Action Research Progress Project Report - 9 sections

How am I implementing the vision (ELCC1.3):  I have the opportunity to use a curriculum purchased by our district to help implement my action research.  We have purchased the Worth the Wait by Scott & White curriculum and this curriculum is a sex ed curriculum that encourages and teaches abstinence.  This curriculum also spends quite a bit of time teaching about self-esteem, being knowledgeable with facts when it comes to internet usage, cyber bullying, bullying, texting, social networks and so on.  I am teaching these lessons and we spend quite a bit of time role-playing and discussion.  I only have the groups for one year and then they move on, and this will be my first year to ask the 7^th grade teachers to help me with surveying the students to see if more knowledge helps them make better choices.  That will give me two years worth of information for this research and I might try to add on with the next consecutive years.

·         December 2010 curriculum was introduced to the parents.

·         January 2011 curriculum was taught to the students as well as pre-assessments and post-assessments.

·         February 2011 assessments (surveys disaggregated).

·         Fall 2011 (don’t know when 7^th grade does their Worth the Wait) I will talk with the 7^th grade teachers and ask them to help me with getting the pre-assessment and post-assessment (surveys) to the 7^th grade students, and letters to the parents.

·         Spring 2012 plan is to be done with the action research.

Steward the vision (ELCC 1.4):  With the action research that I chose, it can be very difficult to motivate people about sex education and students gaining more knowledge.  Many times parents want their child to stay innocent and they think that sheltering their child will do that.  To steward the vision, I listen as much as I talk.  I listen to the concerns of the parents and staff and even community members and then I ask them to give me a few minutes of their time.  If they are in my classroom, I show them a power point that I have put together; it is more like a movie preview.  Then I share with them my vision that students will be more confident with themselves and stand up for what is right when they have gained more knowledge.  Letters are sent out, classes are taught and even information is put on my website for parents and any community members.

Promote community involvement in the vision (ELCC 1.5):  I really don’t have a lot of opportunities to collaborate with the community.  This is really a controlled action research that takes place in the classrooms.  The most I collaborate with the community is when I am just talking with friends and acquaintances.  I might have someone call or email me, because they have heard about the program, but that is about it.  If I am given the opportunity to talk more with the community, I will.  I do believe that building relationships with kids (of all ages) and helping them gain the correct knowledge will help them make the better choices in life.  If they don’t make the best choice then my hope and goal is that they will have a relationship built, with a parent or adult, who will stand by them and help them get through the rocky times.

Mange resources (ELCC3.3):  My action research doesn’t require a lot of resources.  The resources that have been necessary were actually put together a few years ago.  These resources are activities that have been made and laminated for use in the classroom.  Other resources are the letters that are for each lesson and any other pertinent information.  I make copies of these with the help of another teacher and parents.  The central office sends me the paper to make these copies, since it is a curriculum purchased by the district.  I did make a power point which is used to show the parents and students an overview and this power point could be used at any time and any where.

Mobilize community resources (ELCC 4.3):  I have not used any of the community resources, but I have thought about talking to some of our doctors, in the area, about being guest speakers.  I have also thought about putting an announcement in the church bulletins and inviting community members to come for an introduction about the Worth the Wait curriculum.  Before I do this, I will need to talk with my campus administration and possibly the assistant superintendent over instruction.  I will want to make sure that they approve of this since it can be a “touchy” subject.

Promote positive school culture (ELCC 2.1):  This is a tough one with my action research.  I teach 6^th grade on an elementary campus and what I teach (in the action research) is not something that can be, or should be taught with the younger grades.  A big aspect about promoting positive school culture with this action research, is the fact that the students learn a lot about physical and sexual abuse and they see that it happens to the very young children as well.  The 6^th grade students gain a softer side with the younger students and are more patient with them and understanding, when they go and work in the younger grades.  The teachers see this and notice a marturity in the 6^th grade students.  It seems to be a win-win situation.

Provide and effective instructional program (ELCC 2.2):  Questions used for the pre-test and post-test.

