Developmental evaluation of the healthy futures of Texas' puberty curriculum:

Background: This paper describes a developmental evaluation (DE) of a pilot of a puberty curriculum that was implemented in grades four to six in San Antonio, Texas. The pilot evaluation assessed the initial feasibility and acceptability of curricular components. The DE framework guided the questions in an ever-changing environment where new tools were created as the situation called for them (10). Methods: The evaluation team utilized purposive sampling methods, surveys, and facilitator notes to guide the collaborative process. Both Google and Microsoft platforms were used for analysis and collection of findings. Results: Facilitator notes and surveys revealed that while comfortable leading sessions, there were still issues in timing and student comprehension. From a student's point of view, while many (60%) reported feeling uncomfortable during lessons, a greater majority (80%) reported learning something from the sessions. Conclusion: DE was a crucial piece of the pilot sessions and revision process despite any limitations. A user-focused and adaptable evaluation generated greater opportunities for positive change within the curriculum and its delivery.