Transcript character.org

A Training Session
for SSOC Coordinators and
Evaluators
Co-Presenters:
Eileen Dachnowicz, CEP Senior Consultant
Sheril Morgan, Director Schools of Character
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Scoring an application = Measuring a
School’s Strengths and Areas of Growth
Let’s start by measuring ourselves.
STRENGTH
AREA of
GROWTH
On the Back:
Name,
organization,
state, email,
phone
number.
Overview of Today’s Session
• Understanding the 11 Principles
• The NCSOC, Schools of Character
Application with Changes
• Timeline of the Schools of Character
Process
• Scoring an Actual Application
•
Similarities between the Applicants
& Evaluators
To be successful, both should know:
The Eleven Principles
What is good evidence
How to recognize strengths & areas to improve
How to express ideas effectively
As we review each
Principle, jot down
your progress.
HEAR THIS:
This document serves as the criterion for shaping
a character program and evaluating one.
•
Capsule Summary Sheet: Shortened Form.
Look at the key indicators of exemplary implementation to
guide you in understanding & scoring each Principle.
Wow! This
is a great
help!
Looking at the 11 Principles as a Whole:
Principle 11:
Assessment
Where are we now?
Where do we want to go?
How well are we doing?
Principles 1,2,3
What is quality
character education?
Principles 4,5,6,7
What does a school with
quality character ed
look like?
Principles 8,9,10
Who should be involved
in character education?
Principle 1: The Values
Principle
Promotes core ethical and performance values
1.1: Stakeholders select core values
1.2: Core values guide everything
(hiring, training, staff modeling).
1.3: Core values are visible in school
and publications
Core Values Shape
EVERYTHING.
Examples:
Mill Pond School, Westborough, MA
Gibbsboro School, Gibbsboro, NJ
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Principle 2: Defines “character” to include:
THINKING: Direct Instruction; “Looks Like”
Assignments; behavior which models values
EXAMPLE: Hagemann Elementary, St. Louis, MO
FEELING: Empathy through literature, ethical
discussions; reflection sheets
DOING:”I messages”; role plays; tutoring;
class meetings; peer mediation; service
P. 3: Uses a comprehensive, intentional & proactive
approach Example: Guilford County Schools, NC
• In school
plan
• Staff
participates
in CE plans.
• In class
routines
• Academic
integrity
1.1: Intentional,
Proactive
I.2:
Integrated into
Academics
1.3:
Reflected in
ways teachers
conduct classes
1.4:
Infused
throughout
school
• In ALL
subjects
• Addresses
ethical
issues
• In sports
• In all public
areas,cocurricular
Review: Principles 1 – 3
Basic Foundation of Character Education
What will you remember about Principles 1-3 to help you ?
Principle 4: Creates a Caring Community
Example: Mehlville HS, St. Louis, MO
• 4.1
• Kids surveyed say
teachers care
• Teachers go to
school events;
mentor, counsel
• 4.2:
Item #1:
Teachers like
the kids &
show it.
Item # 2:
Kids like each
other & show
it.
• Kids surveyed
say that kids are
nice.
• Practices for
caring
•
•
•
•
•
Item #3:
School has
practices so
kids continue
to like each
other.
4.3:
Kids say very little
bullying occurs
Staff training in bullying
Item #4:
Grown-ups
like each
other & show
it.
, cocurricular
• 4.4:
• Staff, parents get
along
• Administrative
collegial
P. 5: Provides students with opportunities for moral
action
Example: McKee Road School, Charlotte, NC
Clear Expectations:
• School fosters conflict
resolution, academic
integrity, service,
sportsmanship, service
• Service Learning a
MUST!
Service Learning at
School
• Kids do service for
school (See item
#1) and others
• Tied to curriculum
• Reflection
Service Learning
Outside School
• Students research
needs
• Tied to the curriculum
• Time provided
The HELPING Principle
P. 6: Offers a meaningful & challenging
academic curriculum that respects all
learners
Example: Cheesequake ES, Matawan,
Accommodate
Promote the
Make
the curriculum
NJ
challenging?
•
•
•
•
•
Problem-solving
Cooperative learning
Project-based learning
Voice & Choice
Mastery Goals
differences?
