Steven Ono

June 9, 2014
ADVOCACY PROJECT
9TH GRADE SCHOOL CONNECTEDNESS
MOUNT RAINIER HIGH SCHOOL
MOUNT RAINIER HIGH SCHOOL
Quick Facts:

City:
Des Moines, WA (Pop: 29,673 people, April 2010)
41
st
largest city in Washington State (desmoineswa.gov)

District:
Highline School District (18,281 students, May 2013)

Mount Rainier High School (1,509 students, June 2013)
- Programs:
- International Baccalaureate (IB)
- Special Education (SPED)
- Individual Learning Classroom (ILC)
- English Language Learner (ELL)
Enrollment & Services:


DEMOGRAPHICS
Enrollment Category By Grade
Grade 9
th

10
th
11
th
12
th
TOTAL
Regular
Education
448
(29.69%)
375
(24.85%)
345
(22.86%)
341
(22.60%)
1509
(100%
Special Education*: 146 (9.68%)
ELL*: 93 (6.16%) Free/Reduced Lunch: 49%
* Included in Total

Illuminate Student Info System (2014)
Gender & Ethnicity:






GO RAMS!
- MRHS

(Hi ghl i ne School Di stri ct, 2013)
DEMOGRAPHICS

Male: 751(49.77%)
Female: 758 (50.23%)
__________________
Total: 1509 (100%)

(Illuminate. 2014)
Quantitative & Qualitative Research:

1. Needs Assessment Survey (Quanti tati ve Research)
- 128 Students Scored, over 200 students sur veyed
- Demographi cs: Gender, Race/Ethni ci ty
- 12 l i nker t scal e questi ons
- 5 i nformati onal questi ons

2. Photo Voi ce Proj ect (Qual i tati ve Research)
- 8 Students (4 mal es, 4 femal es)
- Grade: 4 Seni ors, 3 Sophomores, 1 freshman
- Race/Ethni ci ty: Whi te, Afri can Ameri can, Lati no, Vi etnamese,
Samoan, Somal i , Russi an, Afghani

NEEDS ASSESSMENT
9
th
Grade Student Survey: School Connectedness

Please circle the answer that best fits your experience at Mt. Rainier High School.


Gender: ___ Male ___ Female

Race/Ethnicity: Please mark all that apply

___White/European ____ Black/African/African American

___ Latino/Hispanic ____ Middle Eastern

___ Asian ____ South East Asian

___ Pacific Islander ____ Alaskan Native

___ Native American ____ 2 or more Races Other: ________________

1. I feel like I am part of Mt. Rainier High School:

a) Strongly Agree b) Agree c) Disagree d) Strongly Disagree

2. I know where to find information about what I am interested in at school:

a) Strongly Agree b) Agree c) Disagree d) Strongly Disagree

3. I feel comfortable asking for help from people I know will support me in graduating high school:

a) Strongly Agree b) Agree c) Disagree d) Strongly Disagree

4. I feel physically safe at school:

a) Strongly Agree b) Agree c) Disagree d) Strongly Disagree

5. I know I will graduate from high school:

a) Strongly Agree b) Agree c) Disagree d) Strongly Disagree

6. I feel like I am treated fairly by the teachers at the school:

a) Strongly Agree b) Agree c) Disagree d) Strongly Disagree

7. I feel like I am treated fairly at school by other students:

a) Strongly Agree b) Agree c) Disagree d) Strongly Disagree

8. I have friends at my high school:

a) Strongly Agree b) Agree c) Disagree d) Strongly Disagree

9. I have friends outside of my high school

a) Strongly Agree b) Agree c) Disagree d) Strongly Disagree


9
th
Grade Student Survey: School Connectedness

10. I know and accept who I am as a person:

a) Strongly Agree b) Agree c) Disagree d) Strongly Disagree

11. I accept, respect and appreciate differences in other people:

a) Strongly Agree b) Agree c) Disagree d) Strongly Disagree

12. I want to attend school (2 year college, 4 year college, trade school) after high school:

a) Strongly Agree b) Agree c) Disagree d) Strongly Disagree

13. My parents/guardians have participated in the following events at Mt. Rainier High School:
(Circle ALL that apply)

a) Open House b) Student Lead Conferences c) College Fair d) Latino Night

e) ELL Family Night f) Sporting Events (Football, Basketball, etc) g) Never

14. Teachers have contacted (Email, Phone Call, Note Sent Home) my parents/guardians before in
regards to: (Circle ALL that apply)

