Descriptive Study of Capturing Kids Hearts

Running Head: DESCRIPTIVE STUDY OF CAPTURING KIDS’ HEARTS
Descriptive Study of Capturing Kids’ Hearts
Diya Blanchard, Dena Fisher, & Amy Quinn
Oakland University
Lindson Feun, Ph. D.
March 18, 2020
Table of Contents
DESCRIPTIVE STUDY OF CAPTURING KIDS’ HEARTS 2
Acknowledgments...............................................................................................................4
Abstract................................................................................................................................5
Chapter 1..............................................................................................................................6
Introduction..........................................................................................................................6
Background......................................................................................................................6
Assumptions and Limitations..........................................................................................7
Definition of Terms.........................................................................................................7
Evaluation/Research Questions.......................................................................................8
Chapter 2..............................................................................................................................9
Review of the Literature......................................................................................................9
Introduction......................................................................................................................9
Literature Review............................................................................................................9
Chapter 3............................................................................................................................14
Method of the Study..........................................................................................................14
Overview........................................................................................................................14
Selection of Subjects......................................................................................................14
Evaluation/Research Design..........................................................................................15
Data Analysis.................................................................................................................15
Summary........................................................................................................................16
Chapter 4............................................................................................................................17
Results of the Study...........................................................................................................17
Triangulation of Data.....................................................................................................17
Data Source 1- Parent Survey........................................................................................17
Data Source 2 - Teacher Survey....................................................................................18
Data Source 3 - Student Survey.....................................................................................20
Discussion of the Results...............................................................................................21
Chapter 5............................................................................................................................22
Conclusions and Recommendations..................................................................................22
Overview........................................................................................................................22
Conclusions....................................................................................................................22
Recommendations..........................................................................................................23
Implications for Future Evaluation/Research................................................................25
References..........................................................................................................................27
Appendices........................................................................................................................28
Appendix A....................................................................................................................29
Appendix B....................................................................................................................30
Appendix C....................................................................................................................31
Appendix D....................................................................................................................50
Appendix E....................................................................................................................53
Acknowledgments
Our research group at Oakland University would like to take the time to acknowledge the
people that had a direct impact on our project. The West Bloomfield School District has allowed
us to explore the effects that relationships have at schools. Furthermore, it is specifically
because the district has implemented Capturing Kids’ Hearts that we were able to accomplish
this action research project. The value the district placed on this program has allowed us to gain
valuable information. We would like to thank the administrative team within the district
specifically at Roosevelt School, where the action research data was collected. The teachers,
families, and students at Roosevelt played an important role within our project. Lastly, Dr.
Lindson Feun who has been an instrumental support and a wealth of knowledge. His guidance
with our action research project has provided a deeper understanding and appreciation for
research.
Abstract
The development of relationships between students and teachers has been a main focus in
education for quite some time. Programs that focus on social and emotional development of
children have been identified and used within many school districts. Capturing Kids’ Hearts is a
program that the West Bloomfield School district has adopted school-wide, specifically it was
examined within this action research, focusing on school climate and culture at Roosevelt in
West Bloomfield, MI. Our research questions included: How effective is Capturing Kids’ Hearts
in improving the culture of the school? What are the perceptions of teachers regarding the
Capturing Kids’ Hearts program? How effective is the Capturing Kids’ Hearts program in
improving student relationships? Surveys were given to staff, students, and parents at Roosevelt
focusing on the development of relationships and the effects it has on students. The data was
analyzed and showed positive impacts of the program within the school. Overall, it was noted
that the students felt like they had a positive relationship with their teacher. This is important to
note because educators understand the importance that relationships have on student growth. It
can be summed up that Capturing Kids’ Hearts initiative at Roosevelt helped the culture of the
school by focusing on the children.

Chapter 1
Introduction
Background
Every year teachers return back to school and professional development starts focusing
on how to reach academic success for children. New academic curriculums are introduced and
others are reviewed. However, what about the social and emotional development of a child?
More so, what about relationships? “It is teachers who have created positive teacher student
relationships that are more likely to have above average effect on student achievement” (“What
Everyone Needs to Know about High-Performance, Teacher Student Relationship”, n.d). Often
times, academic content demands every minute of our day. If the same demand was placed on
building a positive relationship with students, perhaps our educational gains would excel. “In
fact, the quality and nature of the relationships you have with your students have a larger effect
on their results than socioeconomic status, professional development or Reading Recovery
programs” (“What Everyone Needs to Know about High-Performance, Teacher Student
Relationship”, n.d).
Roosevelt is a K-5 building and has 504 students. It was built in 1920 and is located in
Keego Harbor. Their school mascot is “The Huskies”. Ryan West is the principal at Roosevelt.
West Bloomfield School District is located in the township of West Bloomfield, Michigan.
Roosevelt is a Title 1 building with 48% of students receiving free or reduced lunch. It covers
approximately sixteen square miles. It serves portions of West Bloomfield, Keego Harbor,
Orchard Lake Village, and Sylvan Lake. West Bloomfield district is also a school of choice and
welcomes out of district students. The school district has a diverse population of over 5,500
students and 40 different languages are represented in the district, in addition to English. The
district mission statement is “The West Bloomfield School District educates students to be their
best in and for the world.”
Assumptions and Limitations
The assumption is that teachers have implemented the program, Capturing Kids’ Hearts,
with fidelity. Also, it is assumed that survey participants provided accurate and honest feedback.
The limitation is that the school was selected as a sample of convenience, therefore the results
cannot be generalized to other schools.
Definition of Terms
Capturing Kids’ Hearts is a process designed to help students manage and accept responsibility
for their attitudes and behavior. The model uses four basic questions:
1. What are you doing?
2. What are you supposed to be doing?
3. Are you doing it?
4. What are you going to do about it?
The system builds self managing classrooms, which uses the following three phases:
Phase 1-Creating connections and transforming culture (relationships)
Phase 2: Developing multipliers (social emotional learning experience)
Phase 3: Reaping high performance (transformation)
Social Contract - A document created by the class that describes the way they would like to be
treated. Everyone in the class signs the social contract.