• Differentiated instruct.
• Narrowing the
Achievement Gap
• Helps ALL kids achieve
• Parents say teachers
understand kids
Performance Values?
• Promotes work-related
habits
• Fosters team-building
• Stresses perseverance,
hard work
• Academic Integrity
Principle 7: Fosters students’ self-motivation
Example: Hilldale Middle School, Oklahoma
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•
•
•
7.2
7.1
Intrinsic vs. extrinsic
• Discipline tied to
motivation
core values
Staff questions use of • Reflections required
material rewards
• Students play role in
Honors more than a few. class management
Kids practice gratitude,
• Academic Integrity
revision, pride in work,
WHY
doing the right thing. am I doing
it?
P. 8: Staff is an ethical & learning community that shares
responsibility for character education & adheres to values.
8.1: Staff modeling
8.2: Staff development for ALL; staff is
ethical learning community
8.3: Staff planning and reflection;
enough time for character education.
8.1
“I see myself
as a Role
Model.”
8.2
“ALL Staff are
Learners
here.”
8.3
“They give
us enough
time to plan
& reflect.”
Example: Raymond Voorhees School, Old Bridge, NJ
Review: Principles 4 – 8: What does Character
Education look like in ACTION?
What should you be looking for in evidence for Principles 4-8?
P. 9: Fosters shared leadership and long-range
support of the character initiative.
Example: Lindbergh Schools, MO
PRINCIPAL
9.1
STAFF
9.2
STUDENTS
9.3
P. 10: Engages families and community members
as partners in the character-building effort
10.1: ACTIVE Families
10.1: Families take active role:
leadership, workshops, volunteering
10.2: ACTIVE
Ways to
Involve ALL
Families
10.3
ACTIVE
Larger
Community
10.2: Communicates with families in
multiple ways, including newcomers;
two-way communication
10:3: Involves community
,
Example: Orrs Elementary School, Griffin, GA
P. 11:Assesses school culture/
climate, staff’s functioning, and
students’ character
11.1: Assesses culture/climate
11.2: Staff report on progress
11.3: Assesses student progress
/behavior
Example: Allen Creek Elementary, New York
Principle 11: The Proof is in the Data
• WHAT data do you have?
• What CHANGES have you
made as a result?
• How do you report data?
• What CONCLUSIONS can
be made from data?
Attendance
Instruction
Academics
School Climate
Behavior
CONGRATULATIONS!
You have completed
the Eleven
Principles
Training!
QUESTIONS????
PART 2: TIPS for APPLYING and
SCORING
Applicant & Scorer have to know:
❑ Eleven Principles
❑ What does the 2015 Application look
like?
❑ Changes to this year’s Application
❑ How each Principle is rated
❑ Time Lines and Scoring Rules
What You & the Applicants Need to Know
• The applicants apply online at www.character.org.
The deadline is December 12 , 2014.
• In addition to tips to the applicant on the
narrative & evidence, CEP offers a wide range of
resources
for applicants at www.character.org such as:
• CEP’s 11 Principles of Effective Character Education
(Scoring Rubric)
• 11 Principles Score Sheet (Excel sheet calculates
scores automatically)
The Evaluating Process
• CEP receives ALL applications.
• State reviewers will receive PDFs that contain
narrative responses and links to portfolio
evidence stored online.
• Although applicants fill out parts 1 through 5, reviewers
record scores for Part 3 (Implementation of Principles) only.
• Reviewers rate each Scoring Item of each Principle; the
average score for each Principle figured out electronically.
• Each SSOC has a process in place for coordinating scores,
informing SSOC, sending their score sheets to CEP, naming
Honorable mention, Emerging Schools & Awards Ceremony.
Major Changes in the 2015 Application
1. The Portfolio of Evidence
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All Portfolio pages submitted in PDF or Word Format.
Portfolio Pages limited to Principles 1, 3, 11.
Principles 1 gets up to 2 pages.
Principle 3 gets up to 2 pages.
Principle 11 gets up to 4 pages.
Submit one document, clearly READABLE, per page.
May submit one additional piece of evidence by
checking box and submitting (May be a video).
