Perception Data: Recognition of the Nine Choices Gain in Knowledge Stacked Bar Graph: Pre and Post breakouts, by Classroom Lots of ways to present data. You want something that clearly illustrates the information you want to communicate. I was able, with some consternation, develop one graph straight from an excel spreadsheet, but it was time-consuming. I went to a kids’ graphing website and was able to create all of the included graphs here—it was just my speed! Area graph: # who got all 9 choices correct

Perception Data: Post-Test Recognition of the Nine Choices A pair of Pie Charts December 2007 Post-Test First Graders The results were of this pre-test their first staff meeting of the year, as a virtual “post-test” of last year’s kinders. In just a few minutes, Laurie made a very positive impression on the staff, eliciting another year’s by-in for the guidance program. September 2007 Pre-Test First Graders (most of whom had Kelso in Kindergarten)

Perception Data: Post-Test Recognition of the Nine Choices Kindergarten December 2007 But, again, knowing the 9 choices, doesn’t necessarily mean using them… Laurie had to find out if there was an actual change in behavior and school climate…

Perception Data: Post-Test Recognition of the Nine Choices Kind. Post-test Dec. 2007 Results from December 2007 show kindergarten results after completion of the Kelso curriculum. This cohort then becomes the Fall 2008 first grade cohort (with some new students). There is some drop in retention over the eight months between the Kindergarten Post-test and the First grade Pre-test. But by the end of the first grade presentations, 83% are able to identify all nine of Kelso’s Choices, with an additional 14% only switching two (on a cut and paste chart).

Perception Data: Pre-Test Recognition of the Nine Choices 1st Pre-Test Fall 2008

Perception Data: Post-Test Recognition of the Nine Choices 1st Post-Test Dec. 2008

Outcome Data: Teacher Memo 4 January 2008 Dear Kinder and First Grade Teachers, I have been very pleased with the results of my Kelso pre- and post- test results (see attached—you may keep this info if you’d like). But this only shows what our students learned. NOW I would like your help gathering further data to show whether or not their behavior has actually improved as a result of the Kelso curriculum. I have tried to keep this as simple for you as possible, but feel free to add any additional comments on the reverse side of this sheet. Thanks so much for your help in improving this curriculum. Please mark the two columns according to your perceptions of the students in your class, at the beginning of school, and now, in January. (I may ask again in the spring, to see what students have retained.)

Teacher Survey Fall 1= not at all; 2= sometimes; 3=mostly; 4=always Winter 1 2 3 4 Students in my class can identify a big problem that needs adult help. My students can identify an adult to whom they can report a big problem. Students in my class know when to solve a little problem themselves. My students know the difference between tattling and telling. My students refrain from tattling. My students use one or more of Kelso’s choices to solve problems in the classroom. My students use one or more of Kelso’s choices to solve problems on the playground. Kelso has helped make my classroom a more pleasant place to teach. This was changed to have three response columns, pre, post, and late in the year, to check for retention.

Outcome Data Teacher reports of behavior change