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Frank Elementary students are working to become ethical people who demonstrate trustworthiness, empathy, and respect.
Frank Elementary students are working to become ethical people who demonstrate trustworthiness, empathy, and respect.
Frank students are working to become ethical people, which we define as people who demonstrate trustworthiness, empathy, respect and doing what is right.
Growing Character to Develop Ethical People
Growing Character to Develop Ethical People
Students Reflect Upon Character and Set Goals Around Becoming Ethical People
CREST Character Matrix.pdfThe charts to the left (scroll through the document) are the rubrics we use for instruction, reflection, and evaluation of the Frank C.R.E.S.T Character Traits.
natalie1.pdfnatalie2.pdfNatalie
Our first example is from Natalie and the character target is trustworthiness. Natalie’s goal for the week is that she can behave in school with her teacher or a substitute teacher. She goes on to describe that it looks like raising her hand, it sounds like being quiet and listening, and that it feels like happy and excited. At the end of the week, she stated that she was a little above halfway towards meeting the goal of being trustworthy. Natalie’s example where she exemplified trustworthiness was not getting an card moves when there was a substitute. Natalie’s example where she struggled with trustworthiness was when she was upset. Natalie decided that self-discipline would help her be more trustworthiness.
Edgar1.pdfEdgar2.pdfEdgar
Our next example is from Edgar and the character target is empathy. Edgar's goal for the week is that he can show that he cares about his peer’s feelings. He goes on to describe that it looks like working together with others, it sounds like kind and respectful words, and that it feels like friendship. At the end of the week he was halfway to his goal. He reflected on the week and said that he exemplified his empathy when he did something and felt guilty so he gave them presents and asked if he could help them. He reflected on when he struggled with empathy when he was working with someone and did not care if he went ahead and they fell behind. Edgar circled that empathy and self-discipline to help him be more empathetic and that he could use respect to help him improve his empathy even more.
Ticiana.mp4Ticiana, a fifth grader, reflects on her character goal of respect. She explains what she has learned and accomplished in school in reference to having respect. Ticiana also adds how respect will get her far in life.
Celebrating Character by Naming Character Leaders: Peer or staff nomination with evidence on how students have grown and demonstrated one of the traits. They are presented at a community circle as a character leader and serve on the student leadership teams. Students begin each year focusing on one trait that they want to focus on and gather evidence of their work. Students collect this in their portfolios, pictures, and reflections. Once a student is identified as a character leader, they are placed on student teams to support our school culture.
Ethical People in Action
Ethical People in Action
Student Perceptions of School Culture: The majority of students feel respected at school. Only 15% of students report that they don't feel treated with respect by other students regularly.
A culture of respect starts with modeling by adults in the building.
Expectations are clear to students about the culture of character
As as students demonstrate ethical behavior and create a culture of character they have created a school environment where students share that they belong and are safe.
Student Service: How Frank students do what is right and give back to their school community:
- Uniform helpers- 4th and 5th grade students assist younger students in getting a school uniform when they are not able to bring one from home.
- Peer buddies- Frank classrooms "partner up" with fellow Frank classrooms as well as with Harborside Academy (Grades 6-12) crews.
- School bookstore- Students help stock and clean the school bookstore
- Morning Announcements- 4th and 5th grade students lead all announcements each morning.
- Peer mediation- We use the VOMP protocol for mediation (vent, ownership, moccasins, and plan).
- Student Ambassadors- These students act as greeters to guests and new families. They give school tours and routinely "check in" on new students that are transitioning into the Frank School community.
- Laundry- Students use the schools washer and dryers to clean borrowed uniforms.
- Lunch buddies- Students that are struggling in lunch or have a special need will get a lunch buddy to help them be included in our community.
- Four students were honored by KUSD at the annual kindness breakfast for their work supporting a peer with special needs.
- During Better World Day students joined with 4 other EL Schools to clean up parks and repaint equipment. Students met with principals at other elementary schools to encourage them to participate in Better World Day and join the Say Hello Campaign.
Impact of Character on Student Engagement: Because we have created a culture of character and student leadership, we have seen very low numbers in the amount of students who are suspended from school and we have seen a decrease in the amount of time students spend outside of the classroom due to behavior issues.
High Percentage of Students Demonstrate Ethical Behavior
High Percentage of Students Demonstrate Ethical Behavior
This graph shows that over the last four school years, over 90% of our students did not receive out of school suspensions.
Frank school is a place where all students can be accepted and successful. Here are a few case studies on just some students that have been successful here and how the students at our school have impacted them positively.
*note that pseudonyms are used when telling student stories below
Before Frank School…
Stephanie went to a different school in our school district. At her old school she had several behavioral issues, attendance issues, and social issues. Stephanie ended the school year after missing two months and coming back for half days where she continued to have behavioral issues.
At Frank School..
Stephanie came to Frank Elementary school in the 2017-18 school year. In this one year she had zero suspensions. Stephanie almost doubled her attendance. She did miss a couple days for illness throughout the school year instead of missing for behavioral reasons. She was able to learn and participate with her peers on a more appropriate level. She had an issue in the lunchroom at the beginning of the year that led to her eating in the classroom with her teacher. A group of her friends from lunch did not like that she was eating alone. They chose to ask their teachers if they could eat lunch with her everyday. These students helped her with socially appropriate lunch skills. They even got Stephanie back into the lunchroom eating with the whole grade-level by sitting at a smaller table with fewer people.
Before Frank School...
Casey went to kindergarten in a different district but was a similar school to Frank School. Casey was not successful at this school. She was unable to stay in the classroom and be safe at school. She missed the last month of school due to her extreme behaviors.
At Frank School...
Casey came to Frank School for first grade. She learned how to control her emotions and outbursts throughout the year. By the end of first grade she was able to stay in the classroom throughout the whole school day. Casey continued her progress into second grade was able to stay in the classroom throughout the whole school day in 90% of the school year.
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