Scaling up the Student Orientation to School Questionnaire (SOS-Q) in Rocky View Schools - What we are Learning about Student Affect at the Student, School.

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Scaling up the Student Orientation to School Questionnaire (SOS-Q) in Rocky View Schools - What we are Learning about Student Affect at the Student, School and System Levels

SOS Q: SUB-SCALES UPPER-ELEMENTARY AND JUNIOR-SENIOR HIGH SAFE AND CARING SCHOOL Students’ perception of school environment – the academic and social setting of a school that support the welfare of students PEERS Perceived supports from friends and ability to get along with peers SELF-CONFIDENCEStudents’ conviction that they are capable and well- positioned to be successful at school and beyond EXTERNAL RESILIENCE Perceived ability to cope and adapt successfully in the face of challenges INTERNAL RESILIENCE Perceived ability to resist anxiety and maintain internal emotional and mental balance SOS Q: SUB- SCALES UNIQUE TO JUNIOR-SENIOR HIGH UTILITY OF SCHOOLStudents’ sense of usefulness of school in relationship to future opportunities EXTRA- CURRICULAR ACTIVITIES Student participation in and perceived value of extra-curricular activities

Std Safe/ Caring Z Ext. Resil. Z Self- Conf ZPeersZ Int. Resil. Z Extra- Curric Activ. Z Utility Sch. Z Total Avg Avg Z ` Individual and Cohort Examination of Student Orientation to School Using SOS-Q Results

Safe/Caring Self- Con Ext Resil Int ResilPeers Total Score Student raw score Students z-score National Norms Strengths include: Safe and Caring, Internal Resilience and Peers. Total score is in the average range. Relative weak constructs compared to the strengths include: Self-Confidence which tends to correlate highly with academic achievement, and External Resilience. Recommendation: review results with the student and parents to confirm face validity relative to their perceptions and review with staff who interact with the student to consider strategies to enhance the student’s self-confidence as a learner. Building skills regarding handling external challenges may also be beneficial especially if linked to strategies to reinforce the safe and caring dimension (see the SOS-Q Manual for specific strategies linked to these constructs).

SOS in Various RVS Student Groups: GRADE (Upper-Elementary)

Achievement by SOS-Q Student Cluster Profiles SOS by Socio-Economic Status: AVERAGE FAMILY INCOME (2 RVS Schools - JH)

SOS and Classroom Achievement (Junior-High)

RVS Spring 2014 Grade 7,8 and 9 SOS x Classroom ELA and Math ELAMath Safe/ Caring Ext Resil Int Resil Ext Curr Self- Con Util SchPeers SOS Total ELA Pearson Correlation **.093 **.143 ** **.226 **.069 * ** Sig. (2- tailed) n.s n.s..000 N923 Math Pearson Correlation.641 ** **.190 **.073*.155 **.278 **.120 ** ** Sig. (2- tailed) n.s..000 N923

CONCLUSIONS and IMPLICATIONS Distinct data profiles inform student engagement strategies Strong staff buy-in over four year pilots On track as key measure in RVS strategic Education Plan Secure, encrypted on-line versions with auto scoring and color coding soon available to other school authorities Opportunities for further research?