Character:

Claim 1

Frank students become effective learners through building their growth mindset and reflecting upon CREST and academics.

Frank students are working to become effective learners, which we define as people who do more than they think possible, developing the mindsets and skills for success in college, career, and life.

In 2019 Kenosha Unified School District created a student survey, 80% of Frank students state they are a successful student, the outcomes of effective learners. This is the first year this survey has been given to students by the district.

Source: WI State Report Card, points out of 100 possible. On-track and post secondary readiness is defined as the graduation rate, attendance rate, 3rd grade ELA achievement, and 8th grade mathematics achievement. WI DPI did not release school report cards for the 15-16 school year.

The state report card measures and assess points based on factors such as attendance, graduation rates, discipline data that indicates post secondary readiness. We are trending very close to our district scores. Demographic data is used in the assessing of the points.

Building the Skills of Effective Learners

Frank Elementary students strive to use character traits of Craftsmanship, Respect, Empathy, Self-discipline, and Trustworthiness (CREST) everyday in all academic areas. One way Frank Elementary students become effective learners is by reflecting upon CREST and their academic progress to set goals and build ownership of their learning.

In a 2019 student survey 88.3% Frank students state they know what they need to do to be a successful student, and can apply the skills of effective learners.

Student Reflections, Character, and Academics at Frank!

Starting in Pre-Kindergarten through 1st grade, students learn to define and recognize what the character traits are at Frank and how to write goals. They begin to self-reflect with pictures and simple sentences. By the time they reach second grade, students are writing character and academic goals. They now begin to score their progress weekly. Finally, in third, fourth, and fifth grade, students are able to describe how their character impacts their academics and progress towards meeting their goals. Each student completes a weekly goal setting sheet where they individually set goals about their character and academics. See the examples below of student goal setting and reflection.

Leah.pdf

Jimena.pdf

Claim 1 Reflection Sheets

Here are additional samples of character and academic goal setting and reflection. Frank students are leaders of their learning and take pride in determining both literacy and numeracy goals that help them attain their academic growth goals. Students set goals, reflect on what and how they learned, and take ownership of their progress each day. Along with academic growth, our students grow in character and see the connection of how their character can positively or negatively affect their academic growth. Students have a deep understand of our character traits (CREST: Craftsmanship, Respect, Empathy, Self-Discipline and Trustworthiness). CREST is living all throughout our school and linked to academic learning. Students are connecting character and academics throughout all grades and are ongoing. They share in their portfolios and student led conferences with their parents.

Building the Mindsets of Effective Learners

What is growth mindset? Growth mindset is when a person understands that their abilities can be developed through hard work and dedication. Students with a growth mindset tend to see struggling as a normal part of getting better at something. At the end of the week they reflect on their progress. In our younger grades, students refer to "growing their brain" and how they need to practice and work the brain like their muscles.

“If we only did things that are easy, we wouldn’t actually be learning anything. We would just be practicing what we already knew” said by David Dockterman, Harvard Lecturer for the Graduate School of Education.

In 2016, we began the work of the "power of yet" and understanding the differences of fixed mindsets and growth mindsets. We collected survey data from students. In 2018 we repeated the survey and continued to expand the work. Our Librarian, a former classroom teacher and member of our crew team led this initiative. Every Frank Elementary student did a six week unit on growth mindset during library time. After the 6 lessons they ended with a pledge and certificate of completion. The pledged said “I’m ready for the challenge even though it may be hard and take a long while I can try and do my best and always keep a smile.”

“I can see your brains growing.” Mrs. Leiting (librarian)

"I need to stay in school to grow my brain" Kylie, grade 2

"To learn we need to use our brain, eyes, and ears. Our brain is a muscle that we need to work" MW, Kindergarten

In a 2019 student survey 81.7% of Frank students state that they can grow to be a better student, connecting their growth mindset with the outcome of effective learners

Growth Mindset Survey Data 2016 & 2018, Kindergarten-Second Grade

We gave all of our students in kindergarten through second grade a growth mindset survey. The survey gave the students a question and the answer choices of agree, disagree, and not sure. Our staff read each question and the students could circle which one they felt applied to them.

"People work hard to become smarter."

The first question was “Do people have to work hard to become smarter?” The growth mindset answer for this question would be if the students agree that they have to work hard to become smarter. A fixed mindset person would disagree with this question. In our pie chart from 2016, 88% of our students agreed with the question showing a growth mindset. When we did the survey again in 2018, 95% of our students agreed showing a growth mindset.

"I like my work best when it makes me think hard."

The second survey question was “I like my work best when it makes me think hard.” The growth mindset answer for this question would be if students agree that they like challenging work because challenging work helps their brain grow. In the 2016 survey, 71% of students agree with the survey question and 15% of students were unsure of what the question meant. In the 2018, 86% of students agreed with the survey question and only 5% were not sure. Again more students are identifying that hard work is not a failure but is how they learn.

Growth Mindset Survey Data 2016 & 2018, 3rd-5th Grade

We gave all of our students in 3rd to 5th grade a growth mindset survey. The survey gave the students a question and the answer choices of: strongly agree, agree, strongly disagree, disagree, and not sure. Students were able to read the questions on their own and ask for assistance if needed.

"I like my work best when it make me think hard."

The first survey question was “I like my work best when it makes me think hard.” The growth mindset answer for this question would be to agree or strongly agree. Students who have a growth mindset enjoy when work is hard because they know they are growing their brain and getting smarter when work challenges them. In the 2016 survey, 72% of the students to agreed or strongly agreed with this question. In the 2018 survey, 79% of the students agreed or strongly agreed with this question. In the past two years, Frank students report that they enjoy when they have to think harder to complete their work.

"I like work that I’ll learn from even if I make a lot of mistakes."

This second question was “I like work that I’ll learn from even if I make a lot of mistakes.” The growth mindset answer for this question would be to strongly agree or agree with this survey question. In the 2016 survey, 74% of students agreed or strongly agreed with this statement. In the 2018 survey, 76% of students agreed or strongly agreed with this statement showing that they are willing to do challenging work and make mistakes in order to learn more. Students are reporting that they make multiple drafts or to fix mistakes.

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