We conducted a result analysis of our core curriculum lessons in order to test the effectiveness of our delivered lessons. Our three included exemplary lessons were adapted from Common sense Media and selected because the content supports our Mindsets and Behaviors and learning goals; and the curriculum provides a comprehensive scope and sequence series of lesson plans designed specifically for 6th , 7th and 8th grade students. They are part of our unit on Bullying/Cyberbullying Prevention and is run through Physical Education(P.E.) classes. Half of the students take P.E. in the first semester and the other half take it during the second semester. During our sixth grade orientation in August, all sixth grade students received a brief lecture and a brochure about the difference between rude, mean and bullying and when and how to report. We implemented this practice because our data showed early in the schoolyear that a large percentage of 6th grade visits to the counselor for bullying complaints were unfounded. This preventative measure helped to cut down such visits for conflicts that are not truly bullying and have contributed to a decrease in referrals due to instigative behaviors. It also ensures that all students, not just the ones that take first semester P.E., receive such information early on to maximize results. Next year, we plan to extend this practice to our students in 7th and 8th grade. At the same time, infusion of both Values Matter values and the IB Learner Profile characteristics, helped to decrease negative behavior and increase engagement in school. Each lesson was successfully delivered and, as evidenced by results, had a favorable outcome in process, perception and outcome data. We plan for next year (see artifact) to extend our lessons to all the Values Matter values through a collaboration with subject area teachers.
Collecting and analyzing process data provided evidence of student participation in the lesson and helped us answer the question “What did we do and for whom?” Our process data revealed that every sixth, seventh and eighth grade student (average of 350 participated in each grade) partook in lessons.
After a thorough examination of our pre- and post-test perception data, we determined that students showed a significant increase in knowledge and skills, demonstrating an increased understanding of how to create and promote responsible and respectful behavior. For instance, the perception data for the sixth grade lesson shows that students had a 29% increase in understanding the role of respect and responsibility when communicating online and a 51% increase in the skill of explaining how to help others become upstanding citizens. Perception data for the seventh grade lesson shows an increase from an average of 2.4 to an average of 4.0 on a 4 point Likert Scale in ability to explain the difference between an up-stander and a by-stander. Perception data for the 8th grade lesson shows a 53% increase in knowledge of three ways to avoid becoming a target of cyberbullying. We plan on using the same pre/post instruments because the data was strong. However, we will add a perception question about the difference between rude, mean and bullying. And, though we are happy with the MS and B that we targeted, we plan to add an additional behavior per lesson.
The lessons had a positive impact on student behavior as evidenced by outcome data. When compared to the 2015-2016 school year, the number of student behavioral referrals for instigative behavior and confrontations with other students across grades decreased. A deeper dive into the data revealed that we met our goal of decreasing inappropriate behavior in both online and face-to-face interactions.
A review of the results facilitated a reflection with the school counseling team that extended to our stakeholders. Teaching students to build positive relationships, as well as recognize, resist and report bullying/instigative behavior proved very effective. However, we recognized that a truly effective anti-bullying program must include developing the skills of teachers, administrators and community stakeholders to strengthen a school-wide preventive approach. Next year, we plan to do more direct staff development in this area, including our support staff who are in constant contact with students. In an effort to continuously close the achievement gap, we will continue to closely analyze our school data reports, the Early Warning System Report and, additionally conduct a deeper analysis of our Student Behavioral Referral Reports to determine if there are students in need of more personalized support. These students will receive targeted, responsive services through small group counseling sessions and follow-up monitoring.