Evaluation/Research Questions
The goal of this action research project is to determine the effectiveness of Capturing
Kids’ Hearts at Roosevelt Elementary School within the West Bloomfield school district. Our
research questions include:
1. How effective is Capturing Kids’ Hearts in improving the culture of the school?
2. What are the perceptions of teachers regarding the Capturing Kids’ Hearts program?
3. How effective is the Capturing Kids’ Hearts program in improving student relationships?
Chapter 2
Review of the Literature
Introduction
Since the West Bloomfield School districts’ mission has a focus on being, “The best in
and for the world,” the district felt there was a need to look at things beyond just academic
success. What about children as a whole? This year the district decided to focus on a program,
Capturing Kids’ Hearts, that would help foster relationships between the students and their
teachers. “Stated simply, positive relationships are essential to a child’s ability to grow up
healthy and achieve later social, emotional and academic success” (Blankstein, 2013, p. 64).
With knowledge about how important relationships are, a focus to help children achieve socially,
emotionally, and academically was at the forefront. Furthermore, Capturing Kids’ Hearts
focused on classroom and school environment, culture, and student engagement while keeping
the relationships at the top of everything we do. Many factors within the classroom are affected
by positive relationships and consistency. It is with positive relationships that long term
academic success will be achieved.
Literature Review
Relationships are an essential aspect of child development. From birth, children form
relationships that help them grow and these relationships need to continue throughout school.
“At every age level, trusting relationships between teachers and students prime the brain for
learning, activate willingness to cooperate, and encourage excellence” (Cooper & Garner, 2012,
p. 4). Teachers must be willing to take time and build trusting relationships. When children trust
us, the barriers to learning start to cease. “Relationships are the foundation of effective teaching
and learning” (Cooper & Garner, 2012, p. 24). Therefore, when teachers value relationships,
learning can occur easier. When thinking about our students who can be disruptive in the
classroom, the typical comment made by co-workers is a simple statement about relationships.
“Do you have a relationship with that child?” Cooper & Garner (2012) states, “Developing a
meaningful relationship with students depends on how we think about them, because our
thoughts determine how we feel about them, talk with or about them, and interact with them” (p.
15). As teachers, we must remain open to having a positive relationship.
“In classes with percent-centered teachers, there is more engagement, more respect of self
and others, there are fewer resistant behaviors, there is greater non-directivity (student- initiatives
and student-regulated activities) and there are higher achievement outcomes” (Hattie, 2009, p.
119). This book highlights how respect encourages students to be engaged in the classroom.
When students feel comfortable, they will use more dialogue, which will create language skills.
Language skills will help with student engagement. When a teacher fosters an environment that
provides mutual respect, children feel more comfortable with taking risks. Teaching and learning
takes place when everyone feels comfortable. “Understanding the influence of students’ culture
and backgrounds over their behavior is a task that all teachers should embrace” (Burgess, 2017,
p. 1). Poor behavior steals time and creativity from content delivery. Lack of time is the enemy
of all instruction. Teachers’ investment in curbing poor behaviors is time well spent. Every
moment spent on content delivery, teaching and learning will allow more time to close
educational gaps, improve standardized test scores, and academic grades. Building relationships
will yield positive responses.
Classroom management is the way a teacher can support appropriate behaviors within the
classroom. “Research has demonstrated that teacher student relationships and classroom
management practices are associated with classroom climate” (Leff, Paskewich, & Waasdorp,
2016, p. 591). The classroom climate is very important for students to feel comfortable and
secure. Relationships between students and their peers, as well as with their teacher, is very
important. “Furthermore, students who have stronger and closer relationships with their teachers
often have less behavioral difficulties and higher levels of academic achievement, school
satisfaction and motivation.” When behavioral difficulties are lower, then more time can be
spent on quality instruction. “In addition to the individual impact of aggression can also
negatively affect a host of broader classroom and school climate factors.” When the school
climate is positive there is less aggression and more time can be spent on priorities.
Consistency with policies and procedures is a must when establishing classroom norms.
Students love structure. “Developing appropriate rules and procedures emerged as an important
aspect of effective classroom management” (Burgess, 2017, p. 22). They thrive when classroom
conditions are predictable. One way for instructors to ensure this happens is to provide and post a
social contract right along with clear procedures. Visual posting and audio reminders are
essential for providing a clear understanding for both audio and visual learners. Peer led
reinforcement is crucial as well. Having students engage in social contracts ensures teachers and
students are all on the same page with how they want to be treated within the classroom.
Everyone can participate in ensuring that teaching and learning is promoted in a peaceful, safe,
well-maintained classroom. “These studies build on the theoretical notion that emphasizes the
role of a teacher as the primary socializer and source of influence” (Nurmi, 2015 p. 445). The
teacher wants to assume the role of facilitator by modeling desired behaviors during transitions
as well as during class time. The teacher encourages students to follow instructions the first time,
by building positive relationships consistently throughout the year. “Classroom management is
often taught as part of a unit of a class, rather than a stand-alone unit or class of its own”
(Burgess, 2017, p. 30). Being proactive with establishing norms from day one and continuing
throughout the year reinforcing rules with fidelity will foster a safe environment for educational
growth and development.
“Important aspects of a mental context conducive to learning are a sense of being
welcome and that teachers and peers value basic human needs” (Marzano, 2017, p. 89). This
need is having a positive relationship with teachers and peers. This relationship should grow and
change as the year evolves. Teachers should make adaptations and check in with the class
regarding rules and procedures throughout the year (Marzano, 2017, p. 79). When strategies are
in place for classroom management teachers will observe the following behaviors in students. 1)
Students can describe established rules and procedures. 2) Students describe the classroom as an
orderly place. 3) Students regulate their own behavior (Marzano, 2017 p. 81). When this is done
a focus on student learning can take place and deepen. The student succeeds both emotionally
and academically.
Often when thinking about relationships within a school, the main focus is about positive
relationships that teachers have with the children. However, the culture of the school is
important as well. Chart 7.1 on page 118 states, “Positive school culture is cooperative,
encouraging, and supportive” (Cooper & Garner, 2012). Having that type of school environment
will enhance relationships with end results focusing on student achievement. Blankstein (2013)
credits the key to sustainable student success is leadership that guides improvement and shapes
school’s culture (p. 80). Therefore, student success and school culture go hand and hand.
“Building truly collaborative teams is a difficult but necessary component of student success”
(Blankstein, 2013, p. 162). When a team collaborates together, the outcome is huge. Student
success is at the forefront. When one ponders the idea of how a team can maintain a
collaborative stance, the answer can be related back to one simple word: relationships.
Blankstein (2013) affirms, “Relationships and trust are the glue that holds this kind of
community together” (p. 74). Capturing Kids’ Hearts, a program focusing on relationships, will
help build relationships within the school and classroom. Too often, relationships are the
forefront of conversations yet most of our time is spent surrounding academics. It is time we
start focusing on developing and nurturing the whole child.

Chapter 3
Method of the Study
Overview
The purpose of this study was to determine the effectiveness of Capturing Kids’ Hearts, a
program implemented in the fall of 2018 at Roosevelt Elementary. Furthermore, data were
collected to gauge the perceptions of the program from various points of views including parents,
teachers, students, paraprofessionals, and administrators.
Researchers asked the following questions to gain pertinent information:
● How effective is Capturing Kids’ Hearts in improving the culture of the school?
● What are the perceptions of teachers regarding the Capturing Kids’ Hearts program?
● How effective is the Capturing Kids’ Hearts program in improving student relationships?
The research team was asked to evaluate the effectiveness of Capturing Kids’ Hearts by
the West Bloomfield schools Assistant Superintendent of Instruction, Deanna Barash (see
Appendix A). The rationale behind this research is program evaluation, looking at time, money,
and district-wide implementation. Roosevelt Elementary school principal, Ryan West, approved
this action research project (see Appendix B). The staff at Roosevelt Elementary went through a
three-day training in August 2018.
Selection of Subjects
The selection of students from grades 3-5 was decided based on their participatory set.
The school has 273 students total in grade 3 to 5, 134 male and 139 female students, with 48% of
students receiving free or reduced lunch. Specifically, 41% of students are Caucasian, 35% of
students are African American, 10% of students are Hispanic, 7% of students are multi-racial,
4% of students are Asian and 3% are other ethnicity. We believed that the older elementary aged
students would be a better fit to complete the surveys and provide adequate feedback. All of the
students were selected in grades 3-5 at Roosevelt Elementary School. Also, we wanted them to
be at an age where they could understand and articulate the impact of the Capturing Kids’ Heart
program. Students were also selected with a sample of convenience and not at random.
Evaluation/Research Design
The data collected about this action research were collected during the 2018-2019 school
year. The research team used qualitative and quantitative data collection. The survey included
Roosevelt Elementary School students in the Spring of 2019. This survey utilized a Likert scale.
The survey for the students included 15 questions (see Appendix C). The survey that students
took were administered on their chromebooks. The survey for the staff included 16 questions
which included four open-ended questions (see Appendix D). The survey for staff was sent out
in April of 2019. The survey was sent out electronically. The parent survey (see Appendix E)
was also sent out in April of 2019 and included 12 questions with one open-ended question. The
classroom teacher distributed this electronically.
Data Analysis
Questions from surveys, observations, and open-ended questions were compared.
Students were given Likert scale questions and those were compared with results, trends,
patterns, and themes. They were highlighted and looked at extensively. The staff was
questioned about the effectiveness of the program. Teachers, paraprofessionals, and
administrators were asked about their implementation and consistency of Capturing Kids’ Hearts
which included questions, procedures, and hand signals. The data from the parents and staff
were also compared to gain a better understanding of the program, both of which were
administered in April of 2019. All of the data collected was represented in tables.
Summary
This research action study looked at Capturing Kids’ Hearts program at Roosevelt
Elementary school in West Bloomfield. Overall, we used various methods to evaluate the
Capturing Kids’ Hearts program. Combining feedback from students, parents, and staff has
given a variety of information that will be utilized to determine the effectiveness of this program.
The data has allowed the research team to collect information to help the district determine if
continuing this initiative is appropriate.