1.    Ovulation is when an egg is released from the woman’s ovaries.

2.    Fertilization occurs in the fallopian tube.

3.    The sperm are the reproductive cells made by the male.

4.    Ejaculation is when sperm are released from the penis.

5.    Fertilization occurs when the egg and sperm unite.

6.    Abstinence is 100% effective in preventing pregnancy.

7.    STDs can be transmitted by vaginal sex, oral sex and anal sex.

8.    If someone is sexually abused, they need to tell a trusted adult.

9.    Use of tobacco products, alcohol, and/or illegal drugs is Risky Behaviors.

10.  The term used when someone decides not to have sex (vaginal, oral or anal) Abstinence.

11.  When someone stops having sex and decides to wait until marriage to have sex again is Renewed Abstinence.

12.  Regardless of the parents age, parents are legally responsible for their child(ren). T

13.  Sexual abuse is usually committed by someone a child knows. T

14.  Sex is a safe activity for teens. F

15.  If someone asks you to do something about which you do NOT feel comfortable or that doesn’t seem safe, you should wait until a convenient time to tell someone. F (Tell someone right away!)

Table instructions:  The first number is how many students answered the questions correctly and then the percentage who got it correct is next to it.

Problem	Girls – 50 Pre-test	Girls – 50 Post-test	Boys – 44 Pre-test	Boys – 44 Post-test
1.	12 – 24%	38 – 76%	12 – 27%	28 – 64%
2.	13 – 26%	22 – 44%	8 – 18%	26 – 59%
3.	12 – 24%	45 – 90%	10 – 22%	37 – 84%
4.	12 – 24%	43 – 86%	6 – 14%	38 – 86%
5.	11 – 22%	38 – 76%	6 – 14%	30 – 68%
6.	3 – 6%	41 – 82%	2 – 4%	40 – 91%
7.	9 – 18%	43 – 86%	7 – 16%	44 – 100%
8.	4 – 8%	48 – 96%	11 – 25%	44 – 100%
9.	31 – 62%	50 – 100%	25 – 57%	44 – 100%
10.	5 – 10%	47 – 94%	7 – 16%	42 – 95%
11.	4 – 8%	47 – 94%	12 – 57%	42 – 95%
12.	12 – 24%	49 – 98%	12 – 27%	41 – 93%
13.	19 – 38%	45 – 90%	22 – 50%	42 – 95%
14.	31 – 62%	49 – 98%	25 – 57%	44 – 100%
15.	19 – 38%	38 – 78%	22 – 50%	30 – 68%

Influencing the larger context (ELCC 3.3):  I will be putting together a power point /slide show and I will get the information to my campus administration; central office administration; lead science teacher (these classes are presented through the science classes through 12 grade); and the secondary science teachers.  My goal with these presentations is to prove how important it really is for these students to keep gaining knowledge and to keep building a positive relationship with their parents or other adult (many times someone from the school) to help students, of all ages, make better choices for their lives and the lives of others.  Sometimes I don’t think the teachers believe this is really working. My goal is to show them that it does work.  My initial presentations will be an email with the power point/slide show and cover letter to the campus admin, central office admin and lead science teacher.  Once they view the information I will have them tell me what they envision and would like to see done with this information.

Design a comprehensive growth plan (ELCC 2.4):  This is a tough one as well.  The main thing with the adults, campus staff and district staff, is that they know the facts.  So many of them don’t know the facts and live in a bubble.  When the disseminated information is presented to them, there will be some shocked faces.  That is when they adults will see the need for knowing the facts and will want to be better prepared.  The kinds of growth in this area are knowing the correct facts about the topic.  This is an ongoing study where the results can change dramatically. 

Updated Draft of Action Research Plan

Draft of My Action Research Plan

Mary Beth Cuevas

Title: 

More Knowledge, Better Choices

Needs Assessment: 

            There has been a rise in teenage pregnancies, sexually transmitted diseases, cyber-bullying, teen suicides and such.  These types of issues do not know anything about color, race and culture.  Unfortunately our Hispanic population had more teen pregnancies and our younger students; 4^th, 5^th and 6^th grade students, do not understand the importance of internet ethics.  With technology the girls can be mean.  They talked about other girls as if they were writing in their diaries, but using technology, the entire world can view.  Boys, on the other hand, tend to use more profanity and ask girls to do things, like take pictures with only underwear on, or do some kind of sexual activity that they would not ask face to face.

Objective and Vision:

            With more knowledge, I believe that students will make better decisions and choices, when it comes to sexual activity, bullying and using technology.  I will be teaching 10 lessons over the topics listed above.  As the students ask questions and learn more, I want to see them make better choices and decisions.  There might be times that they still don’t make the “good” decision, but when I talk with them, I want to know that they understand why the decision they made was not a good one.

