Running Head: NEEDS ASSESSMENT

Ingraham High School Needs Assessment Katherine Parker Seattle University

NEEDS ASSESSMENT Ingraham High School Needs Assessment Introduction

Around mid-October at a counseling team meeting Carrie, the head counselor, mentioned an 11th grade American Literature class had an absence rate of 50%. After a few minutes of brainstorming strategies, I suggested we ask the students why they skip and what their school experience is at Ingraham. This led to the creation of a needs assessment for Mr. Yorks 1st and 2nd period American Literature classes (see Appendix A). The focus is primarily on the personal/social issue of truancy. However, according to Reglin (1997), truancy is highly correlated with low levels of school achievement and with high dropout rates (McCray, 2006, p31). So, due to this link, academics are also a focus on the needs assessment. Truancy is a serious concern for most schools and has been named by the Office of Juvenile Justice and Delinquency Prevention (OJJDP) as a national priority (Henry, 2007). The following data describes the problem being explored. In 1st period, 16 students out of 32 had seven or more unexcused absences over 1st semester. Mr. Yorks 2nd period has 5 students out of 32 with seven or more absences. The demographics by race entered on the school database, the Source, of the truant students are: 5 Hispanic, 3 Asian, 5 Black, 7 White, and 1 Native. A closer look at these students grades shows that almost all are failing American Literature, as well as at least one other class. There are only three students who do not have all Es in their other classes. A total of eight students are failing all their classes. According to research findings, truancy is the leading predictor of dropouts; some refer to truancy as drop out in slow motion (Ovink, 2011). This further supports the need for an intervention before students give up hope and opt out of school completely (Spencer, 2009).

NEEDS ASSESSMENT The needs assessment consisted of 32 questions and a section inquiring about individual support. The main focus of the needs assessment is to know why students are skipping class and what resources they need to be successful at Ingraham. To understand students experiences at

Ingraham, questions addressed students affect, behavior and cognition (ABCs) through various questions. For example, student were questioned about their beliefs on the impact of skipping class, the purpose of school, value of their GPA, self-efficacy related to how hard they have to work related to others, how safe they feel at school and home, barriers to success, and reasons for skipping. The positive behaviors we are assessing for in this survey are attending class regularly, set goals for each class, be connected to students and staff and the ability to ask an adult for help. Finally, students are asked what they know about graduation credit requirements, consequences of failing a core class, and their plan after high school. This survey was piloted on two counselors at Ingraham. One said it was important to call this a poll and not a survey as she has gotten less results when students know it is a survey. She felt the word poll made it sound like we wanted their opinion verses recording their behavior. Data The needs assessment was handed out to Mr. Yorks 1st and 2nd period classes on November 19th, 2012. Most students completed the survey in class, 28 were partially finished when collected at the end of class. The total number of surveys collected was 49. Below is the data that was collected from the survey. Demographics Students identified their race in 1 of 9 ways on the survey. See Figure 1 for a breakdown of percentages by race. Age was not asked on the survey as they are all in an 11th grade English class. There were 18 females and 31 males. The females reported being sick more often verses

NEEDS ASSESSMENT the males were late more often. Females reported having two or more good friends more frequently then the males. The primary request for individual support for males was help completing and turning in homework verses help studying for tests or study skills for females.

Demographics by Race
India 2% Paci+ic Islander 8% Middle Eastern Bi-Racial 2% 10% Native 12%

White 27%

Hispanic 15% Black Asian 12% 12%

Figure 1. Demographics by race from survey results. The survey revealed there are 19 students using the free and reduced lunch program, 9 students involved in sports, 5 involved in clubs, 5 enrolled in IB or APP, 4 have classes to learn English, 10 marked none of the above, and 0 checked special education classes or tutoring. All students participating in sports reported not being behind in the credits they need to graduate. Two reported sports as being a barrier for not succeeding in class. All nine students involved in sports reported expecting to graduate in four years, have a plan for after graduation and knew at least one person who went to college. Of those that answered the question, 11 students reported being behind in graduation requirements. Affect, Behavior and Cognition Out of 49 students, 5 reported not knowing at least one adult in the building they can trust. These five students are either enrolled in free and reduced lunch or no programs at all. These five

NEEDS ASSESSMENT students all knew how many credits were needed for graduation, however five different students did not. Only two students do not expect to graduate after four years of high school, one whom does not feel safe at home. Six students do not know what will happen if they fail a course and three students disagree that GPA is important. Those who reported GPA is not important are enrolled in only free and reduced lunch or no programs at all, and two dont expect to graduate. When asked if skipping a class impacted their grade, five students disagreed. The number of students who reported talking to their teachers, if they need help, was 23 out of 49. Of the 49 students who took the survey, 26 agree they have to work harder than other to get good grades.