a) Behavior b) Homework c) Grades d) Other: ____________ e) Never

15. I have met with my school counselor:

a) Regularly b) Often c) Sometimes d) One Time e) Never

16. I am involved in the following extracurricular (outside classes) activities at school:

a) Sports b) Clubs c) Fine Arts (Dance, Music, Choir) d) Tutoring/Academic Help

e) Other: _____________________ f) None

17: I am involved in the activities above:

a) Every day b) Every week c) Every 2 weeks d) Once a month e) Never

Thank you for taking this survey! !
Mrs. Fiorito & Mr. Ono, MRHS School Counselors
Comments: Please write any comments you may have about being connected/not being connected at
Mount Rainier High School


NEEDS ASSESSMENT
9
th
Grade School Connectedness Survey: Total of 128 surveys
Survey Demographics:
NEEDS ASSESSMENT
35%
16% 12% 3%
0%
9%
2%
2%
1%
20%
Race/Ethnicity
1
2
3
4
5
6
7
8
9
10
1%
51%
48%
Gender
1
2
3
1. Male (51%)
2. Female (48%)
3. No Answer (1%)
!"#$%&'()*#*'+
1. White/European (35%)
2. Latino/Hispanic (16%)
3. Asian (12%)
4. Pacific Islander (3%)
5. Native American (0%)
6. Black/African/African
American (9%)
7. Middle Eastern (2%)
8. South East Asian (2%)
9. Alaskan Native (1%)
10. 2 or more Races (20%)
NEEDS ASSESSMENT
16%
58%
23%
3%
0%
20%
40%
60%
80%
1 2 3 4
2. Know Find Info
2. Know Find Info
23%
68%
8%
1%
0%
20%
40%
60%
80%
1 2 3 4
1. Feel Part of MRHS
1. Feel Part of
MRHS
32%
56%
9%
2%
0%
20%
40%
60%
1 2 3 4
3. Comfortable Ask
Questions
3. Comfortable
Ask Questions
27%
65%
6% 2%
0%
20%
40%
60%
80%
1 2 3 4
4. Feel Physicaly Safe
4. Feel Physicaly
Safe
Likert Scale:
1. Strongly Agree, 2. Agree, 3. Disagree, 4. Strongly Disagree
NEEDS ASSESSMENT
64%
30%
5% 0%
0%
20%
40%
60%
80%
1 2 3 4
5. Know I will Graduate
5. Know I will
Graduate
17%
67%
16%
0%
0%
20%
40%
60%
80%
1 2 3 4
6. Treated Fairly Teachers
6. Treated Fairly
Teachers
16%
72%
9% 3%
0%
20%
40%
60%
80%
1 2 3 4
7. Treated Fairly Students
7. Treated Fairly
Students
57%
40%
2% 1%
0%
20%
40%
60%
1 2 3 4
8. Friends at MRHS
8. Friends at
MRHS
Likert Scale:
1. Strongly Agree, 2. Agree, 3. Disagree, 4. Strongly Disagree, 5. No Answer
NEEDS ASSESSMENT
56%
36%
6% 1% 1%
0%
20%
40%
60%
1 2 3 4 5
10. Accept Self
10. Accept Self
55%
40%
5% 0%
0%
20%
40%
60%
1 2 3 4
9. Friends Outside MRHS
9. Friends
Outside MRHS
48%
49%
2% 0% 1%
0%
50%
100%
1 2 3 4 5
11. Accept Others/
Differences
11. Accept
Others/
Differences
64%
30%
3% 1% 2%
0%
20%
40%
60%
80%
1 2 3 4 5
12. Post-HS Plans
12. Post-HS Plans
Likert Scale:
1. Strongly Agree, 2. Agree, 3. Disagree, 4. Strongly Disagree, 5. No Answer
NEEDS ASSESSMENT
3%
26%
0% 1% 1% 2%
14%
52%
1%
0%
10%
20%
30%
40%
50%
60%
1 2 3 4 5 6 7 8 9
13. Family School Participation
13. Family School
Participation
6%
4%
14%
9%
51%
14%
2%
0%
10%
20%
30%
40%
50%
60%
1 2 3 4 5 6 7
14. Teacher Contacts Family
14. Teacher Contacts
Family
13. Family School Participation
1. Open House
2. Student Lead Conferences
3. College Fair
4. Latino Family Night
5. ELL Family Night
6. Sporting Events
7. Never
8. Multiple Events
9. No Answer

