2012-2013Outcomes

High School Program

Data compilation and Programming created by: Robyn Caban

Table of Contents

Explanation of Program………………………………………………….1Program Goals ……………………………………………………………2Student Qualifiers for High School Program ………………………3-6Daily Cottage Schedule ………………………………………………..7Ansell-Casey Life Skills Assessment…………………………………….8Ansell-Casey Findings (August 2012) ………………………..……9-10Program Curriculum ……………………………………………………11Vocational Testing …………………………………………..……..12-13 ASVAB ……………………………………………………………..….12 Career Cruising ……………………………………………………..13Reality Check Day …………………………………………………14-16Youth Leadership Academy (YLA) …………………………………17Social Skills ……………………………………………………………18-21 4 Basic Skills ……………………………………………………….….18 Advanced Skills ………………………………………………….20-21Student Progress Reporting ……………………………………….22-25 Sample Report ………………………………………………….…..23 Goal Setting (S.M.A.R.T.) ………………………………………….24 Sample Goal ……………………………………………………..…25College Planning ………………………………………………………26Student Leadership ……………………………………………………27Enrichment Activities ………………………………………………….28Volunteering & Community Service ……………………………….29Ansell-Casey Findings (April 2013) …………………………..….30-31Preparing for the Future ………………………………………..…….32High School Program Staff ………………………………………..…33High School Program Affiliates ……………………………………..34

Glenwood Academy High School Program

The targeted goal of the high school program at Glenwood Academy program is to groom young men and women and prepare them for their transition into adulthood. This was found to be a deficit within our students during post-graduation interviews with student alumni.

In order to increase life-skills and financial literacy skills, programming was created and implemented specifically for the enrichment of students in from ninth – twelfth grades.

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Program Goals

Self-Efficacy

Life Skills

Goal Setting

Accountability

Vocational Discovery

Enculturation

Social Skills

Community Service

* In addition, the aforementioned goals must appropriately proceed the goals and social skills expectations set forth in the elementary and middle school programs

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ACADEMIC:

• All 7th – 12th grade students and guardians must attend the high school orientation and information session in September (generally led by the high school residential supervisor).

• The student will maintain or exceed a 2.25 overall G.P.A in the five core subjects (with Cs or better). If grades decrease, the student will make efforts to procure assistance through their academic institutions to increase their grades.

• The student will use a school planner provided by Glenwood (8th grade) or their respective high school to keep organized.

Student Qualifications for High School Program

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Student Qualifications for High School Program

BEHAVIORAL:

• The student will earn no more than two minor school suspensions by the end of the year.

• The student will have less than three minor negative incident reports by the end of the year.

• The student will not exceed a 2% unexcused absence rate for the Sunday through Friday programming.

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Student Qualifications for High School Program

SOCIAL:

• The student must be an active participant in the Cadet Core Program (military events, drills, leadership, structure)

• The student must engage in a leadership role of the Cadet Core, employment, team or club either on Glenwood’s campus or at their academic institution.

• The student must complete at least one community service project with cottage, separate from Pledge Service activities.

• The student must volunteer and/or participate in all Glenwood activities when needed.

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ADMINISTRATION:

• Tuition and any fees must be in good standing prior to June 1st

• The students must be enrolled at least one full year at Glenwood Academy to apply for high school program.

• The student and parent/guardian must follow and support all of Glenwood’s policies and procedures.

• The student and parent/guardian must attend a Glenwood high school orientation (in Aug or Sept)

• The student and parent/guardian must accept and support the Glenwood model of care and discipline.

Student Qualifications for High School Program

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Daily Cottage Schedule

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Ansell-Casey Life Skills Assessment

Computer-based test administered to all high school students

August 19, 2012

April 28, 2013

Measures practical life-skills knowledge

Identifies deficit areas and allows for creation of programming to address identified deficits

Creates outcome data for quality assurance measures

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Ansell-Casey: Findings August, 2012

1. Initial skill deficiency areas were in housing and money management.

2. A secondary skill deficiency area was career and education planning.

3. Trainings were held on Sunday evenings throughout the school year and were targeted to address financial literacy, vocational discovery and social awareness.

(See following page for curriculum.)

