GPA Improvement
Credit Attainment
Academic Achievements
Self Directed
Instruction
Self Directed
Instruction
Self Directed
Instruction
The students learn the significance of calculating GPAs, reading transcripts, and being credit sufficiency in order to achieve their goal of graduation.
Reflect on the last grades achieved.
Calculate current GPA, make a
plan and set a goal for one letter
grade improvement
Adjust action plans as
necessary to achieve goals
Strong GPA
Engaged Empowerment
Credit Suffiency
1.44 Hattie's Effect Size*
Student Investment of Time
Students 15-20 minute interaction with G-SAP Life is aligned to receipt of progress reports.
Students’ investment of 160 minutes per school year which yields a return that is exponentially greater.
John Hattie’s research identifies self-reported grades/student expectations as having the largest effect size on student achievement (1.44).
Creating activities for students to reflect and/or predict their academic progress can reinforce student expectations.
The goal is to develop student ownership of his/her academic ability and to monitor progress towards success criteria.
SOURCE: epsupport.cesa6.org
| Influence | Effect Size | Source of Influence |
|---|---|---|
| Self-Reported Grades | 1.33 | Student |
| Teacher Estimates of Achievement | 1.29 | Teacher |
| Cognitive Task Analysis | 1.29 | Teacher |
| Plagetian Programs | 1.29 | Teacher |
| Student's Prior Cognitive Ability | 1.29 | Teacher |
| Direct Instruction | .82 | Teacher |
| Feedback | .74 | Teacher |
| Acceleration | .72 | Student |
| Behavioral Intervention Programs | .62 | Teacher |
| Mastery Learning | .61 | Teacher |
She recognized that students did not understand the importance of their high school transcript, and in many cases, they didn’t even know what a transcript was.
Evans Hamilton developed G-SAP Life in 2016 as a way to engage and empower students to take ownership of their high school performance. By educating students about transcripts, teaching them how to calculate their grade point averages, guiding them through an effective goal-setting process, and encouraging them to achieve these goals, G-SAP Life instills vital life skills in these students.
G-SAP Life provides students with a process to achieve self-actualization through self-awareness and determination while engaging and empowering them to navigate high school and achieve academic success.
ICAP is a roadmap that guides individuals through the coursework and activities for exploring career, academic, and post-secondary opportunities. In 2018, the State of Oklahoma encouraged high schools across the state to rollout the ICAP. Since Evans Hamilton’s school had been utilizing G-SAP Life since 2016 within its 9th grade classes, adopting ICAP was a seamless add-on to encourage its students to begin thinking beyond high school graduation and into what their career goals may be.
While G-SAP Life was helping students achieve the GPA and credit requirement to graduate high school, ICAP helped students identify which high school courses would prepare them for their chosen post-secondary studies or careers.
Dr. Chan Hellman, an internationally known professor celebrated for his work on building a hope-centered lifestyle, penned The Science of Hope (SoH) to uphold the principles of goals, pathways, and willpower as the preeminent inspiration for educators.
His work defines hope as: The belief that your future will be better than today, and you have the power to make it so.
This philosophy became the school district’s initiative in 2019. In 2020, Oklahoma Governor Stitt adopted the SoH initiative and challenged all schools state-wide to adopt this tenet.
Since 2016, G-SAP Life has helped students in one Oklahoma school district achieve credit sufficiency, improve GPA and increase the number of graduates.
G-SAP Life implementation produces 85% of freshmen students matriculating to tenth grade credit sufficient for the first time in ten years.
When students returned to a traditional school year after Covid global pandemic, 85% of students were credit sufficient before credit-recovery summer school sessions.
Hybrid year family choice of In-person or Virtual Learning
Class of 2020 is the first class to use G-SAP Life graduated at a rate of 92.67%, the highest percent in seven years.
Class of 2021 is the second class to use G-SAP Life graduated at a rate of 90.54%, during the COVID pandemic.
Improved GPA
Increased Graduation Rate
Credit Sufficiency
Decreased Dropout Rate
Now is the time to start thinking about high school graduation. Middle school students practice goal setting and action-planning to empower them to achieve GPA success throughout junior high and high school.
Take the first step on your journey toward high school graduation.
G-SAP Life materials to support teachers and students
as they implement and put the process into action.
Student use for high school preparation and practice for G-SAP Life
Teacher and student instructions for Junior G-SAP Life folder
Power Point instructions to complete the self-regulation G-SAP Life insert
Instructions to complete the self-regulation G-SAP Life inse
Suggestions for student choice for self-regulation and attendance
Insert document for students to see the correlation of self-regulation and attendance in academic goal achievement
Mid semester goal setting and action planning with student, teacher, and parent to achieve a solid GPA
Invitation to the process of student navigation toward high school graduation
Teachers use to assist all students with goal achievement
G-SAP Life folder with definitions and tips; holds paperwork in one place to keep students organized and focused on achieving goals.
Introduces G-SAP Life to the students, demonstrating the process and how it can positively affect their performance.
Engages teachers in the process and quickly onboards them on how to effectively implement G-SAP Life in their classrooms.