14. Teacher Contacts Family
1. Behavior
2. Homework
3. Grades
4. Other
5. Never
6. Multiple Reasons
7. No Answer
15. Met wi th Counsel or
1. Regul arl y
2. Of ten
3. Someti mes
4. One Ti me
5. Never
6. No Answer
NEEDS ASSESSMENT
0%
7%
10%
38%
43%
2%
0%
10%
20%
30%
40%
50%
1 2 3 4 5 6
15. Met with Counselor
15. Met with
Counselor
16. Acti vi ty I nvol vement 17. Level of I nvol vement
1. Spor ts 1. Ever y Day
2. Cl ubs 2. Ever y Week
3. Fi ne Ar ts ( Dance, Band, Choi r) 3. Ever y 2 weeks
4. Tutori al /Acad. Hel p 4. Once a Month
5. Other 5. Never
6. None 6. No Answer
7. Mul ti pl e Acti vi ti es
8. No Answer
NEEDS ASSESSMENT
30%
25%
2% 1%
37%
5%
0%
5%
10%
15%
20%
25%
30%
35%
40%
1 2 3 4 5 6
17. Level of Involvement
17. Level of
Involvement
30%
5% 4%
9%
2%
37%
13%
1%
0%
5%
10%
15%
20%
25%
30%
35%
40%
1 2 3 4 5 6 7 8
16. Activity Involvement
16. Activity
Involvement
The Hidden Culture of Poverty in Schools:
Addressi ng the needs of students i n poverty through Photo Voi ce


STUDENT PERCEPTION:
PHOTO VOICE
(Excerpts from WSCA 2014 Workshop presented on Friday, Feb. 28, 2014)
Demographics:

2 Photography Cl asses
! Total : 55 Students
! Mal es: 30 Students
! Femal es: 25 Students
! Grade: 19 (9
t h
grade), 14 (10
t h
grade), 5 (11
t h
grade), 17 (12
t h

Grade)

Core Group
! Total : 8 Students (4 mal es, 4 femal es)
! Grade: 4 Seni ors, 3 Sophomores, 1 freshman
! Race/Ethni ci ty: Whi te, Afri can Ameri can, Lati no, Vi etnamese,
Samoan, Somal i , Russi an, Afghani

STUDENT PERCEPTION:
PHOTO VOICE
What are students saying about Disconnectedness?

STUDENT PERCEPTION:
PHOTO VOICE
The doors. Perhaps I look at the clocks
more, but these doors are a gateway to
another world in my life. One where I
dont really have to stay. One where I
take control of things. One world where
I can be free from the work and stress
of life. -- Student One
Lockers are a view wherever you go around
the school. Seeing the same lockers as you
take the same route to classes every day gets
repetitive. Days go by yet there really isnt any
daily change, making the life here a bit
boring. Student One

What are students saying about Identity?


STUDENT PERCEPTION:
PHOTO VOICE
Everyday after school, after finish my
homework I would always draw in my sketch
pad -- Student Four
I thought I wasnt going to
graduate on time until I
started looking for information for
credit retrieval, I found something
that could change my whole life
around, the Washington youth
academy. Student Four
Student suggestions for School Counselors:

! Develop genuine relationships
! Help students connect with teachers
! Provide Mentors
! Bring Community Members to visit/teach the school
! Off campus events, college visits
! Guest Speakers from the community/career

School counsel ors can t do anythi ng. - Student

STUDENT PERCEPTION:
PHOTO VOICE
Reasons Why:

! 26% of surveyed 9
t h
graders sai d they di sagree or strongl y
di sagree wi th the statement: I know where to fi nd i nformati on
about what I am i nterested i n at school (questi on 2)
! Photo Voi ce outcomes showed strong l evel of di sconnectedness
by 9
t h
graders as wel l as 10
t h
- 12
t h
grade students
IDENTIFIED ISSUE:
9
TH
GRADE SCHOOL CONNECTEDNESS
In fi ve (5) years, 75% (300 students) of al l 9
t h
grade students
and i ncomi ng 9
t h
graders (Cl ass of 2017 & 2018) at Mt. Rai ni er
Hi gh School wi l l be connected to at l east one (1)