Chapter 4
Results of the Study
Triangulation of Data
In this chapter, data that were collected from parents, teachers, and students was analyzed
to gain information about our action research project, Capturing Kids’ Hearts. Specifically,
surveys were sent out electronically to Roosevelt students, parents, and teachers. Furthermore,
199 students from grades 3 to 5, as well as 16 teachers, and 55 parents school-wide, completed
the survey in April of 2019. The survey allowed for an in-depth view of the program, Capturing
Kids’ Hearts, in the West Bloomfield School district at Roosevelt Elementary. The survey
specifically helped address the following research questions:
1. How effective is Capturing Kids’ Hearts in improving the culture of the school?
2. What are the perceptions of teachers regarding the Capturing Kids’ Hearts program?
3. How effective is the Capturing Kids’ Hearts program in improving student relationships?
Data Source 1- Parent Survey
How effective is Capturing Kids’ Hearts in improving the culture of the school?
The majority of parents reported positive changes in their pupils. Parents surveyed
responded at a whopping 67.3 % that their children had a positive relationship with their
teachers. Of the 50 comments received 68% of the parents supported the CKH initiative. In a
parent survey response parents replied, “I feel pretty good because now my child has been nice
and telling the truth.” Another parent commented, “Love how it’s built his confidence and
relationships with people.” This shows a feeling of strong relationships within the building.
Lastly, another stated that, “Kindness shows in all you do!” These accounts summarize how
CKH is positively building culture and character among the students by teaching kindness,
accountability, and love.
On the flip side, 32% of parents reported a negative attitude towards CKH. They did not
report that the program itself negatively impacted their children. What they did share was a lack
of knowledge about the existence of the program. They shared comments like, “I am not sure of
the impact CKH has on my son” and “I do not see a change in my child from previous years” or
“Seems like a good program, but don’t know much about it!” This can be easily addressed with
training, development, and the sharing of CKH program information. The good thing is, no one
commented that the program was utilized and had a disparaging impact on their son or daughter.
There was an even split of students 50.9 % for grades K and 5. Grades 1 - 4 made up
49.1% of all the parents surveyed. The parents of Roosevelt students were pretty even with
47.3% male and 52.7% female. More than half of Roosevelt's families agreed/strongly agreed
that their school culture was positive at 61.8%. This was substantiated by 63.6 % of parents
replying that their children enjoy going to school. Only 30.9% of the student body parents
reported that Roosevelt’s office staff effectively communicates what the CKH program is. This
decrease in percentage identifies the gaps where parents expressed a lack of knowledge about the
program.
Data Source 2 - Teacher Survey
What are the perceptions of teachers regarding the Capturing Kids’ Hearts program?
The results of the survey from the K-5 teachers revealed many important details. To
begin, the majority of teachers, 13 out of 16, were trained in Capturing Kids’ Hearts. This is
important to note because any new program needs to have the proper training in order to be
effective. Also, when asked about ways to support, the lack of training was noted by only one
teacher. This shows that most of the teachers within the school feel like training was not an
issue. When looking at the survey given to teachers, questions were asked in regards to how
often implementation of the program was occurring. Specifically, teachers were asked, “How
frequently do you revisit your social contract positively with your students?” This is important
to look at because revisiting the social contract is a big aspect of the program. We must have
teachers investing in the program and positively speaking of it to have students feeling positive
about it as well. Out of 16 teachers, 9 visit the contract daily, 6 visit the contract weekly, and 1
never. This shows that most of the teachers are investing in the social contract.
Another important aspect of the program are the four questions. As stated before, the
four questions are essential to the development of the program. Visiting the questions often
allows for consistency of routine and can help provide redirection in the classroom. It is
important for teachers to visit these questions often to provide connectivity for students. When
teachers were asked, “How frequently do you utilize the four questions?” the majority of
teachers, which were 11 responded daily, 3 teachers weekly, 1 teacher occasionally, and 1
teacher never. With the majority, 87.5% being daily and weekly, this shows that teachers have
invested in the program.
Finally, teachers were asked, “What have you noticed your students doing differently
now that you are using CKH?” Out of the 16 teachers, 2 responded with N/A and the other 14
teachers gave qualitative statements. For example, one teacher said, “They are checking each
other and holding one another accountable.” Out of the statements provided by the teachers, all
14 were positive with reference to affirmations, expectations, and respect. The statements made
by teachers help to validate the positive growth that this program has provided with the
development of relationships in our school. Furthermore, the perspective of the program seems
to be that CKH is easily incorporated into their daily routine and consistent with the goals of the
program.
Data Source 3 - Student Survey
How effective is the Capturing Kids’ Hearts program in improving student relationships?
Looking at the student survey we found that CKH was very effective in improving
student relationships. When students were asked if their teachers care about them, 92.8% agreed
or strongly agreed they did. The data showed that 82.5% feel that students work on listening to
each other. Students reported that 84.6% felt like they belong as part of the classroom
community. A written response from the student survey about the social contract, something that
is made with the students and the teacher on how they all want to be treated was, “I think that the
importance of the social contract is to show that all the kids in your class have the same rules.
Also, if they don't follow these rules, they will all get the same response from the teachers.
Finally, I think it shows that all of the students following this social contract agree to it because
they all helped make it, and they all signed it which proves they agree to the rules they have to
follow.”
When asked what your teacher does to make you feel connected to your classmates, a
constructed response was “We have morning meeting together” and “She lets us work in a lot of
group assignments so we get to know each other better.” This shows some of the ways teachers
give their students an opportunity to form closer relationships, something that is a priority in
CKH. Another example of this, taken from the constructed response portion of the data was,
“She lets us have a share circle where we can share what happens during the time that we aren't
together. She also lets us play what we want during recess. This way we can play with all our
classmates and friends.” Students are also encouraged to share how they feel about certain
things going on in the classroom. This was evident by the student response, “We have a meeting
about how we feel.”
Discussion of the Results
In closing, Capturing Kids’ Hearts positively affects relationships between teachers and
students. As stated in our literature review, relationships are one of the most important aspects
of teaching and learning. When a child feels cared about and safe within a classroom, then less
disruptive behaviors will occur, enhancing educational learning. Relationships play such a vital
role within class dynamics. It is important that the teacher establishes these norms and refers to
them often, as described within the CKH program. By having effective classroom management,
teachers can create authentic learning that includes academics but also includes social and
emotional learning. Simply put, relationships are the 1st step to academic success, which is the
forefront of the CKH program.
By using this program, the district is investing in our students, teachers, and families by
promoting meaningful relationships. Our research has revealed that the office staff needs to be
trained on the Capturing Kids’ Hearts program and in an effort to properly disseminate the
information to parents. A further recommendation is that there would be the development of
webinars for parents to access with their children. This would also allow teachers to refer back
to the training throughout the school year. Also, it is important to make sure that all teachers
have the proper training. It is our hope that the informational links would be a part of the
districts’ webpage for easy access for all stakeholders. Having a common location with
reference to Capturing Kids’ Hearts initiatives will allow a smooth transition for implementing
the program district-wide.

