

A total of 23 students attended the Texas Southern University presentation and 15 students were accepted to the week-long summer scholars program, at no cost. Students were given the opportunity to explore college programs, on campus dormitory experiences, and connect with like-minded juniors from surrounding schools.

As a result of an outstanding and informed presentation given by Dr. Brian Armstrong and Dr. Austin Lane, over half of the students who attended have applied for admission to Texas Southern University, which is one of the largest HBCU’s in the nation.

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Collaboration with Stakeholders

The counseling department of William B. Travis High School consistently collaborates with both students and parents through needs assessments, course selection meetings, and conferences throughout the school year. These conferences include discussions regarding grades, transcript reviews, graduation requirements, as well as any emotional or social concerns. Every Wednesday the counseling department sends out a weekly “Wellness Wednesday” newsletter to all faculty in an effort to decrease the stigma surrounding mental health and also to ensure the faculty and staff understand the importance of their mental health and i's effects on their performance. Pertinent information regarding mental health as well as the "Wellness Wednesday" newsletter are available under Parent University on the Counseling Website. The counseling department tweets a weekly Wednesday quote that goes to parents, students, and community members who follow the page. Additionally, the counseling department hosts multiple college and career fairs throughout the school year providing information to both parents and students in an effort to assist in post-secondary decisions. The counselors of William B. Travis High School work diligently to expose our students, staff, parents, and community members to a wide array of educational and social/emotional programs.