For the 2017-2018 school year, three core curriculum lessons targeted communication, self-esteem and responsibility, focusing on our mindsets and behaviors and goals. While the lessons had impact there are things we can do to improve our delivery and collect data for the 2018-2019 school year.
The Dove Self-Esteem Project lessons were presented, for three sessions, to 140 students in four Fitness Dance classes. The mindset and behavior targeted was sense of belonging in the school environment (M3), as how one feels about oneself affects the way one relates to others. While we feel that this lesson was successful, the perception data showing an increase (440%) in those who felt they know themselves and those who felt confident and secure (234%), that still leaves a number of students whose perceptions didn’t change. For outcome data we looked at referrals and grades in Fitness Dance, thinking if they felt better about themselves they would be more comfortable dressing for gym, thus improving grades. There was a 52% decrease in office discipline referrals for not dressing and a 52% decrease in the number of failing grades. At the end of the lessons a self-referral card was given fie those students who wanted additional support. Looking forward we can expand this lesson by including regular PE classes, as not all students take Fitness Dance. We will continue the small group follow up, tracking referrals, and grades. We feel this is an important lesson to present in middle school, where many students are struggling with body image and self-esteem.
The 7th grade communication lesson, we have discovered, is a good introduction lesson. The lesson was presented to 285 out of 304 7th graders, in their English classes, with a total of ten classes, targeting the mindset and behavior to demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities (B-SMS 10). Good communication is an essential skill in order to relate positively to others, helping one get ideas and feelings across to others in an appropriate manner. The students were asked three questions, pre and post- test, in order to get their perception on if they felt they learned more about good communication, with those that could name the 4 criteria of effective communication increasing 400%, those felt they could communicate effectively when angry increasing 31% and those who felt, overall, that they could communicate effectively, increasing 37%. For outcome data we looked at disrespect referrals from quarter 1 to quarter 4, feeling that if they learned better communication skills, these would decrease, as most of the disrespect comes from students not being able to communicate their negative feelings in an appropriate manner. The disrespect referrals decreased from 1st to 4th quarter in the 7th grade, by 8%. Wanting to increase this percentage next year, we will recreate the classroom presentation, but add on communication mini lessons that are shown to all students as part of the weekly cool tools. This will reteach and reinforce what was initially presented, plus add on additional communication strategies. We will also continue to track disrespect referrals.
The 6th and 7th grade responsibility lesson targeted the mindset and behavior of demonstrate ability to assume responsibility (B-SMS 1). This mindset and behavior is important as one gets ready for high school and adulthood more responsibility is added. This was presented to 450 out of 525 students in social studies classes, with a total of 10 classes in 7th grade and 8 classes in 6th grade. The perception data showed that most learned about responsibility from this lesson, with a 53% increase in those who agreed it was important to get to class on time, a 30% increase in those who felt they should be responsible for getting good grades, and a 32% increase in knowing who to turn to for help when struggling academically. For outcome data we targeted the 6th grade tardies, as they had 295 in September, the most out of all grades, and while tardies did decrease 43% by May they still had 168 that month. We also looked at quarter 3 and quarter 4 grades, which showed a 56% increase in the number of failing grades the 6th grade received, but the 7th grade had a 5% decrease. We would like to increase our outcome data on this and will continue with this lesson, adding on small groups and solution focused individual counseling with students who still struggle academically and with tardies, giving them more intensive