Chapter 5
Conclusions and Recommendations
Overview
Data analysis is a tool designed to guide teachers to make instructional decisions and to
expose pupils’ learning needs. Procedures and protocols are put into place to ensure that
unbiased qualitative and quantitative data can be a clear indication of program effectiveness. The
staff at Roosevelt Elementary utilized The CKH initiatives to improve the culture in their
buildings by focusing on building relationships. Our group's focus was to gauge the efficiency of
the CKH program by measuring its impact on staff, parents, and students. The secondary goal of
our study was to analyze the data to determine the appropriate next steps of program
maintenance and implementation to the entire West Bloomfield school district.
Conclusions
Our conclusions are based on three online electronic surveys sent to the parents, staff, and
students. These sources of data were collected in April 2019 including both quantitative and
qualitative data. Our action research study revealed that the use of the CKH program has
positively affected the culture at Roosevelt Elementary. The majority of parents reported that
their children have a positive relationship with their teachers. Most of the Roosevelt staff
references were positive, highlighting that they witnessed affirmations, expectations, and
respectful behaviors occurring in their classrooms amongst the students. They also confirmed
that they use the four questions and the social contract as tools to promote self-reflection and
accountability for their students. The Roosevelt students had a collective overwhelmingly
positive response; the lion share of the data reported that approximately 90% of students believe
their teachers care about them. Furthermore, they attributed this to the social contract, morning
meetings, and sharing circles where they discuss their feelings.
The data also revealed that 32% of parents reported a negative attitude towards CKH.
Consequently, they didn’t report that the program itself did not harm their children. According to
their comments, they reported that they did not know much about the program. More research
would need to be implemented to determine what is the best approach to take on fully educating
all the parents. Also, 3 of the 16 teachers reported that they did not receive training. It would be
good to repeat this survey after those 3 staff members received the 3-day training.
The comments shared by the Roosevelt staff indicate that not all teachers are using the
CKH initiatives with fidelity. Further research could be obtained from the administration and the
CKH liaison to see what support/accountability they offer teachers to ensure everyone is utilizing
this program that the district has invested in. The Roosevelt staff needs to work collectively to
iron out the kinks and share the results with other schools within the district. Ultimately, that is
the purpose of a new program, to get insight on the proper protocol and next steps along with the
best approach on pressing forward with the CKH initiatives.
Recommendations
We recommend that the teachers at Roosevelt Elementary continue to utilize the CKH
initiatives with fidelity. We further recommend that the West Bloomfield school district continue
to support this program district-wide. The data shows that this program contributes positively to
the culture at Roosevelt Elementary school. According to the data from students, staff, and
parents, we don’t see any reason that the district as a whole would not benefit from this program
with a few tweaks.

We believe that the entire staff should continue CKH training especially the office staff.
When parents ask questions, it would be helpful if the office staff was able to have informational
brochures available that address commonly asked questions. These handouts should also include
CKH key terms and links to informational videos. This information will be distributed at parent
meetings, parent-teacher conferences, and school events. It would be a good idea if all schools
have a video on their website showing the CKH initiatives in action. The students will get a kick
out of seeing themselves on video. Of course, the parents will enjoy watching their scholars too.
This positive press will be an inexpensive way to give the program the much-needed exposure.
Another recommendation for Roosevelt would be to have consistent parent meetings to
explain the Capturing Kids Hearts program. Teachers could share the impact it has made and
also the routines they do in their classrooms that support the program. Having consistent parent
meetings led by the faculty will help unify parents and staff. This is especially important
because the staff will remain versed in the program. When reviewing the teacher’s survey, it was
quite evident that having discussions around this program would be beneficial for the staff as
well. We would highly recommend professional learning around this program to be embedded
throughout the school year. This will help hold teachers accountable to different aspects of the
program such as handshakes, social contract, time out signal, four questions, and consequences.
Once professional learning is established, teachers will take ownership of the program and the
leadership of parent meetings. Mr. West, the principal, could set the tone of the school year, next
year. He could explain the big picture and why this is important for the culture of the school.
Having the leader of the school excited to share this program with parents and staff will help
others have the same dedication towards this program.

We recommend that other schools in the district give a survey and collect data from
parents, staff, and students. It’s vital to continue research within the school district regarding
relationships and the perspective of this program. With the data collected from various schools,
administrators will be able to reflect and make improvements within the school. The majority of
students from Roosevelt felt cared about. As educators, we know that this impact affects
children long-term. It is imperative that this program continues to flourish within the district. To
conclude, word of mouth, videos with children, staff, and parents speaking about the effects of
this program, and brochures given to families upon registration, back to school events, etc. would
be highly recommended for the district.
Implications for Future Evaluation/Research
Our research findings were very positive. The research we conducted was not without
limitations. Some limitations that should be duly noted, we surveyed the older students, one
elementary school and we did reach out to the administration for their support. A control group
could be used to compare the results. It would be helpful to compare/contract results with a
school in the district with the same demographics. These results might provide more clarity by
developing a baseline as to how much the program improves the culture.
The district might need this insight before absorbing the cost of CKH training for
everyone. I do believe they could cut costs by having the teachers as trainers for the existing
schools that adopt the CKH program. They could also have a district-wide professional
development to disseminate the CKH initiatives to the staff. Webinars and training modules can
also be utilized to keep on-going training and updates available. The district can consult with the
CKH representative/liaisons to ensure that they are provided the most accurate, up-to-date
information. The district could also provide consistent coaching to the staff to help with the
implementation of the program throughout the school year.
It would also be beneficial to survey other stakeholders within the district. A good start
would be with the Board of Education at West Bloomfield School District since this is a district-
wide program. We also think that other schools in West Bloomfield should consider other forms
of action research. Essentially, having an understanding of why programs are chosen within a
district would be valuable. Teachers could also explore topics that relate to social and emotional
programs to enhance learning on a deeper level.

References
Blankstein, A. M. (2013). Failure is not an option: 6 principles that advance student
achievement in highly effective schools. (3rd ed.). Thousand Oaks, CA: Corwin.
Burgess, S. L. (2017). The Impact of Capturing Kids’ Hearts on New Teachers’ Perceptions of
Classroom Management (Doctoral dissertation, University of South Carolina, 2017).
Cooper, N. A., & Garner, B. G. (2012). Developing a Learning Classroom: Moving Beyond
Management Through Relationships, Relevance, and Rigor. SAGE Publications.
Hattie, J. (2009). Visible Learning: A Synthesis of 800 Meta-Analyses Relating to Achievement.
Routledge.
Leff, S., Paskewich, B. & Waasdorp, T. (2016). The Broader Impact of Friend to Friend: Effects
on Teacher-student relationships prosocial behaviors and relationally and physically
aggressive behaviors. Behavior Modification, 40, 589-619.
Marzano, R.J. (2017). The New Art and Science of Teaching. Solution Tree Press.
Nurmi, J., Kiuru, N., Kiuru, N., & Nurmi, J. (2015). Students’ evocative impact on teacher
instruction and teacher–child relationships: Theoretical background and an overview of
previous research. International Journal of Behavioral Development, 39(5), 445–457.
https://doi.org/10.1177/0165025415592514
“What Everyone Needs to Know about High-Performance, Teacher Student Relationship”, n.d
Appendices
Appendix A – Assistant Superintendent of Curriculum, Assessment and Instruction Consent
form
Appendix B – Principal Consent form
Appendix C – Student Survey
Appendix D – Staff Survey
Appendix E – Parent Survey

Appendix A
Appendix B
March 3, 2019
Ryan West, Principal

2065 Cass Lake Rd
Keego Harbor, Ml 48320
Dear Mr. Ryan West,
We are an educational specialist cohort at Oakland University conducting action research on

Capturing Kids' Hearts (CKH) program. Our research questions are:
1 . How effective is Capturing Kids' Hearts in improving the culture of the school?
2 What are the perceptions of teachers regarding Capturing Kids' Hearts program?
3 How effective is Capturing Kids' Hearts program in improving student relationships?
We are seeking permission to survey staff, students, and parents regarding relationships, more
specifically the program "Capturing Kids' Hearts". We would like to conduct our surveys in
April of 2019. Additionally, we will be using results from the district's CKH surveys.
Participation are voluntary and all information will be confidential. This survey will not affect
your student's grades. If a student participates and decides to drop out of the study, it will not
count against them. This survey is risk free and we appreciate your time.
The results will be made public to anyone that requests the information, however students will
not be identified. Furthermore, the results from our research will help us gain information on
student teacher relationships and culture of the school. Your approval for this survey will be
greatly appreciated. Please sign below indicating approval and return to Amy Quinn. If you have
any specific questions regarding this research project please contact Amy Quinn (248) 376-0645
or Lindson Feun, Ph. D., Faculty Sponsor, Oakland University, (248) 877-6565.
Sincerely,
Amy Quinn, Diya Blanchard, Dena Fisher

Appendix C
Student Survey Table

N = 195
1. What grade are you currently in at this school?