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Ansell-CaseyInitial Testing – August

2012

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2012-2013 Curriculum

Week 1 – Ansell-Casey: Initial Assessment Week 2 – Activity 1: “Why Budget?” Week 3 - Activity 3 & 4: “Fixed and Flexible Expenses” Week 4 - Activity 5: “How to Budget” Week 5 - Budgeting: One page worksheet “Estimation Skills” done in

class. Take home: one sheet “Shopping List” for completion in cottage or at home (ex: Target or Walmart). The cottage can use this as an outing. The goal is to enlighten teens as to the costs of raising a family on a budget.

Week 6 – Financial Vocabulary: “Dollar Signs” worksheet Week 7 – Checkbook: “Steve's Passbook” worksheet, withdrawals and

deposits, sample check writing, check register Week 8 – Savings: “How Much Should I Save” worksheet. “A Savings

Account” worksheet. Week 9 – Financial Vocabulary: “Reality Store Vocabulary” worksheet. Week 10 – Dressing for Success: How to dress for a job interview and

present oneself for a potential employer Week 11 – Tattoos and Piercings: Permanent decisions and how they can

affect perceptions. Week 12 - Paychecks: “Is there ANYTHING left for Me?” worksheet. Review

of a paycheck example. “Take Home Pay” worksheet. Week 13 - “Time Cards” worksheet. Review of vocation tests approaching

in November. Week 14 – Credit Cards: “Credit Card Debt: It all adds up” worksheet.

Discussion on what is a credit card, what is a debit card. Interest, collections and bankruptcy.

Week 15 – How women are portrayed in media: Review and discussion of music videos.

Week 16 - Review of Reality Check Day. “Life Unplugged” opening information for students sheet. “Envision your life at age 28” worksheet (collected). To be discussed after the event as a reflection of the experience.

Week 17 – Reality Check Day Event Week 18 - Critique of Reality Check Day. Likes, dislikes. What was

learned? Week 19 – Ansell-Casey: Final Assessment1

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Vocational Testing

All 10th – 12th grade students were tested via the ASVAB assessment.

The Armed Services Vocational Aptitude Battery (ASVAB) is the most widely used multiple-aptitude test battery in the world. The test measures strengths, weaknesses, and potential for future success. The test also provides career information for various civilian and military occupations and is an indicator for success in future endeavors whether one chooses to go to college, vocational school, or a military career.

Benefits:1. This assessment assisted in transitional planning

for each individual student.

2. Students were able to identify a career in preparation for the “Reality Check” day.

3. In addition, the test provided scoring similar to that of the ACT composite score. With this, were able to identify areas of weakness in order to target tutoring for students.

4. For students interested in pursuing a career in the military, they were given the option to release their scores to local service branches.

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All 9th graders and upper-classman who were not able to participate in the ASVAB were tested for vocation via Career Cruising.

Career Cruising is an internet- based career exploration and planning tool used by students to explore career and college options and develop a career plan.

Benefits:1. This assessment assisted in transitional

planning for each individual student.

2. Thorough and up- to -date information about hundreds of different occupations, including direct links between careers and related college programs

3. Students were able to identify a career in preparation for the “Reality Check” day.

Vocational Testing

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Reality Check Day

An interactive, hands-on financial literacy event for high school students.

Reality Check Day activities include: Money Management Skills Writing Checks and Keeping a Register Budgeting Skills The Importance of a Career Selection Making Smart Purchasing Decisions

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Students had been vocationally tested in the weeks prior to the event. This allowed them to choose an appropriate career, receive a paycheck based on the entry-level salary of their chosen career, and pay off any student debts.

Reality Check Day

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23 Booths were arranged to include: banking, auto dealership, clothing, medical and dental care, savings and investment, housing, child care, groceries, insurance and life’s “little surprises”

*A special “thank you” to: MB Bank, Country Financial, Planet Toyota, BMO Harris, Glenwood Police Department, Flinn Scientific, the high school house parents and residential department staff for making this event possible.

Reality Check Day

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Urban Tech: Youth Leadership Academy

This year, we were able to procure a grant to implement the Youth Leadership Academy training (YLA).

Students met with our Leadership Coordinator to work on computer-based training with a focus on life skills.

This program correlated and supported the efforts made to promote life skills and financial literacy for our high school students.

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Social Skills

The basis of corrective teaching within the 3rd – 8th grade program is the four basic skills. These were derived from the Boystown model and procured from the following text:

Dowd, M.A., T., & Tierney, M.Ed., J. (2005). Teaching social skills to youth. (2nd ed.). Boys Town, NE: Boys Town Press.

