Preschool Morning Meeting through Responsive Classroom: An Improvement in Social Skills Craig Borey Jill Kenyon The Project • To investigate whether implementation of Morning Meeting, a component of Responsive Classroom has an effect on preschool student’s proficiency in social and emotional skills • Preschool students chosen for this project were part of a mixed ages classroom. The students that were age 3 before September 1st of the 2011-2012 school year were the group analyzed for this project Hypothesis • Preschool students exposed to Morning Meeting will improve their social and emotional skill proficiency at school. Data Collection • The five areas of Social/Emotional Development that the students were measured in included: 1. Follows classroom rules, routines and transitions 2. Interacts appropriately with peers in a small and large group 3. Uses words to express emotions/ideas 4. Maintains classroom (picks up toys, belongings and snack). 5. Demonstrates ability to initiate a task and stay engaged in an experience. Data Collection • Baseline data is the classroom teacher’s scoring of the social/emotional skills, of individual students on their progress report forms. The student’s social/emotional skills scoring was based on a number assigned (1= not yet proficient, 2= in progress, and 3= proficient) Findings Score Follows Classroom Rules, Routines and Transitions 3 2.5 2 1.5 1 0.5 0 Baseline After Intervention Students Findings Interacts appropriately with peers in small and large group (taking turns, sharing, cooperating) Baseline 3 3 2 2 2 2 After Intervention 3 2 2 2 2 2 2 2 Findings Uses Words to Express Ideas and Emotions Score 3 2 1 Baseline After Intervention 0 Students Findings Score Maintains Classroom Environment 3 2.5 2 1.5 1 0.5 0 Baseline After Intervention Students Findings Score Demonstrates ability to initiate and stay engaged in a task 3 2.5 2 1.5 1 0.5 0 Baseline After Intervention Students Findings student % proficient baseline % proficient w/ intervention % Difference Hailey 73.00% 80.00% 7.00% Katie 73.00% 80.00% 7.00% Kevin 73.00% 80.00% 7.00% Brooklyn 80.00% 100.00% 20.00% Autavion 80.00% 80.00% 0.00% Leighton 67.00% 67.00% 0.00% Kayleigh 67.00% 67.00% 0.00% Conclusions • No students showed any regression of social/emotional skills due to the implementation of Morning Meeting • Four of the seven students showed progress in one or all five areas measured • There did not appear to be a dominant area of significant change • One student went from 80% proficiency to 100% proficiency Next steps • Continue implementation with the current group of children for longevity for more valid results • We would like to expand the action research to involve a larger student sample size • Share positive results of implementation • School-Wide Implementation • District-Wide Implementation