Only three students reported not setting goals for their class work, six do not like their classes or teachers and all but two (white males) have one or two good friends at school. As far as safety, six students do not feel safe at school, six students do not feel safe at home and three of which dont feel safe in either place. Of those who dont feel safe at home five are males and one is a female. Only one student marked they wanted help with safety at school. The chart below, Figure 2, displays the range of requests for individual support at school. Many students did not fill in this part of the survey. Some marked multiple answers as the graph below represents 37 students. Math and English were the most common classes students reported as a struggle. The most common barriers to passing classes were skipping and lack of motivation. Learning, future and diplomas and college were common answers given for the purpose of school. Three white males, two that are behind in credits stated the only negative responses to the purpose of school as nothing, pointless or to brainwash. There are 11 students who reported being behind in credits. The data shows 9 out of 18 students reported the 8:00 a.m. start time impacted their attendance. The main reasons for skipping were, lack of desire to go, sick, tired, or late. Most students requested more information for credit retrieval.

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Individual Support Requests

22 16 8 2 2 19 11 5 4

Figure 2. This figure shows the range of requests by students for individual support. Analysis The data collected revealed some patterns among the students at Ingraham High School. First, the students involved in sports were the only group to all report not being behind in credits for graduation. They also all expected to graduate, had a plan for after high school and knew a college graduate. On the other had the five students that reported not having an adult in the building they could trust, are all not involved in any programs except free and reduced lunch. This is also true for the three students who claim GPA does not matter and dont expect to graduate. Of the 3 white males who reported school as having a negative purpose, only 1 is keeping up with credits, he is involved in sports. This information highlights the strong need for connections at school. Those that are connected regularly in sports are all keeping on track with their credits. As, Spencer, 2009, implies, disengagement from school and poor academic performance reinforces each other. The second salient pattern was 26 students believe they have to work harder than other students. This is more than half the students who took the survey. This may be a need that is

NEEDS ASSESSMENT being unaddressed, as research says there is often less focus on specific skill deficits and higher retention rates and social promotions (Spencer, 2009). The survey reported zero students are using special education services. This is actually not true according to the Source date base. Students may not feel comfortable embracing the fact that they need or use modified services.

Finally, less than half of the students reported that they would talk to their teacher if they were struggling. This also came up in the debriefing after the survey with the class and counselors. Many students do not feel comfortable talking to or e-mailing their teacher. For many it doesnt even occur to them to communicate with their teachers when they are struggling. Skills to self-advocate and be proactive is another area of support these students may need. Limitations A few limitations may have interfered with the results of this survey. First, not everyone took the survey, especially the students the survey was created for. A few who took the survey did not answer all the questions. Some students may not of understood what ELL meant, as some exchange students marked that they were using these services. The key questions about skipping and grades were broad on the survey and could have been more useful if more direct. For example, asking: are you skipping this class and why, as opposed to, if you do not attend class please explain why. Conclusion/Interventions In conclusion, there are four main issues that need to be addressed with the Ingraham students. First, many of the students who are failing and behind in their credits are not connected on a regular basis at school through a sport of activity. Research says that when students feel anonymous they are more likely not to attend and this in-turn negatively affects their grades (DeSocio, VanCura, Linda, & Hewitt, 2007). One intervention is to assign a teacher as a mentor

NEEDS ASSESSMENT to each student that is struggling. This teacher would check in with the student each day and follow-up with them when absent. This intervention may also help bridge the gap between students not communicating with their teachers. Another intervention to help students feel more connected is a small group of 6 to 8

students that meet at lunch twice a week to check in with the counselor and learn some new skills. This group could address the most requested categories of individual support, organization, turning homework in, time management, and study skills. A pizza lunch would be provided and positive incentives given for students who made gains in their skills and grades. Eventually, introducing the Positive Behavior Intervention and Support (PBIS) threetiered model would be helpful, so all students would be screened initially and less would go unnoticed. The large amount of students reporting they feel they are working harder than others indicates a need to explore what deficits they have and how to offer them the strategies and remediation. In the PBIS or RTI model, students that need extra support would be identified and tested to find areas of growth and then given the support they need. Teachers and counselors need to reframe the label of special education in a way that is more accepting to students so they can embrace the help and find success. Providing support that connects students to a positive group, with accountability and resources is important for many of the struggling students at Ingraham who do not have access to this environment. This may have to start small, but providing a few students with strong emotional connections with school and structural support may increase their attendance and improve their grades (Spencer, 2009). Students need a reason to come to school that outweighs the temptation to stay away. They need to experience what is like to succeed so they develop the motivation to do it again.