3rd-83 4th-42 5th-70
2. Who is your teacher?

Ms. Arnoldi-25 Ms. Donnay-19 Mr. Inch- 20
Ms. Lemere-0 Mr. Malisow-20 Ms. Sipila-18
Ms. Zawalski-5 Ms. Rich-27 Ms. Law-25
Ms. Hobbs- 16 Ms. Wood-19 Ms. Star-0
3. What is your race?

White-93 Black or African American- 49
American Indian- 2 Asian-6
Native Hawiaiin-0 Latino-13
Multi-race-32
Strongly Disagree Agre Strongly

Disagree e Agree
4. Adults working at this school treat all student 10 16 91 78
respectfully.
5. Teachers are available when I need to talk 6 26 114 49
with them.
6. My teachers care about me. 5 9 63 118
7. I feel like I belong. 10 20 93 72
8. At this school, students talk about the 22 38 95 40
importance of understanding their own feelings
and the feelings of others.
9. At this school, students work on listening to 12 22 104 57
others to understand what they are trying to say.
10. My teachers give me individual attention 7 24 97 67
when I need it.
11. My teachers really care about me. 8 13 65 109
12. School rules are applied equally to all 14 21 63 97
students.
13. Discipline is fair. 13 22 74 86
14. What do you think the importance of the social contract is?
so other students don't think they can do what ever they want.
So everyone treats each other well.

so we treat people and people treat us how we want to live
I think the importance of the social contract is not creating any drama for example using
responsibility can help if someone is being mean
kindness
help people
so we do good in school.
to keep you safe
lisein loly be a leater.
to help people who need it
To help us do more work.
To help us fallow the rules

So people can be treated how they want to be treated.
So people can know what the rules are.
It is to follow it. and keep us safe.
Because it rmis you to by kind.

Is so we can have fun and have an award when we follow the social contract.
so we do good in school.
to set goals for students
I think it is import because so people can follow the rules.
the importance of the social contract is to remind and help the students follow directions.
Because if you don't follow it you won't no what to do.
So people will know how to act every time something happens and so you understand.
we use the social contract so we can do right and be a leader
To help students and teachers all get along and be friends, and work together.
I think the importance of the social contract is very high because it helps students remember
what is expected of them.
That there is basic rules in the classroom and how they should follow them .
So everybody kind of has a reminder to follow basic rules and respect each other.
I think the importance of the social contract is so that people are not hurting each other or
saying mean things.

It's like a reminder, or like a chart where we would like set goals for ourselves and like really
have like a good like perspective.
I think the importance is that we can have real, multiple, understandable goals too look to do.
To keep kids treating each other fair.
It keeps things in order and makes sure everyone is treated equally.
so you know what to do
I think the importance of the Social Contract is too remind us our expectations and how we
should act.
I think the importance of the social contract is for students to learn to set goals an achieve them.
to remind us about how we are supposed to act.

It basically show rules or things to follow in the classroom, specials or at home even! I think it
is important because everyone will get treated the same if we all follow it.
So if you need a break to look over the rules you can look at those. Its like a reminder to be
good. You can set goals for yourself if you feel that you need to work on one or two.
I think the importance of the social contract is that all people try their best and all people get
treated with respect and kindness.
The importance of the social contract is to make it your expectations in or outside of school. We
should follow the social contract because it makes us better people. I think the most important
word we should follow is "The Golden Rule" treat others how you want to be treated, so we
have feel special and happy!
so people treat other the right way

everything
I think the social contract is the most important thing in the school because everyone needs to
follow it.
I think that it's so people know what to expect to do.
so that you always follow the rules.
so you can work on those rules and get better
How to treat everyone kindly and fair
For all students to be equal.😇
The importance of the social contract is that people should follow the social contract.
I think the importance is so we all follow the rules
I think it is very important on a scale 1-10 I think it is 10
the importance of the social contract is super important.

I think the importance of the social contract matters because everybody signed it and they don't
follow it.
To remind and let kids know how to behave in the classroom.

I think the importance is to show students the different rules you have to respect.
To work on stuff that you don't do good at.
The importance is that the students know the rules.
I think the importance of the social contract is so we know what we are supposed to be doing if
we aren't already doing so.
be safe,respectful and responsible
The Social Contract is important because it reminds us what the school expects of us and what
we're supposed to be doing.
to remind kinds of what is expected of their behavior
I think that the social contract is important because it helps the school stay safe, helps the kids
in school have some respect for adults and helps us to have some kindness
So when ever you be bad you go to the social contract and talk it over.
It is important to our classroom because lots of people need to be reminded about how they
should behave.
The importance is that it is always fair to all the rules.
I think the importance of the social contract is, kids set goals for the year and try to follow them,
and they pick their goals from the social contract that the whole class made on what they think
their class needs to work on like listening, or helpful, or respectful.
To practice rules to be good.
To reflect on what you are supposed to be doing.
yes! It is so import.it helps us be safe
BE KIND
being safe to follow rules prepare for the future
it helps you be a nice person
it helps people to do the rite thing

so you no you cant do whatever you want
because a lot of people have problem that people can use the S.C.
so we wont have a lot of problems and make our community better and happy
Because it make you a better person.Then you'll have a good day.

Be fair and be Accountable
The social contract is for that people treat each other fairly.
Respectful and kind and fair. Is the beast. From Nadia.
To make are classroom a better place.

The importance is that we have expectations and rules at school.
it helps people to do the rite thing
so that kids in the school be nice to other

try your best
So people are not running around cray-cray.
It helps people be accountable to the Social Contract
that classmates be nice
To keep kids nice and to listen and learn
To keep a list of things that kids can look up and see what they need to do
To make sure that everyone can learn and have fun equally while following the rules.
I think the importance of the social contract is to establish some kind of ground rules of what is
and what is not expected in your classroom.
To set rules down for everyone in the class so they are treated equal.
To show kids in our school what we are good at doing and what we need to work on.
I think it makes kids think before they say things
I think it allows kids to learn what they really need to work on and understand what they are
doing great, so I think it is a good idea.
I think it is something that you can focus on, and set goals with.
I think the importance of the Social Contract is to show kids that they are in a community and
that there are rules and goals that they have to follow/make.
I think it is very important because when someone is doing bad or not the best you can just tell
them to pick a goal and then work on it.
The importance of the social contract is so that everyone gets treated fairly and nicely, so that
everyone are friends. It also tells us how we should behave, and how else you should act.
I think the importance of the social contract is for ust to read it and know what the rules are just
with a quick glance.