4 Basic SkillsFollowing Instructions (1)1. Look at the person.2. Say “Okay.”3. Do what you've been asked right away.4. Check back. Accepting “No” for an answer (2)1. Look at the person.2. Say “Okay.”3. Stay calm.4. If you disagree, ask later Accepting criticism or a consequence (5)1. Look at the person.2. Say “Okay.”3. Don't argue Disagreeing appropriately (6)1. Look at the person.2. Use a pleasant voice.3. Say “I understand how you feel.”4. Tell why you feel differently.5. Give a reason.6. Listen to the other person.

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Social Skills (cont.)

The high school students will be expected to have mastered the four basic skills.

In addition, they are also challenged to master advanced and complex skills with the assistance of their houseparents.

(See the following pages for a comprehensive list of the social skills goals for high school students.)

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Advanced Social Skills

Showing Respect (7)1. Obey a request to stop a negative behavior.2. Refrain from teasing, threatening, or making fun of others.3. Allow others to have their privacy.4. Obtain permission before using another person's property.5. Do not damage or vandalize public property.6. Refrain from conning or persuading others into breaking rules.7. Avoid acting obnoxiously in public.8. Dress appropriately when in public.

Being on Time (17)1. Know exactly when you need to be where you are going, and how l long it will take you to get there.2. Leave with plenty of time to spare (usually about 5-10 minutes before you would have to leave).3. Go directly to your destination with no diversions.4. When you arrive, check in with someone in authority or with the person you are meeting.5. If you are late, apologize sincerely for not being on time. Complete Homework (21)1. Find out at school what the day's homework is for each subject.2. Remember to bring home necessary books or materials in order to complete your assignments.3. Get started on homework promptly, or at the designated time.4. Complete all assignments accurately and neatly.5. Carefully store completed homework until the next school day.

School Dress Code (79)1. Know the clothing limits of your school.2. Choose clothing that matches those limits.3. Do not tear or write on your clothing at school.4. Do not change what you are wearing to school (add or subtract clothing) without telling the adults who are responsible for you. Follow Through (111)1. Avoid making commitments you cannot keep.2. Know exactly what is involved in any agreements you make.3. Do exactly what you committed to do, promptly and completely.4. If you cannot follow through, apologize and offer to compensate.

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Advanced Social SkillsProperty Care (115)1. Know where property is usually kept or belongs.2. Ask the appropriate person for permission to remove property.3. Take care of property you are responsible for.4. Return the property to its place in its original condition. Self-Correcting (133)1. Monitor your behaviors during difficult or stressful circumstances.2. Notice the effects your behaviors have on other people. Notice their response to what you say.3. Instruct yourself to correct behaviors that appear to make others uncomfortable.4. Use new behaviors and note their effects.5. Continue to make adjustments, as necessary.6. Reward yourself for correcting your own behaviors. Appropriate Language (140)1. Choose words that accurately reflect your thoughts and feelings.2. Avoid making blaming statements.3. Know the meaning of words and phrases you choose.4. Avoid profanity, slang, or terms that others may find offensive.5. Frequently ask if you are being clear and understood. Work Independently (145)1. Start on tasks promptly without procrastinating.2. Remain on task without being reminded.3. Continue working unprompted until the task is completed.4. Check back with the person who assigned the task. Complex SkillsRole Modeling (150)1. Identify a situation that requires you to appropriately model behavior for younger peers or siblings.2. Engage in positive interactions with adults or peers. Initiate only appropriate conversation topics.3. Refrain from inappropriate language, sexual behavior, delinquency, bullying, etc.4. Correct peer behavior in a positive, constructive manner.5. Remember that inappropriate role-modeling can negatively affect younger children.

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High School Student Progress Reporting

This year, the high school team formed a reporting task force consisting of the Residential Supervisor and Houseparents.

The goals of the task force were to identify and collect data that:

Provides a comprehensive description of progress for parents

Allows students to take accountability and self-set goals

To ensure that measurable growth is occurring with the high school students and their social skills

Is valuable to collect for funding and development purposes

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H.S. Student Progress Report Houseparent Section

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High School Student S.M.A.R.T. Goals

In an effort to teach our high school students accountability, our cottage progress reports include a student-driven section that allows them to set their own goals.

The S.M.A.R.T. model of goal setting was chosen for its ease of use.

S.M.A.R.T. is an acronym that assists students in setting up goals that are:

Specific MeasurableAttainableRelevant

Time-based

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H.S. Student Progress Report Student Section

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College Planning

The Residential Supervisor worked one-on-one with all twelfth grade students and their families to ensure deadlines were met and all available financial aid options were explored.

