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 7th 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 7th grade does their Worth the Wait) I will talk with the 7th grade teachers and ask them to help me with getting the pre-assessment and post-assessment (surveys) to the 7th 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 6th 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 6th 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 6th 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.
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