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Romeoville High School (2018)

Romeoville, IL

Closing the Gap

Narrative Revision:

As we reviewed our student’s 6 week performance data by grade level (grades, behavior infractions and attendance) we noticed that our tenth-grade students were accountable for over 35% of our behavioral infractions even though they accounted for 25% of the student population. The school profile data illuminated the fact that our tenth grade students were earning a greater number of minor behavior infractions than other grades. Minor infractions consisted of inappropriate dress, electronic device use, language and tardies. These infractions were all considered important soft skills students needed to increase academic success and to be successful in post-secondary. The data warranted the need for universal support in the area of soft skills instruction for our sophomores. We also analyzed our referrals and realized that out of the 542 referrals 49% were Hispanic students and 75% of the referrals for Hispanic students were written for male students. Although this goal targets the universal group of Sophomores, the process of analyzing this data helped us identify that our Hispanic students were in need of further small group instruction.

Our soft-skills lesson was chosen for our 10th grade students because they were accountable for over 35% of our behavioral infractions. Since we implement career exploration during sophomore homerooms we thought that connecting soft skills to our career lessons would be a great opportunity and a natural fit. We believed this real-life connection would help students understand what soft skills are and the importance of practicing them as they are a key factor in career success. It was also our hopes to decrease behavior infractions and help students understand how lack of soft skills can directly affect them in their academic success and future careers. It is essential for them to demonstrate critical-thinking skills to make informed decisions and to demonstrate self-discipline and self-control. We believed that the soft skills lesson would foster an understanding of the importance to practice appropriate behavior and decrease the number of infractions. Our data represented that the students did make the connection between the soft skills and academic/future success based on their 17% drop in minor infractions. The second intervention we implemented was to ensure that students would identify areas of career interest. Presenters in different career fields shared about their career field to the 10th graders during their homerooms. We also worked for students to create relationships with an adult in their field of interest that could mentor, answer questions, and supports success. We believed that this would help support and promote a deep understanding of career readiness. The third activity we implemented was for all Sophomores was to use Career Cruising to review their career choices and 4-year plan. Using Career Cruising allowed students to make adjustments and alignment to post-secondary goals, identify long- and short-term academic, career and social/emotional goals within the Career Cruising interface. We wanted to develop the connection between the student's career of choice and soft skills. We wanted students to be able to demonstrate critical thinking skills to make informed decisions and to connect their everyday behaviors to future career success.

The pre and post assessment given before and after the soft skills lessons helped us to develop an understanding of the impact we made on the students and areas of growth needed. Out of the five questions asked we had the smallest growth in the area of career identification. The question asking "I can name 3 careers that I am interested in B-LS 1:" moved from 17% disagreeing to 10% disagreeing. We will need to promote a wider array of careers in hopes of getting students matched to careers they would be interested in pursuing. The fourth intervention/activity was reviewing referral data after first semester and disaggregate to identify as risk students. This helped us identified individuals that will be targeted for small anger management and growth mindset groups.

Next year we will focus on developing the assessment questions to short answer. We would do this in hopes that students would identify the exact intervention that helped them with their career choices and soft skill development. In order to be effective we disaggregated our data and found out that half of the infractions were written for male Hispanic students, this made us reflect on the how to target our identified students in need in a more direct way. As a result, next year we will target these students for small groups using the following mindsets and behaviors B-LS 7, B-SMS 1,B-SMS 2, B-SS 3 and B-SS 9.

Goal: By the end of the school year June 2017, the percentage of earned behavioral violations during 2nd semester by all 10th grade students will decrease by 20% from 1,576 to 1,260 violations.

Target Group: All 10th grade homeroom students, We analyzed our ODR's and realized that out of the 542 referrals 49% were Hispanic students and 75% of the referrals for Hispanic students were written for male students.

Data Used to Identify Students: Homeroom Lists and ODR data.

School Counselor(s): Anne Hudson, Sheila McGlone, Karen Preston, Sarah Fortier, Katie Schley and Laura Gillogly

ASCA Domain, Mindsets & Behaviors Standard(s): B-SS 9. Demonstrate social maturity and behaviors appropriate to the situation and environment , B-LS1 . Demonstrate critical thinking skills to make informed decisions BSMS 5 - Demonstrate perseverance to achieve long and short term goals, B-LS 7. Identify long- and short-term academic, career and social/ emotional goals BSS 8 Demonstrate advocacy skills and ability to assert self, when necessary, B-SMS 2. Demonstrate self-discipline and self-control,B-SS 3. Create relationships with adults that support success

Type of Activities to be Delivered in What Manner?: A. First intervention/activity will be lessons will be presented in 10th-grade homerooms regarding soft skills related to career fields. B. The second intervention/activity students will identify areas of interest, presenters will be found to share about their career field to the 10th graders during their homeroom periods. C. Third intervention/activity, All Sophomores with a homeroom will revisit Career Cruising to review their career choices and 4-year plan. Adjustments and alignment to post-secondary goals will be made. D. Fourth intervention/activity; Referral data after the first semester will be disaggregated. Identified individuals will be targeted for small anger management and growth mindset groups.

Process Data (Number of students affected): 320, 10th grade students enrolled in homeroom received the first three interventions/activities. They were involved in the Soft skills lessons and career cruising lessons. We had an a fourth more intense small group that 8 students attended. This was our Growth Mindset group. We had an additional 12 students attend the anger management group half being male Hispanics.

Perception Data (Surveys or assessments used): Our survey consisted of five questions. We wanted students to develop and understand what it takes to be college and career ready. The first question was "1.I can name 3 careers that I am interested in B-LS 1:"moved from 17% disagreeing to 10% disagreeing."I can identify two courses of action to reach my career goal B-LS1" moved from 68% agreeing to 76%. "I can name 3 colleges that offer the major that I am interested in BSMS 5"dropped from 58% of students disagreeing to 33% of students disagreeing. "I know of two classes at RHS that will help me with my college/career goals B-LS1" moved from 54% agreeing to 67% agreeing. "I know what soft skills are B-SS 9, BSS 8 and B-SMS 2:" went from 16% agreeing to an amazing 97% agreeing. The data was from the pre and post survey given in the spring of 2016 and the fall of 2016.

Outcome Data (Achievement, attendance, and/or behavior data): Overall 10 grade behavior infractions dropped by 17%. Although we did not meet our goal of a 20% decrease it was still a significant drop in infractions. There was a 8% drop in tardiness, 4% drop in dress code violations and 5% drop in cell phone violations. We analyzed our ODR's and realized that out of the 542 referrals 49% were Hispanic students and 75% of the referrals for Hispanic students were written for male students. We will continue to track this data so we can identify students and interventions that will need to be implemented.

Implications: We were pleased with our outcome data, however we will continue to look for areas to grow. In order to deliver our activities and interventions more effectively we disaggregated our data and found out that half of the infractions were written for male Hispanic students, this made us reflect on the how to target our identified students in need in a more direct way. They only account for 33% of our population. As a result we targeted them for small groups and will continue to do so in the future using the following mindsets and behaviors B-LS 7, B-LS 10, B-SMS 1,B-SMS 2, B-SS 3 and s B-SS 9. We will then need to develop a method of tracking their data as a cohort to see if our interventions were successful. Next year we will focus on developing soft skill small groups for male Hispanics using the mindsets and behaviors listed above.

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