Review of the Literature and Action Research Strategy:

            Popular magazine articles, fictional novels, reality TV, made for TV movies and big screen movies have people, usually teenagers, making poor choices and decisions.  Why?  Because it is so much more interesting!  Non-fiction publications also have information and stories that depict the same kinds of actions as the fiction publications.  But with non-fiction they stories are true and really do happen.  In a New York Times magazine article, from the web, talks about parents coming to the school after they found text messages to their daughter from a 12 year old boy and these messages were very sexually explicit.  The parents wanted the principal to do something, but since it happened over the weekend and not at school or a school function, the principal’s hands were tied.  In another article from sciencedaily.com it shares even more information about the cyber bullying.  Both articles mention that because of technology, bullying over the internet or over text messages happen all of the time, over the weekend, at night and so on.  The “old fashioned” bullying typically happened during the day and was face to face.  But when everyone went home, it stopped for that time.  ABC Family made a movie to TV and it was called “Cyber Bully”.  Cyber Bully was produced by Jesse Prupas, directed by Charles Biname and written by Teena Booth, July 2011. When my 12 year old daughter and I watched this movie, we both said, “This sounds like we are at school.”  It was a movie that happens in real life.  With the “Worth the Wait Curriculum” by Scott and White, it talks about self esteem and making good choices, talking to your parents or an adult who knows the facts, sex and so on.  It wants young people to take their time with sex and thus it talks about other choices in life and how they can determine what happens in a person’s life.

Articulate the Vision:

            I sat with the other 6^th grade teachers and administration and shared with them what the curriculum has.  I had a parent night to show the parents the curriculum, talk to them about how I would talk with the students and answer any questions for them.  When I talked with my students, I shared with them my goal of them gaining knowledge that would help them make better decisions and choices.

Manage the Organization:

            This project is a piece of our district curriculum.  The biggest part of preparation is making all of the copies and preparing any activities.  Parents help me with the copying.  Time is 10 lessons and 45 minutes in length.  Our classes are 90 minutes long every other day (A & B schedule).  I do 2 lessons per class so I am able to get through 10 lessons in 10 days (5 days for A day classes and 5 days for B day classes.)  If more time is needed, I tack it on to the end.  Many times students schedule a lunch time with me.  With the surveys I am the one who disaggregates the information

Manage Operations:

            I’m required to give the parents at least 2 weeks to come and view the curriculum.  This past year I added the parent night as well.  Doing this helps the parents to understand the importance of this.  Parents must sign a paper stating “yes” or “no” whether their child will be a part of the lessons or not.  The pre-test (pre-survey) acts as my needs assessment and it lets me know what the students know and don’t know.

Respond to Community Interest and Needs:

            The blessing with this curriculum is that every student who goes through my district will have the opportunity to be a part of it.  Yes, the parents must sign the form and thankfully, they have.  When I have the opportunity to share with teachers and staff and parents they always get a little nervous, because they think the students don’t know about any of this.  Well, the students do, but they do not always know the truth.  This program meets the needs of every child with special needs, exceptional needs, students of all backgrounds, students who may be economically disadvantaged and so on.  I haven’t had the opportunity to stand in front of a crowd from the community, but maybe one day.

References:

New York Times (2010, June  27).  Online bullies pull schools into the fray.  New York times, Retrieved July 29, 2011, by Jan Hoffman

http://www.nytimes.com/2010/06/28/style/28bully.htmlBy JAN HOFFMAN

Published: June 27, 2010

University of Gothenburg (2010, February 22). Cyberbullying: A growing problem. ScienceDaily. Retrieved July 29, 2011, from Mary Beth Cuevas Google

http://www.sciencedaily.com/releases/2010/02/100222104939.htm

http://abcfamily.go.com/movies/cyberbully

© Scott & White Worth the Wait ®. 2401 S. 31st Street |Temple, TX 76508 | (254) 724-7359
Design by AMS Production Group and Pallasart Web Design

http://www.worththewait.org/curriculum.html

Draft Action Research Plan

Draft Action Research Plan

1. Goal and Objectives/Outcomes of the research investigation:

The 2010-2011 6^th grade students will learn the importance of how to use the internet, social networking and cell phone etiquette properly.