NEEDS ASSESSMENT References DeSocio, J., VanCura, M., Linda, A. N., & Hewitt, G. (2007). Engaging truant adolescents: Results from a multifaceted intervention pilot. Preventing School Failure, 51(3), 3-11. Henry, K. L. (2007). Who's skipping school: Characteristics of truants in 8th and 10th grade. The Journal of School Health, 77(1), 29-35. McCray, E. D. (2006). It's 10 a.m.: Do you know where your children are? Intervention in School and Clinic, 42(1), 30-33. Ovink, S. M. (2011). "This ain't my school!" criminality, control, and contradictions in institutional responses to school truancy. Qualitative Sociology, 34(1), 79-99. doi:10.1007/s11133-010-9181-x Spencer, A. M. (2009). School attendance patterns, unmet educational needs, and truancy: A chronological perspective. Remedial and Special Education, 30(5), 309-319. doi:10.1177/0741932508321017

NEEDS ASSESSMENT Appendix A

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STUDENT SUPPORT POLL: FALL 2012 The purpose of this survey is to gain understanding of students experiences and needs at Ingraham High School. This is a confidential survey, as only the school counselors and intern will see your answers. Please be honest, as it will lead to a better chance of your needs getting support. Counselors will follow up with your class on Nov. 26th, discussing common themes from the poll. Thank you for your participation. Directions: Please read each question carefully. Circle the answer that fits you the best, there are no right or wrong answers. About You 1. How would you describe yourself? Circle all that apply. a) American Indian or Alaskan Native b) Asian c) African American d) Caucasian e) Hispanic f) Pacific Islander g) Other:__________ 2. What gender do you identity with? a) Female b) Male c) Neither 3. Which of the following programs do you use? Circle all that apply. a) Free or Reduced-Price Meal b) Special Ed classes c) Classes to learn English d) School Sports:_______________ e) APP or IB classes f) School Clubs or Groups:________________ g) Tutoring(where?)_________ h) None of the Above 4. What is your Parents/ Guardians highest level of education: (circle the best option) a) High School or below e) Doctorate degree 5. How do you get to school? a) Metro b) School Bus c) Car d) Bike d) Other, please indicate: _____________ b) Some college c) Bachelors degree d) Masters degree

Please write the letter(s) that best answers the question for you: SD= strongly disagree D= disagree N=neutral A= agree SA= strongly agree 6. I know at least one adult in the building I can trust or ask for support: 7. I know how many credits I need to graduate from Ingraham HS: SD 8. I expect to graduate after 4 years of high school: SD D D N A N SD D SA A D SA SA N A SA D N N A A SA SA

9. I have a plan for my future after leaving high school: SD

10. I know what I will do if for some reason I dont graduate from HS: SD 11. I know what happens if I fail a core course: 12. My GPA is important to me: SD D SD N D A N SA SD N A D SA A

13. I believe my high school grades will impact my future: 14. Skipping a class impacts my grades: SD D

SA

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SD= strongly disagree D= disagree N=neutral A= agree SA= strongly agree 15. I know the difference between an excused and non-excused absence: I6. I know more than one person who has graduated from college: 17. I know one or more people that have dropped out of high school: 18. I have to work harder than others to get good grades: SD D SD SD SA N SA SA A SA SD SD D SD N D D D A N N D N A N SA A A SA SA N A SA A SA SA

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19. I have a set goal for the grade I want to earn in each class: 20. If I am struggling in a class I will talk to my teacher about it: 21. I like my classes and teachers: SD D N SD N N A A A D

22. I have a one or two good friends at school: 23. I dont feel safe at school: 24. I dont feel safe at home: SD SD D D

Please put a check next to any of the following you would like some individual support: _____ Getting homework completed and turned in _____ Family or personal issues _____ Relationships _____ Mangaging stress/anxiety ____ Studying for tests /study skills _____ Making friends/ peer groups _____ Safety at school _____ Organization

_____ Time Mangagement _____ Other:_________________ **Please put your name here to be contacted for support in the above areas:_________________________ 25. In which classes are you currently struggling, why? ____________________________________________________________________ ____________________________________________________________________ 26. I want to pass my classes but the following barrier(s) interfere: _______________________________________________________________________ 27. What do you believe is the purpose of school for you? _______________________________________________________________________ 28. Are you behind in the number of credits you should have by now for graduation?____ 29. How does the 8:00 start time impact your attendance? _______________________________________________________________________ 30. If you do not attend your classes often, please explain the main reason(s)?_______________________________________________ 31. Would you consider taking a 7th period class (after school)? Yes No Maybe

32. Which of the following do you want more information on: a) Alternative schools b) Credit Retrieval c) Counseling Resources d) Other____________________