The eighth grade core curriculum bullying lesson correlates with program goal #1. The lesson was initially facilitated during October, National Bullying Prevention Awareness Month, to reinforce student knowledge and to proactively address student misconceptions. The lesson teaches age-appropriate skills that students can use to prevent bullying and is intended to reduce the number of discipline infractions related to bullying behaviors by 30%, from 102 incidents during SY 2016-17 to 71 incidents or less.
Results from pre/post-survey data reflect growth in the students’ knowledge and indicate an understanding of how they can work to prevent bullying. Following this lesson, the amount of students who can identify three different types of bullying increased from 73.9% to 97.4%. The percentage of students who feel comfortable using assertive skills to stop bullying increased from 65.2% to 84.3%. As a result of this lesson, students who know two ways to prevent cyberbullying increased from 66.9% to 92.8%.
Final data, analyzed near the end of the SY 2017-18, reflects a 33.33% decrease in the number of discipline referrals submitted for students in all grades (from 102 to 68 referrals). This data indicates that program goal #1 has been met. Future plans include providing students with increased access to bullying/cyberbullying prevention resources and providing a follow-up lesson on bullying prevention to reinforce concepts for students who exhibit bullying behaviors. A school-based mentor program will be implemented for students who repeatedly exhibit bullying behavior.
The SOARing to SUCCESS program was the core curriculum lesson for all sixth-graders. The lesson focused on academic and test-taking skills with the intended outcome of increasing the Reading SOL pass rate by 40%. This goal is achieved by passing the exam with a minimum score of 400 points or by increasing a score by 50 points.
Results from pre/post-survey perception data reflected that more than 50% of students expressed confidence in their success in middle school. More than 80% of the students could identify resources available to help them succeed. There was a 49% increase in the number of students who felt confident that the program would support their success in middle school. Data showed a 7% increase in students who express confidence in study skills and a 12% increase in those who express confidence in test-taking skills.
Outcome data indicates that the goal was met with 48% passing the 2017-2018 Reading SOL. Furthermore, within the 86 students, there was a 19% increase in students who improved their SOL scores by 50 points or more during SY 2016 - 2017. Students who participated in the Reading with Confidence group account for 8% of the passing scores.
Perception data results indicate that the lesson was practical in preparing students for middle school. Additional lessons should be given throughout the school year that specifically address reading test-taking skills. In addition, growth mindset activities should be given to students who have never passed the exam.
The classroom guidance video lesson to support Goal #3 was transmitted simultaneously to all 7th graders. This lesson was designed to help students understand the impact of frequent tardiness, to change perception of the importance of getting to school on time, and to provide students with skills and strategies to help reduce tardiness. The goal of this lesson was to reduce the percentage of students who arrive late to school.
Results from the pre/post-surveys indicate an overall increase in student knowledge, skills and attitudes related to attendance. There was a 59% increase in knowledge of consequences for arriving to school late and a 103% increase in students’ ability to identify strategies to help them arrive to school on time. Questions 1-3 regarding student attitude towards attendance were also favorable.
Outcome data results however, indicated an increase in students with 18 or more unexcused tardies from 46 (SY 2016-17) to 63 (SY 2017-18).
Though this goal was not met, perception data indicates the lesson was effective, and we gained valuable insight on how to better address this issue moving forward. Next year, we will conduct a school survey at the beginning of the year to identify outside factors that hinder attendance. Pre/post questions will be simplified to obtain more concise results and interventions will specifically target the most prevalent factors. We will also conduct small group counseling for chronically late students earlier in the year and encourage parent participation through workshops to reinforce the same message.