I think the importance is so all the student can review it if they need to and the teachers can set
goals for all the students.
The importance of the social contract is to encourage kids to do the right thing and help each
other and be kind to each other.
To respect it so it helps you respect others and gives you a reminder to be kind.
The importance of a Social Contract is having a document all the kids signed agreeing to follow
the rules of the classroom.
I think that the importance of the social contract is that it helps with reflecting o ourselves and it
kind of acts like a knot because it ties us together and makes sure we know when we are doing
well and when we are not.
The importance of the Social Contract is to promise that you will follow the rules of school and
the rules that your class has thought of.
To make sure that everyone treats people fairly. That includes the students and the teachers.
I think that the social contract has a huge meaning. The social contract helps kids at Roosevelt
follow the rules because they signed it. It also helps kids stay in order and listen to their
classmates/teachers.
I think the importance of the Social Contract is to set up basics of how you should behave. It
shows how you should act nicely to student and teachers no matter what.
I think that the social contract is very important. Each student in the class signed it do they have
to follow it. The social contract includes words that the students should follow like, respectful,
kin, open minded, ect. Since the students came up with the word and signed it, each student
needs to follow it to be fair to the rest of the class.
I think that the importance of the social contract is to show that all the kids in your class have
the same rules. Also if they don't follow these rules they will all get the same response from the
teachers. Finally I think it shows that all of the students following this social contract agree to it
because they all helped make it, and they all signed it which proves they agree to the rules they
have to follow.
The importance of a social contract is so everyone knows exactly what they have to do and they
know if they disobey the social contract they will get in trouble. There is also a social contract
so people know what to do and what not to do. The social contract should be used in many tasks
at school so say when we are in art we have to obey our social contract but if we did have a
social contract in gym then we would not act that way in gym as we do in art.
you have to follow the social
to get kids to follow rules and have fun at school and stay safe
to fule the social contract
so u can b safe EVERY WARE!

Accountability
Because we need to larn are lesen

to kevi sevu.
listen
Leader because leaders always follow the Social contract.
i think the importance of the social contract is so kids can be safe
The importance of the social contract is to make sure student are on task.
The importance of our social contract is to keep kids safe.
The Social Contract is importance because it keeps people safe

so we can stay on task
I think we have to follow the social contract so we can finish are work
to be a good student
listening and no putdowns
because there rules for Different classrooms

nuthing
to make sure we are all being nice and following what we agreed to.
to help use with stuff like giving all your effort or no put downs and listen
to make sure the we are on task.

to be kind
to make sure that that students follow the rules
it is a poster that has things we need to work on
to learn how to commit to things and follow the classroom rule
I think it helps us to be kind.

nice
To stay safe and make us all follow the rules and what we should to other like help them out
To be respectful to other people.
To help us not be mean or disrespectful.

So you follow it.
to follow the rules and make a great school

Follow rules.
to help ethers
to help kids be nicer
Following all the thing that the class agreed to

treating people correct
So every kid knows what the teachers are expecting from you and your whole classroom.
For everyone to get along

To do the right thing everyday and every time and to promise to help out the class
to help people get along with each other.
to make rules that people are forced to follow

so we can follow it .
i think the social contract is important because it tell us some of the class rules
keeping kids safe and making sure kids feel like they belong
to keep the classroom safe
It is important because without a social contract we would have no rules or something to remind
us to be good. Without it there would be nothing to follow and the class would be crazy.
so then we can do everything on it so then we can be a good person
I don't think it is important but it keeps peace and calms us down and we talk about it.
to help us
to follow it in order for everybody to fell safe

to have a contract that has a signature that we will treat other this way even if they don't show
the same things to us.
So if we forget what to do we can take a look at the social contract.
because sometimes people don't do those things
I don't think it is important at all.

to be nis to classmates.
i think the importance of the social contract is so all the students will be fair and safe and so
they will be respectful to the teacher and be kind and nice to other students.
so the importance is so we can have some rules so everybody can feel wanted and so everyone
can feel equal and respectful to each other
to be kind and respectful and show Empathy.
you follow it
good
to keep us safe
It reminds kids to be more considerate.
That we are safe and nice at all times.

no one fallos it
To Remind students the rules of our school
to help understand the main rules
to do what your told to do and not talk back

i think it's kindness because its when people do good for others
Following those rules on there

So we can be safe
kindness
its not important and I don't get the point of it even if no one fallows it.
to learn how to be respectful personal space and more......
TO REMEMBER THE RULEZ
that the teacher follows it to
To keep others safe and keep learning

to be kind to each other
When you go some were you need to always follow it all the TIME so like School,Your
house,Your grandmas house.
15. What does your teacher do to make you feel connected to your classmates?
actives.
When we play games and share in the morning.
lets us talk to one another
My teacher lets us talk in freetime and in lunch we can sit next to each other
she listens to her students.
helpyou
she helps us.
teet uas farly
they are leaders
put us in a group
She gives us fun friday to the class
Treating us equity
They treat each student equally.
They pare us up with people we do not know.
She helps us when we need it.
nice.
Have us work together.
she helps us.
treat us equally
Help us fit in the school.
my teacher gives rewards to the class when we do something that shes proud of and that makes
me feel connected.
Your teacher can let you interjuost yourself.

They put you in groups and things like that.
your teacher helps you learn
We do a lot of partner activities and group projects, so we all get to know each other better.
She has us do group projects and activities which helps us share our thoughts and feelings about
what the assignment is or explain our thoughts.
We do sharing circle and tell eachother about are weekend of day.
We do sharing circle so we get to know each other and we do fun activities that include group
work.
She has us do group projects.
She treats everybody equal. And makes us feel special in some kind of way.
She helps us to work together and communicate on several projects. She also reminds us to be
welcoming and kind to one another.
She makes sure everything is o.k.
She has us do many projects or mini projects that have people in our class to work together.
group projects.
We do a sharing circle where everyone gets to share something about our day or the week.
She has us do sharing circle and that lets us know a little bit more about our classmates and
what they do.
she treats every one fairly and equally.
I feel connected to my classmates when we do sharing circle and when we give
affirmations/complements to the whole class during sharing circle.
She makes us work in partners or in the morning we share any news.
We get seed dial buddies and we get to go with the speed dial that she gives us. That makes us
all connected.
My teacher pairs me with different kids I don't always talk to by using our phone buddies
sometimes she'll say "Speed dial phone buddie number 5!" and we can share our ideas with
different classmates!
letting us sit together
by making us Work Together
Makes everyone be nice to each other and make friends with everybody.
They have use do good things witch is sharing good things about us.
I do not know about what she does.
she makes us work with people who aren't are friends so they can become one
have us communicate to each other about answers on our school work.
Yes👍
My teacher makes us do activities with other students to be connected to my classmates.

Good Things
She makes us do chalk talks and group activities.
She helps me and the rest of the class learn.
when you raise your hand she doesn't call on one person and she also teaches everybody about
everything.
I like how Ms.Rich does good things and that's me even though I do not always participate.
Ms.Rich does something called good things and that means to say something good.
She makes us have activities where the kids get to know each other.
Yes
My teacher has us do a fun project with a friend so that we are more connected to each other.
give us the same assignments.
The teachers make us into groups so we can work together and form a relationship.
she brings us together in the large group or in our homeroom area.
She treats me the same way as everyone else in the class.
Whenever something bad happens she always is there.
She does partner activities and sometimes we just get to talk for a minute.Also I fell like she
gives us enough time being together and talking.
She has us get in groups a lot.
What my teacher does to make me feel connected to our classmates is, clock buddies. Clock
buddies is when you have someone new to check your work with a friend that you made. Our
teacher will say go with your 5:00 buddy then you get a list that you made at the beginning of
the year. Then you go with that time clock buddy and you check your work with them
Nothing But have partners sometimes.
when someone doesn't have anybody to work with, the teacher always finds a solution.
being fair
WE NEED TO BE OF THE TEAM
idk
to teach us how to be nice each other and outside of school.
to be respectful and kind
he has use do share stof

by like working with a team being respectful with who is doing something.team work make the
dream work.
By like facing each other respectful and listening to each other and working as a team
It like if there not your friend you can still help them if there your friend .
talk to the person and we can make up and be friends ogen
Yes my teacher makes me feel connected to my classmates.

