The outcome data for this lesson indicated a 63% decrease in bullying behaviors from 2016-2017 through 2017-2018. Using surveys, Ms. Sledge was able to get a better understanding about the students’ beliefs regarding their understanding of what “bullying” is.
Given that only 75% of students could properly apply a skill taught in the lesson, Ms. Sledge wants to separate the lesson into two. One lesson can cover the definition of bullying and emphasizing communication skills for how to report by teaching standard B-SS 1. The next lesson can teach strategies for bullying and how to be an up-stander by using standard B-SS. By splitting the lesson, Ms. Sledge will have more time for students to practice these standards and feel more confident applying them to real life situations.
To collect data more accurately Ms. Sledge will have students complete the surveys in the computer labs with her present. This plan will help to have consistent number of responses for each question and give an accurate reading of students’ attitude, knowledge, and skills relating to bullying.
For future planning, Ms. Sherer may use various types of data to determine the success of the lesson. For example, the Georgia Health Survey (GHS) has several questions relating to school climate, bullying, and drug use. Research tells use these factors influence school attendance. In conjunction with the GHS, Ms. Sherer could also produce a needs assessment prior to writing the lesson.
This lesson could be spilt into two may include components related to a needs assessment and the GHS. For example, if a high percentage of students felt disconnected to school then a needs assessment could ask further questions like relationships with peers and adults in the building. The first lesson could cover ways to build relationships at school and the importance this plays in chronic absenteeism (B-SS: 3 and B-SS: 2.). The second lesson could cover B-SMS 6, which can cover results from the needs assessment that addressed reasons why students want to miss school. For example, not being prepared for school like missing the bus or staying home to finish an overdue project. The lesson could include various scenarios and activities for students to brainstorm solutions
While many students responded “Strongly Agree” or answered correctly, the survey may not have been challenging enough. For future surveys, the questions can be written at a higher level to encourage varying responses. Ms. Sherer plans to consult with a teacher at McClure to further develop these questions. The lesson was taught in 8th grade because they have the highest absences in the building. However, nearly all students agreed or strongly agreed that absences affect grades.
Career Exploration and IGP:
The outcome data for this lesson clearly demonstrates that students are finishing the lesson with the required knowledge about graduation requirements. We saw an increase of 228% in correct answers to the question, “How many credits does it take to graduate high school?” The perception data indicated the students felt more comfortable about their understanding of what is required of them in high school with a combined increase of 50.3%. Once students complete the CC section and have researched and selected a minimum of three careers that are of interest to them, they are one step closer to being able to narrow down the pathways to their future.
As such, the indications are that the lesson is ultimately fulfilling the bare minimum requirements. What did not work well was the amount of time used to teach the lesson. It was too short causing a lack of depth of understanding. There was only a general and basic connection from school to career. To improve this lesson, we would like to split the lesson into two or three separate lessons to provide this depth of knowledge and understanding. We have an 8th grade career day in November where we have 24-32 different careers and occupations represented by speakers from the field.
By separating this lesson into two, we can spend more time with the IGP connecting the high school graduation requirements to the courses offered at each high school. We can then help the students make the correlations between high school experiences and life after high school. We would have the opportunity to teach them more about the CTAE/Fine Arts courses at the schools to better prepare them for their high school articulation and course requests.