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Campbell students continue to demonstrate ethical behaviors by
practicing and contributing to a culture of respect.
Overview
Students demonstrate agency through exemplifying The Campbell Way, showing respect for living things, and participating in anti-bullying and compassion campaigns. These skills increase student engagement and also prepare students for life beyond Campbell. Student behavior, engagement and achievement are inextricably tied.
The Campbell Way serves as a common language for talking about character with students across settings. “I Respect” is intentionally the first focus in September, as students develop Rights and Responsibilities and Hopes and Dreams in classrooms. Throughout the year, students and staff that exhibit The Campbell Way are highlighted through the Golden Apple Award and at Community Meeting.
Students demonstrate that they are ethical people through morning crew meetings, counseling lessons, and classwork. There is a pervasive school culture that is one of caring and exhibiting prosocial and respectful behavior. Suspension data and referrals to the office show that students display appropriate behavior. Student work and activism show proactive attitudes and actions. Student achievement data has risen as discipline and conflicts have dropped.
Data
Each fall, students in the 3rd, 4th, and 5th grades take a needs assessment su
rvey to determine what they perceive to be the biggest social emotional needs in the Campbell student community. In fall 2018, 15.46% fewer students reported that bullying and teasing were concerns at Campbell than did in 2017.
There has also been a reduction in student referrals to the school counselor for help with issues like social interactions, peer issues, and bullying.
The percentage of student referrals to the school counselor for help with bullying, peer issues, and social interactions dropped dramatically following the school-wide implementation of the Upstander and bullying prevention curriculum. Additionally, the following 5th grade student responses from the spring 2018 site-based survey endorse a respectful climate at Campbell:
- 94% of students reported that they had never been bullied through social media or text.
- 86% of students reported that they feel extremely safe or quite safe at school.
- 78% of students reported that they are almost never treated differently by other students because of race, ethnicity, or gender.
- 74% of students reported that adults at school fairly enforce the rules.
- 78% of students reported that they feel like they belong at school.
- 94% of students reported that they have an adult to talk to when upset at school.
- 73% of students reported that they get along with students who are different from themselves.
Many of the responses are more favorable than those from students at other APS elementary schools.
Living the Campbell Way
During EL Night at Campbell, students sang “The Campbell Way Song” and families matched each line from the Campbell Way with one of EL’s Design Principles to help them understand the important tenets that guide our practices at Campbell. Supporting the principle of diversity and inclusion, the activity was provided in both English and Spanish.
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Student Passage Pieces Reflect The Campbell Way
Fifth graders at Campbell compose a passage piece to communicate to the Campbell community about how they have applied the Campbell Way to bring about change in their lives. Students give these speeches to a large audience of hundreds of parents and teachers. The students are very transparent about their individual challenges and progress. The passages speeches reflect the values and growth of of Campbell students. Click the link below to read some excerpts from the Spring 2018 passage speeches:
2018 Student Reflections
Golden Apple Award
Since the 2016-2017 school year, every month a teacher or staff member is awarded the Golden Apple for embodying that month’s Design Principle. The student nominations show that they are able to recognize ethical behaviors in adults at school.
Student Ballot from 2018-19 School Year for “I Respect” Design Principle
Students present Golden Apple Award
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Bullying Prevention
Students in kindergarten through 5th grade learn how to recognize, report, and refuse Bullying. This is demonstrated in a video created by 4th grade students in the 2017-2018 school year. They know that “Upstanders” are people who practice ethical behavior by defeating bullying. A bulletin board, created by students, identifies what an Upstander would do if they witnessed bullying. Students signed an Upstander pledge in 2017 and again in 2018.
In the 2017-2018 school year, a 3rd grade student submitted an essay in the APS Martin Luther King Jr. essay competition. Unprompted, the student chose to focus the essay on “Being an Upstander.” The essay encouraged other students to try to be Upstanders too. “I don’t want other students to not know how to handle bully[ies]”. This shows that students have internalized the mission of an Upstander.
Fourth grade students responded to the following prompt: “Do you believe Upstanders have a responsibility to treat others with compassion? Or, do you think it is enough to only recognize how someone is feeling (empathy)? Why or why not? Please provide at least one example to explain your opinion.” Student responses below:
Response 1 Response 2 Response 3
Compassion Signage
At Campbell, student created signage shows what the students value. On the first day of SOL testing in 2018, tested students received notes of encouragement from 2nd graders. In 2018, 4th graders created posters encouraging other students at Campbell to spread kindness. Posters included tear-away tabs with messages that suggested helpful or compassionate acts they could perform, like: “Pet Page or Keep Her Company”, “Be an Upstander”, and “Give a compliment”; or notes of encouragement like “You Do Amazing Work” and “Shake it Off.” In the 2019 school year, students organized a sock donation drive advocating for children and adults in need in our community. Campbell students often create spontaneous signage about minding the turtles, not eating the grapes until they are ripe, not smoking on campus, or not disturbing the baby ducklings. Students feel compelled to advise the greater community about these topics that promote respect for all living things.
Ethical Problem Solving
Third grade students propose respectful and fair solutions to real-life ethical dilemmas. First grade students generated solutions to conflicts over the very popular swings. They suggested counting to 60 and then relinquishing the swings to a peer. As one 1st grade student wrote to caption her picture, “I think that counting to 60 makes people [feel] calm and happy. And people do not [fight].” Another student wrote, “Count to 60/1 minute in my school and it’s fair to every kid on the swings.”
Caring for Animals at Campbell
The Campbell community includes a variety of animals including a rabbit, fish, frogs, salamanders, ducklings, a lizard, and many turtles. Students naturally care and advocate for the animals. Caring for others and completing important jobs builds agency in students and allows them to show respect for all living things.
Visitors notice the way students care for our animals. https://vimeo.com/303145810
Friendship Advertisements
Campbell students identify ethical behavior as a feature they look for in a friend. 3rd graders made “Help Wanted Ads” for friends. Based on their criteria for a friend, Campbell students value ethical, respectful behavior. Campbell students identified that they wanted friends who are respectful, good citizens, responsible, do not get in trouble, help people, and are loyal. Friendship ads by students
Poetry Slam Submissions
Campbell stud
ents’ sense of responsibility and compassion is not limited to humans and animals in their community. Their compassion extends to the greater community and natural environment. Students chose to write about compassion for people and protecting the environment given wide open parameters in a poetry slam. Click image for larger view.
Poem from student 1 Poem from student 2
Expeditions Result in Ethical Behaviors
Many expedition projects promote positive action in the greater community. Students become advocates for community members to display ethical behaviors. At Campbell we define environmental stewardship as an ethical behavior.
Grade 2 Farmers Market Flyers and Reusable Bags
Second graders encouraged the community to eat healthier and support local farmers through local farmer’s markets. Students created posters to hang up around the greater community and designed reusable bags highlighting the benefits and reasons to go to farmer’s markets.
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Farmer’s Market signs posted in our community Students showing their Farmer’s Market work
Grade 1 ART Bus Expedition
First graders promoted the use of the Arlington Transit (ART) bus system by teaching the community how to use local bus maps and how to navigate the bus system. Students encouraged the use of the ART buses as a way to be more environmentally friendly. Students also learned that some people with disabilities depend on public transportation. The following video features the expedition.
https://www.apsva.us/post/campbells-art-bus-project-featured-green-scene/
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