To Talking About the shawsan . And talking About the Social Contract .
When are class dose a sharing circa.
He lets us get in each others shoes.
to be respectful and kind
to follow the social contract
if we are fighting he tels us to make ap and we be kam friends and we are kind to a each other
and we play with a each other and we will never give ap of being friends again.
choose are partners
He makes us know the in importance of being Empathetic

to be nice
I Don't Know
She makes us into groups and partners to work with each other
When we do projects with groups.
She has us work in a lot of group assignments so that we get to know each other better.
She has us do many activities that are team activities.
She usually lets us work with a buddy and gives fun activities that we do as a class.
calls on me as many times as other students and helps us become friends
My teacher does a lot of activities were we re put in teams and that allows us to get to know
each other well.
We do a lot of group activities, and in math we work in teams. We share good news.
She gives us a random clock buddy so we don't pick the same person and she sometimes lets us
pick a partner that we know we can do well with.
She does group assignments and she gives everybody the same assignment so you don't feel
alone but, you are in part of the group.
We do a lot of friendship and team building activities, as well as other things that help us
understand each other and get along with each other better, strengthening our bonds.
Lots of team activities for us to communicate with each other.
My teachers make me feel connected to all my classmates by making group projects and getting
us together a lot.
One thing that makes me feel connected to my class if having friendships with people and
getting to know my classmates.
Group lessons.
Mrs.Law helps us feel connected to our classmates by picking our partners for us so we get to
spend time with kids we may not be as good of friends with.
My teacher makes us lots of group assignments so we kind of always end up with at least one
friend
In are classroom we have a lot of group activities with either a small group of kids are a big
group like my whole class or half of my class. We also have o clock partners that are for
choosing partners and being with someone new.
She lets us have a share circle where we can share what happens during the time that we aren't
together. She also lets us play what we want during recess. This way we can play with all our
classmates and friends.
Mrs. Law helps all of our classmates to connect by in the morning letting us share about our day
or night before. She also lets us have a little time to talk to each other.
What my teacher does to make us feel connected is put us in group activities
. By doing this she makes everyone feel comfortable together. Thats what our teacher does.
My teacher has us share good things about our day. She also makes groups of kids that don't
really talk to each other too.
I feel connected to my classmates when my teacher lets us do projects with others. Even if she
gets to choose the partner or group. I feel this way because we all are doing an equal part so we
have equal importance which makes me feel connected to anyone I'm doing a project with.
My teacher has us do group projects so we get closer and get more connected to our class mates
and other kids in the school. Also many people work with different kids so we get friendlier to
each other.
mack me happy
they treat us fairly
to have friends
caring
Talk to classmates
Do things together
mon mede.
helpful
By saying the directions of what we need to do.
caring for student
By treating people equally.
We do morning meeden.
To treat others equally
Ms.Hobbs and Ms.Wood treats us fair
they help me when I need help
they do the same thing
she makes me feel angry
because the teacher teach's good
nuthing
by paring us up to work on math and
sometimes we pick partners or she picks sticks
she lets us play games with each other.
nothing
she makes us work with partners
the sharing circle
play games with each other
She is nice.
she nice to me.
We sometimes do games like at the beginning of the year we did a game to learn each other
more
put us together in grupes.
We get to play Kahoot!.
We have morning meeting together.
have partners in reading,math and social studies
Picks sticks for partners
she les us have the time to play
no comment
Only sometimes she calls on me when I raise my hand
morning meeting
Letting us all play games and making sure everyone can play and get a chance to do a certain
thing.
nothing
She doesn't do anything.

games when we are done, or group work.
nothing
morning meeting
treats most of us with equal attention
treats everyone fairly
lets us talk to others and get to know them good
She has us every morning do a circle and share good new.
work together.
morning meeting but we have to talk to each other by our self.
let us work with are friends also games

i honestly don't know
group work
share about what we did at the carpet.
she puts us in groups
Morning meeting
my teacher creas us the sam
the way my teacher help me feel connected is by morning meeting and by giving us partners
with different people most of the time.
she has us do the morning oval and talk about what we did after school and talk about what we
are feeling at that moment and what happened and why are we mad at that person and we talk
about it
a little because she makes people in my class room feel not welcome and not Respect and not
listen to but we know she loves us but she a little hard .
learning
cool
nothing
I don't feel connected to most of them.
puts us in groups of people that we are not most familiar with.
nothing
Class games Or group activities
he has us sit by people we don't talk with
tries to make us talk to each other
introduces the students
he makes us listen to them
Makes us all fell the same
small mini lessons
he does nothing
i don't know
IDK
lets us work together
Let us have partners when we behave
We have a meeting about how we feel
helps me when I need it.

Appendix D
Staff Survey Table

N = 16
1. Have you been trained by the Capturing Kids' Hearts staff?

Yes-13 No-3
2. Building
Roosevelt-16
3. Grades
K to five-16
4. Name three components of CKH that have worked well for you in your classroom.
 Contract and 4 questions
 Social contract, time out, 4 questions, good things
 N/a
 Social Contract, Time Out, Rater, Good Things

 Good things, 4 questions, Social Contract
 Greeting students at the door, sharing Good Things, referring to our Social
Contract
 na
 Contract, morning circle, 4 questions
 rater, social contract, hand signals
 affirmations, "Tell me something Good" and "Give me a T"
 Social contract, rater, hand signals
 Time Out-Whole School is doing it including Specials and Assemblies, Greeting,
4 questions
 Raters, affirmations, Good News, Social Contract
 4/5 Questions, Greeting/Good News, Social Contract, Affirmations
 Greeting at the door, good things, revisiting the contract
 Social contract, affirmations, greeting them at the door
5. Identify component(s) of the CKH that presented a struggle to implement and use on a
consistent basis in your classroom.
 Consequences for difficult behaviors that align with Roosevelt's behavior flow
chart
 Fouls and resolution and time
 N/a
 4 Questions
 We have struggled to remember to rate ourselves daily
 Having a student be a rater, using the 4 Questions for behavior, reminding
students to Check one another to remind them to be mindful of their behavior,
having students
 na
 Time out, Fifth question
 affirmations
 If we follow the 4 questions being consistent with the 5th "consequence"
 four questions
 Students are still learning and developing the skills of writing Affirmations.
 Making sure that the students were focusing on the contract
 Checks, Students do not use them, need constant reminders to use them.
 kids checking each other, end of the day rating
 foul and checking
6. What have you noticed your students doing differently now that you are using CKH?
 Responding to 4 questions and getting back on track
 Common language
 N/a
 They are checking each other and holding one another accountable.
 They are checking each other to remind a friend to make a better choice/check
their behavior.
 Greeting me in the morning, being kind to and helping one another
 We’ve done this since the third day of class...so it is hard to compare to a
“different” time
 They are monitoring their behavior and the behavior of others. They use words
like accountability to describe their behavior.
 affirmations and checking each other politely!
 Becoming more accountable for their behavior and acting as leaders
 Checking each other
 They love to rate and affirm each other.
 Students follow expectations
 trying to check each other positive, accepting more accountability
 they are more respectful
Daily Never Occasionally Weekly

7. How frequently do you greet your 14 0 2 0
students with a handshake?
8. How frequently do you revisit the 5 2 3 6
consequences with your students?
9. Are you abiding by the consequences 9 1 2 4
you have made for your classroom?
10. Consequences are posted in your 8 4 3 1
classroom.
11. How frequently do you utilize the four 11 1 1 3
questions?
12. Students are using the hand signals 6 2 5 3
(checking and foul) to manage behaviors.
13. How often is the time out signal 14 1 0 1
effective in your classroom?
14. How frequently do you implement 11 0 1 4
"Good Things" or something similar with
your students?
15. How frequently do you revisit your 9 1 0 6
social contract positively with your
students?
16. Any other comments related to CKH or suggestions of ways we can support teachers in the
process: (optional)
 Time to get all of the components in - traveling teacher
 Need time saving tips.
 Haven’t had the training.
 Just need time to make each component a habit for teachers and kids. We are loving it so
far and working very hard to help empower kids to take control of their choices, both
good and not so good.
 Just that by having the first year to learn and use CKH, that the second year will be more
successful.
 I can’t think of any, so far the support is great

 N/A
 It saddens me we still hear teachers saying "SHHH!" or clapping their hands. It is so easy
to say "T PLEASE!!" We also need to work on the behavior matrix and make sure we
follow it after the 4 questions. I love CKH's
 Maybe have two assemblies for CKH. K-2 and 3-5 to review with students and highlight
checking/fouls or any other items identified by teachers as areas of concern.
Appendix E
Parent Survey Table

N = 55
1. Your child’s grade level is.