- Extra Curri cul ar Acti vi ty (ECA)
- After School Program/Group
That emphasi zes soci al and emoti onal
i denti ty, l eadi ng to academi c growth
by the end of thei r hi gh school
graduati on.
VISION DATA
75% of students connected to an ECA at the begi nni ng of year
wi l l demonstrate an i ncrease of academi c growth (passi ng
grades) by end of 2
st
semester, 60% of students not connected
to an ECA wi l l demonstrate ECA i nvol vement and academi c
growth (passi ng grades) by end of 2
nd
Semester
YEARLY BENCHMARK
ECA Connected
Social
Emotional
Identity
Academic
Growth
Not ECA
Connected
Connect to
ECA
Social
Emotional
Identity
Academic
Growth
3 Levels of Intervention







Wel come to
The Mountai n!
- MRHS

INTERVENTION:
IDENTIFICATION & SELECTION






















Macro:
Ignite Program















Meso:
Club Fair
Micro:
Counseling
Group
MICRO LEVEL INTERVENTION:
9
TH
GRADE BOYS GROUP
Counseling Group:
I ncorporated counsel i ng group assi gnment i nto
i nter venti on steps.

1. Sel ected fi ve 9
t h
grade mal e students for CG.
2. Sel ecti on based on soci al /emoti onal needs
(fri endshi p)
3. CG ti mel i ne: Feb- Jun 2014
4. Total of 10 weekl y sessi ons

_______
Research: Studi es show gi rl s have a hi gher l evel of
bel ongi ng than boys when star ti ng hi gh school
(Gi l l en- O Neel & Ful i gni , 2013)
MICRO LEVEL INTERVENTION:
9
TH
GRADE BOYS GROUP
Counseling strategies examples:
- Candy Color: Get to Know Each Other
- Personal Journey Map
- In/Out of the Bubble: Finding Similar Interests
- Group Share: Immediacy How do you feel?
1. Pre Interventi on survey to three (3)
9
t h
grade Advi sory cl asses
2. 8
t h
Grade Ori entati on/Campus Vi si t
3. 9
t h
Grade Cl ub Fai r duri ng Advi sory
4. Post Interventi on survey to three (3)
9
t h
grade Advi sory cl asses
5. Qual i tati ve feedback from cl ub
advi sors
MESO LEVEL INTERVENTION:
CLUB FAIR
Steps Toward Club Fair:

Pre Test No. %
No Answer 29 35%
Mal e 28 33%
Femal e 27 32%
___________________________
TOTAL 84 100%


Post Test* No. %
No Answer 20 24%
Mal e 34 40%
Femal e 30 36%
___________________________
TOTAL 84 100%

MESO LEVEL INTERVENTION:
CLUB FAIR
* 2/3 of classes surveyed were the same, 1/3 of classes were different pre/post surveys
MESO LEVEL INTERVENTION:
CLUB FAIR
Pre/Post Intervention Data:
Likely to participate in Club
1. Very likely
2. Likely
3. Unlikely
4. Very Unlikely

Interest in clubs
7. No answer
8. Join Club
9. Help someone Join Club

How was this activity Helpful?
11. No answer
12. Liked the event
13. Got information about clubs
14. I did not like the event
15. I want to start a club
Qualitative Data

Ar t cl ub:

I ncr ease by 5 f r eshmen i mmedi atel y j oi n up due to t he cl ub f ai r. We had qui te a
few 8
t h
gr ader s si gn up ( I woul d say over 20- t he si gn up l i st s got mi xed wi t h t he
9
t h
gr ade, so not exact l y posi t i ve) . I do pl an on emai l i ng t he ki ds t hat si gned up.
Ar t Cl ub Advi sor

Fr ench Cl ub:

We had 1 ni nt h gr ader and 29- 8
t h
gr ader s si gned up. Fr ench Cl ub Advi sor

Japanese Cl ub:

We had over 30 8
t h
gr ader s si gn up as i nter ested t he Japanese cl ub of fi cer s
have t he l i st i n my room i n t hei r Cl ub Dr awer. I wi l l tel l t hem about t he i dea for
next year. We probabl y got an i ni t i al i nfl ux of about 8 new peopl e, but maybe onl y
4 of t hose ar e st i l l at tendi ng. Japanese Cl ub Advi sor
Fami l y, Car eer & Communi t y Leader s of Amer i ca ( FCCLA) :