The 2010-2011 6^th grade students will learn of the possible ramifications when not using proper etiquette with the internet, social networking and cell phone use.

The 2010-2011 6^th grade students will learn the importance of “Making Wise Choices” in their personal and academic lives.

2. Activities designed to achieve the objectives:

1.The 10 lessons from the Worth the Wait Curriculum: 

a.    Positive Personal Character Traits and Emotional Needs

b.    What’s Puberty?

c.       Anatomy/Puberty Review

d.    Pregnancy and STDs

e.    The Benefits of Waiting

f.        Healthy Relationships with Family and Peers

g.    Not Thank You!  Mastering Refusal Skills

h.    Media and Its Influence

i.         Sexual Abuse

j.         I’m Worth It

k.      After each one of the above lessons, the students will take home a paper that has 2-3 questions specific to the lessons.  The students are to ask these questions of their parent(s) or guardian and then write their answers.  The plan is for each student to bring these back with signatures and the comments.

2. Toothpaste Activity!  In this activity, the students will have a piece of colored construction paper and a small tube of toothpaste (travel size).  The students will be in small groups.  As we discuss the importance of (being careful with what we say, type, put on social networks (facebook, myspace, etc.), pictures sent through text messaging, words over text, etc.) what we say and do and how it can “hurt others”, the students will “squirt” a small amount of toothpaste on the construction paper.  We will then discuss “taking it back”, and the students will use a craft stick and try to put the toothpaste back into the tube.  It is impossible to put toothpaste back into the tube, just like it is impossible to take back what we say and do!  (Activity idea given to me by Margie Faulkner, 6^th grade teacher CCES)

3. We will look at articles that show “bullying, cyber-bullying, text messaging and sexting, and so on.  These articles will help the students look into how it can really hurt the victim and the antagonist(s).
4. We will look at actual “budgets” from people who have young babies and children in their homes.  The information is coming from teachers on my campus.  These teachers have 2 income families and they include small children who are healthy and some who have had emergency surgeries.  This information will also include how much necessary objects (diapers, formula, doctors, etc.) cost. 
5. We will Role-Play “making a good choice.”

3. Resources and research tools needed for data gathering:

A.    Worth the Wait Curriculum – developed by Scott & White Sex Education Program/Scott & White Memorial Hospital and Clinic

B.    Activity provided by Margie Faulkner (6^th grade science teacher CCES)

C.   Articles from magazines and the Internet

D.   Budget and Money information from the Staff of Curington Elementary

E.    Up to date data concerning the above situations from the State of Texas

4. Draft timeline for completion or implementation of activities:

Nov. 29, 2010:  Letter sent home to parents

Dec. 7, 2010:  Parent night to come and view the curriculum and have a question and answer time.

Dec. 10, 2010:  Permission deadline

Dec. 13, 2010:  Lessons begin

Dec. 20-Jan. 4:  Christmas Break

Jan. 8, 2011:  Final Lesson

Jan. 9 & 10, 2010:  End of Lessons Survey

The above dates are for the 2010-2011 6^th grade students.  I will have an “Open Lunch Time” for students who may need to “talk” about any situations or issues for the rest of the school year.  Possible end of school year survey.  Also, possibly survey former students who went through this curriculum with me 1 and 2 years ago, to see if they felt that this was helpful for them with decision making.

5. Persons responsible for implementation of the action research plan:

The Boerne Independent School District adopted the Worth the Wait curriculum during the school year of 2007-2008.  We implemented the first lessons beginning the Spring of 2008. 

I, Mary Beth Cuevas, and our PE teacher, Mary Meckel, have been the instructors for the entire time at Curington Elementary.  I teach all of the lessons, but when we split the boys and girls for 3 lessons, I teach the girls and Mary teaches the boys.

6. Process for monitoring the achievement of goals and objectives:

I give a pre-test and a post-test.  I will be adding a student survey and possibly a parent survey.  If possible I will survey students from 1 and 2 years ago.

7. Assessment instruments to evaluate the effectiveness of the action research study:

I plan to put together a survey.  The information from these surveys will be shared with the campus administration and with the district administration.  This will hopefully give us the kind of information we need to help our students learn how to “help themselves” for their personal and academic lives.