K-17 1st-5 2nd-3 3rd -9 4th-9 5th-11
2. My child is.

Male - 26 Female - 29
N=55
Strongly Strongly
Agree Disagree
1 2 3 4 5
3. I feel Roosevelt has a positive culture. 27 7 8 9 5
4. My child enjoys going to school. 23 12 6 10 4
5. Roosevelt’s main office communicates what 17 10 15 6 7

Capturing Kids’ Hearts program is.
6. My child’s classroom teacher communicates 20 9 13 9 4
what Capturing Kids’ Hearts program is.
7. I am aware of what my child’s classroom social contract is

Yes-51 No-4
N=55
Strongly Strongly
Agree Disagree
1 2 3 4 5
8. My child has a positive relationship with 32 5 4 9 5
their teacher.
9. My child has a positive relationship with 20 8 10 11 6
their peers.
10. My child feels safe at school. 26 10 6 8 5
11. My child’s teacher displays a positive 32 5 5 5 8
attitude.
12. Please share how CKH has made an impact on your child.
 Love how it’s built his confidence & relationships with people
 His teacher is awesome he looks forward to seeing her
 Kindness shows in all you do.
 I think the idea is awesome, and I know that all adults working with our children are
trying hard to model, and reward positive behaviors. But I’m not sure I can say that this
had had a positive impact on my child as of yet.
 It has not impacted my child at all. It business as usual without tangible results
 What a difference a year makes! Please continue this program and supporting the staff
with implementation. Culture is improving, staff appear empowered and happier!
 more positive attitude towards school
 She appreciates the warm demeanor of all teachers and staff. She loves being at
Roosevelt and she feels at home.
 She loves to write kind notes.
 The CKH program has giving my child a positive attitude towards class work..games and
value for peer communication
 I do not see a change in my child from previous years
 NA
 He often comes home and discusses affirmations!
 She knows her teacher more personally
 The school in general seems to be more warm and welcoming.
 Seems like a good program, but don't know much about it ... THANKS for all you do!
 Seeing kindness and caring displayed by adults will have kids expressing the same traits
too.
 My child’s teacher is positive. The program may provide a framework, but I do not
believe it has had an substantive impact, as I am confident that she would have provided
a positive environment for my daughter regardless. I am concerned about the amount of
district resources that have been spent on training for this program considering that there
are less costly alternatives. In addition, I wonder if there is any research studies of CKH
that justified the expenditures. To say it works is not enough as educational research
demonstrates almost everything works (John Hattie) How does this program show greater
than typical impact?
 I don’t notice a difference!
 Your answer
 I am encouraged by the environment that is provided for my child. He feels very
comfortable which makes it easy for him to learn.
 affirmations are a useful tool
 My child is nicer and actually putting effort
 It has been a great opportunity my kid share different activities
 Well behaved
 Very impressed with this program
 Wasn’t aware of the program
 I believe my children are more outgoing in a positive way.
 Learning to make better choices in the school and home environment
 Positive
 She has opened up a lot more about her feeling. She is always thinking how her actions
affect her and others.
 Im not familiar with this program or name. But I feel Roosevelt fosters a nurturing
environment and I feel my child is supported. He has several teachers and aids that he
works with who all encourage him and demonstrate strong compassion towards him.
 I didn't like the school and I'm taking my son out of it . A lot of kids has bad sexual
words and they are still kg . It is a bad environment for my son. And the office employees
put my son out of school by himself because he arrived before 9:07 because he had a
reading program and they said no one is inside and they put a 6 years old out instead of
keeping him in the office or call me his mom or his teacher.
 I've heard about CKH, but I'm not entirely clear about which activities are directly related
to CKH.
 Honestly i don't know to much about it except for my daughter telling me about the
assemblies and some communications for the school.
 I'm glad my child enjoy the school
 no difference
 Nothing
 CKH has made my daughter more aware of how actions can affect others in positive and
negative ways.
 Since this was the first year of the program, I don't think it's made much of an impact yet.
 It has made him feel really good about having and displaying good behavior
 Don't know what it is
 It has been positive and focuses on the good in each child
 Positive culture this year. We hope this program continues and the staff and students
continue to utilize these strategies
 Building relationships with staff

 I love our Roosevelt family, everyone is so warm and welcoming. I cant explain how
thankful we are to have Mrs. Graham as our sons teacher, she is just amazing with her
children. We are so grateful to be a part of the happenings!
 I saw no direct benefit to my child

Descriptive Study of Capturing Kids Hearts

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Descriptive Study of Capturing Kids Hearts

Uploaded by

Copyright:

Available Formats

Running Head: DESCRIPTIVE STUDY OF CAPTURING KIDS’ HEARTS

Descriptive Study of Capturing Kids’ Hearts

Diya Blanchard, Dena Fisher, & Amy Quinn

Lindson Feun, Ph. D.

March 18, 2020

Assumptions and Limitations..........................................................................................7

Review of the Literature......................................................................................................9

Method of the Study..........................................................................................................14

Results of the Study...........................................................................................................17

Data Source 1- Parent Survey........................................................................................17

Data Source 2 - Teacher Survey....................................................................................18

Data Source 3 - Student Survey.....................................................................................20

Discussion of the Results...............................................................................................21

Conclusions and Recommendations..................................................................................22

Implications for Future Evaluation/Research................................................................25

us to explore the effects that relationships have at schools. Furthermore, it is specifically

school by focusing on the children.

on their results than socioeconomic status, professional development or Reading Recovery

programs” (“What Everyone Needs to Know about High-Performance, Teacher Student

best in and for the world.”

Assumptions and Limitations

cannot be generalized to other schools.

1. What are you doing?

2. What are you supposed to be doing?

3. Are you doing it?

4. What are you going to do about it?

Phase 1-Creating connections and transforming culture (relationships)

Phase 2: Developing multipliers (social emotional learning experience)

Phase 3: Reaping high performance (transformation)

treated. Everyone in the class signs the social contract.

research questions include:

Review of the Literature

academic success will be achieved.

15). As teachers, we must remain open to having a positive relationship.

will yield positive responses.

by building positive relationships consistently throughout the year. “Classroom management is

growth and development.

“Important aspects of a mental context conducive to learning are a sense of being

start focusing on developing and nurturing the whole child.

Method of the Study

teachers, students, paraprofessionals, and administrators.

Researchers asked the following questions to gain pertinent information:

three-day training in August 2018.

classroom teacher distributed this electronically.

Questions from surveys, observations, and open-ended questions were compared.

questioned about the effectiveness of the program. Teachers, paraprofessionals, and

continuing this initiative is appropriate.

Results of the Study

specifically helped address the following research questions:

Data Source 1- Parent Survey

accountability, and love.

Data Source 2 - Teacher Survey

invested in the program.

Data Source 3 - Student Survey

about how we feel.”

Discussion of the Results

forefront of the CKH program.

information to parents. A further recommendation is that there would be the development of

the program district-wide.

Conclusions and Recommendations

maintenance and implementation to the entire West Bloomfield school district.

meetings, and sharing circles where they discuss their feelings.

best approach on pressing forward with the CKH initiatives.