None for 9
t h
gr ader s, 3- 4 for 8
t h
gr ader s FCCLA Advi sor

MESO LEVEL INTERVENTION:
CLUB FAIR
MACRO LEVEL INTERVENTION:
IGNITE YOUTH MENTORING
- IGNITE began as a school wide response to need
for connectedness by the 9
th
grade Success Dean
- March 2014: Interest Meeting
- Interested Students: Application Process
- 82 Student participants (10
th
-12
th
Grade)
- HS students selected based on leadership
skills/interest
- Students are coached and lead small groups
of 8
th
grade students
- Visit Pacific Middle School (Students that will
attend MRHS next year)
- develop relationship with students
- provide knowledge about high school through
interactive games, skits and group
discussions
- Continue their mentorship next year as 8
th
graders
come to MRHS as freshmen students.
Literary Research:

The hi gh school transi ti on i s an especi al l y sensi ti ve peri od
when adol escents are seeki ng to establ i sh meani ngful
experi ences of group i denti ty and bel ongi ng. (Newman, B. M. ,
Newman, P. R. , Gri f fen, O' Connor, & Spas, 2007, p. 455)

Typi cal strategi es that take pl ace duri ng the 8th grade year,
such as a vi si t to the hi gh school or a shadowi ng day, may need
to be suppl emented wi th new, meani ngful rol es and
rel ati onshi ps once students enter the hi gh school that wi l l
foster a greater sense of bel ongi ng. (Newman, B. M. , Newman,
P. R. , Gri f fen, O' Connor, & Spas, 2007, p. 456)
MACRO LEVEL INTERVENTION:
IGNITE YOUTH MENTORING
Outcomes:
1. Mi crol evel : Counsel i ng Group
- Immediate: Transfer student connected with
other students (Basketball after school)
- Proximal: Friendships developed
- Distant: Social/Emotional Identity development
2. Mesol evel : Cl ub Fai r
- I: Students expressed interest in clubs
- P: Club advisors provided good feedback, giving
numbers of new club members, club attendance
going up
- D: ECAs will become a driverfor Social/Emotional
Identity Development
3. Macrol evel : Igni te Mentori ng Program
- I: 10
th
-12
th
grade students developing mentor/
mentee relationships with 8
th
-9
th
grade students
- P: 8
th
/9
th
grade students expressing strong
connection to MRHS and excitement for next year
- D: 8
th
/9
th
graders will develop into mentors for
future students
EVALUATION OF INTERVENTION


































Meso:
Club Fair

Macro:
Ignite

Micro:
Counseling
Group
Connectedness:

- Pri or to cl ub fai r i nterventi on 32% were i nterested i n j oi ni ng a
cl ub, after the cl ub fai r, 45% (+13%) of surveyed students
were i nterested i n j oi ni ng a cl ub.
- Connectedness to school i s not si mpl y through cl ubs, but
through other soci al /academi c and common fri endshi ps
made.
- Impact from Igni te Mentori ng Program i s yet to be researched.
MONITOR PROBLEM DATA
! What di d you l earn about yoursel f as a school counsel or?
! Enjoy group counseling
! Visionary leader (Bigger picture-minded)
! I enjoyed the different tasks (research, needs assessment, photo voice,
group counseling, individual counseling, etc) I did as a counselor
! What di d you l earn about bei ng an advocate i n school s?
! Relationship development takes time but worth it!
! Needs Assessment ought to be done collectively

! What barri ers and ri sks di d you experi ence as a resul t of your
advocacy ef forts that can hel p you i n the future?
! At first teachers were not cooperative, but once I developed trust/buy in,
communication opened up
! What mi ght you do di f ferentl y based on what you l earned?
! Start developing trust/relationship from the get-go (early in the school
year)
PERSONAL REFLECTIONS

Ci ty of Des Moi nes ( 2014) . desmoi neswa. gov

Hi ghl i ne School Di stri ct ( 2013) .
http: //www. hi ghl i neschool s. org/cms/l i b07/WA01919413/Centri ci ty/Domai n/
65/Per formance- Repor ts/MountRai ni erPer formanceRepor t2012- 13. pdf

Newman, B. M. , Newman, P. R. , Gri f fen, S. , O' Connor, K. , & Spas, J. ( 2007) .
The rel ati onshi p of soci al suppor t to depressi ve symptoms duri ng the
transi ti on to hi gh school . Adol escence, 42( 167) .

O Neel , C. G. , & Ful i gni , A. ( 2013) . A l ongi tudi nal study of school bel ongi ng
and academi c moti vati on across hi gh school . Chi l d devel opment, 84( 2) ,
678- 692.
REFERENCES