The Residential Supervisor met with all families of eleventh grade students and families to begin exploring college options over the summer months.

Houseparents attended the Prairie State College fair this year with all high school students.

Students were able to attend college trips with Residential Supervisor, Bloom and Marian High Schools as well as with their parents on weekends.

Outcomes:

All 2013 graduating seniors have been accepted to at least two universities of choice.

All 2014 graduates are prepared to begin applying for colleges of interest in the fall of 2013.

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Student Leadership

All high school students are expected to assume an active role in leadership. Students are encouraged to apply to become a member of the battalion staff.

Leadership roles can also occur in the form of: NCO/Officer role Manager or team leader at a place of

employment Leader of a club, sport or band Member of the student council Mentoring or tutoring younger students on

campus

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Enrichment Activities

High school houseparents are encouraged to utilize cottage time to teach students in areas that include: Cooking Coordinating budgets House-keeping duties Planning for outings Community service Cultural enrichment activities

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Volunteering & Community Service

Our high school students partake numerous volunteer opportunities throughout the school year.

Some examples of our students volunteering in the community include: Hand-made and delivered blankets to St. James Hospital patients Visited residents of a nursing home Facilitated a staff versus student basketball game Setup and clean-up of special events equipment Facilitated a cookie and ice cream social Helped with evening set up at a PADS Homeless shelter Created and facilitated a haunted house, movie theater, powder-

puff football game and harvest social for students Facilitated games, ticket sales and assisted with vendors at our

Community Celebration. Assisted on a Saturday with the Rotary Annual Health Fair Landscaped and yard work for seniors living in the community Mentoring and tutoring with younger Glenwood students

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Ansell-Casey Findings(April, 2013)

1. Final testing concluded that every category of life-skills increased by a minimum of 5%

2. Targeted areas of training increased as follows:

1. Career and Education Planning: 21%2. Housing and Money Management: 20%3. Work and Life Study: 12%

3. Although significant improvements have been made in the above aforementioned areas, students would benefit from additional training in these areas.

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Ansell-CaseyFinal Testing – April 2013

2013

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Preparing for the FutureSpecial attention was made to prepare the 8th grade students for their transition into high school.

The academic department as well as evening residential interns prepared students for the Marian Catholic entrance exam.

There was a panel discussion held between current high school students and middle school students in order to allow them to ask questions and share experiences.

The Residential Supervisor coordinated with the principal of Bloom High School in order to host all middle-school cottages for a tour, dinner and basketball game to familiarize themselves with the school.

Marian and Bloom High Schools hosted a summer bridge program for new freshman.

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High School Program Staff

Maurice MitchellDirector of Residential Services(708) 756-6119

Robyn CabanResidential Supervisor(708) 756-6117_____________________________________

Bill & Mary HillHouseparents – Ryerson (Male) CottageExt 8109

Melvin & Lenise MasonHouseparents – Straus (Female) CottageExt 8112

Gerald & Beverly MundyHouseparents – Scarborough A (Female) CottageExt 8110_____________________________________

Sergio RodriguezLeadership Program Facilitator(708) 756-6113

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High School Program Affiliates

Michael CampbellPrincipal – Bloom High School(708) 755-1122

James DohertyCounselor – Bloom High School (K-Riu last names)

Elizabeth Fushi-PetersonCounselor – Bloom High School (A-Diw last names)

Imelda GonzalezCounselor – Bloom High School (E-J last names)

Diana LamberisCounselor – Bloom High School (Riv-Z last names)

Jeannette NeubauerCounselor – Bloom High School (Postsecondary Planning)________________________________________________________________________________Sr. Kathleen Anne TaitPrincipal – Marian Catholic High School(708) 755-7565

Katie Bluhm Guidance Counselor – Marian Catholic High School (9th – 11th A-B & D-DI)

Danielle DeGraafGuidance Counselor – Marian Catholic High School (9th – 11th DJ-I)

Joanna LaBelleGuidance Counselor – Marian Catholic High School (9th – 11th SD-Z)

Gerry O’BrienGuidance Counselor – Marian Catholic High School (12th I-ML)

Michael RodewaldGuidance Counselor – Marian Catholic High School (12th A-H)

Ron RoweGuidance Counselor – Marian Catholic High School (9th-11th J-ME) (9th C)

Ron UnavitchGuidance Counselor – Marian Catholic High School (9th – 11th MI-SC)

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