New This Year: Early Childhood Schools Now Eligible
to Apply for National School of Character
Changes in the 2015 Application
(continued)
2. Narrative
ALL Principles get 2500 characters (including spaces).
3. Self-evaluation. Applicant enters email for a parent
(s), teacher (s), administrator(s).Once these individuals
respond, the automated email compilation feature will
compile the average score.
4. All schools submit data by completing Parts 4. 5:
Academic/behavioral data, testimonials, photos, and
other information). Although a separate score is not
given, evaluators take these responses into
consideration.
A Peek at the 2015 Application:
What will you see when you download
download the 2015 Application? (Abridged)
1.The application consists of 5 Parts: 1. Applicant Information; 2. Your Character
Journey #. 3. Implementation of the 11 Principles (including a section in which you
provide emails for Self-assessment). 4. Evidence of Impact; 5. Supporting Materials.
2. Once you have created an identity & password, you can begin work, stop after a
while and easily resume work on the application. Nice feature!
3. First Part, Basic Information, is the usual – demographic information.
4.The Overview (now found in Section 2) has 1500 characters (not scored, but sets
the stage). You also are asked for the top 3 Resources that your school found useful.
A Peek at the 2015 Application (continued):
5. Some new questions in Part 2, asking for Forum experience (500 characters) & what
changes you have made since last application to address feedback (1000 characters).
6. Part 3. The Implementation of the 11 Principles is the part that is scored. Major
change: Each P. has 2500 characters (Cut and paste this section). Only P. 1, 3, 11
need evidence in the form of .pdf or Word documents that you upload. You can
upload a document or video that highlights a special feature of your school
(optional). The number of characters is the same for both districts and schools.
7. The Self-Assessment (Part 3 beginning). No longer does your school have
to do it. Provide the emails for the stakeholders (6) indicated (10-20 preferred).
8. Additional questions are asked in Parts 4 and 5. Although the reviewer may take
responses into consideration, these are not scored. An administrator or guidance supervisor
can fill out Section 4 because it calls for statistical data for the last 5 years on academics,
behavior and climate, whenever possible
A Peek at the 2015 Application (continued):
9. Part 5 consists of a lesson plan (each component gets 500 characters); 3 photos
that you upload with an accompanying explanation (500 characters each); testimonials
from a teacher, non-teaching staff member, student, parent and community member
(each 500 characters). SUGGESTION: Applicants should ask a few teachers now for
lesson plans following the format so you can select one easily. Also, give out the
specific questions for the testimonials now so you’ll have their responses ready for
insertion when the time comes
10. Deadline has been extended to December 12 to give applicants some extra time.
11. By the time application is finished, school will have a vivid picture of what the
school or district is like. Schools are wise to capitalize on this hard work and publicize
results. Good Luck!
www.character.org
How to Use the Roadmap to 2015
Application: This should help!
2015 SSOC/NSOC APPLICATION: 5 Parts Changes underlined in BOLD/SHADED
ONLY Part 3 is scored,.
Part I
Part 2
Part 3
Part 4
Part 5
Applicant Info
Your Character Journey
Implementation of 11 Prin.
Evidence of Impact
Supporting Materials
Basic Information
Are you a school or district?
Main Contact, Job Title, Phone
School Name
Type School☹ Private, Public, Chart.)
Address
School Website
School Facebook Page (if available)
School Twitter Handle (if available)
How did you first hear about CEP?
Your School Story
Write a brief and compelling
overview of your school and your
character education
journey. 1,500 characters
What are the top three
resources that have
influenced the character
journey at your school?
*Resources may include
books, trainings, CEP’s
Forum, mentors, curricula, etc.
(Overview previously at
beginning of Narrative)
Self-assessment
In order to acquire a comprehensive
understanding, we require that at
least one stakeholder from of each
of the following groups complete the
self assessment: applicant (self),
teachers, parents, students,
community members, and
administrators for a total of 6
completed assessments
(Self-Assessment previously found
after P. 11 & school had to figure
scores)
Academics
.Provide the data from state testing and
climate surveys to illustrate impact of
character education.
Do your students take state tests?
Indicate the terminology that
demonstrates passing rates in your
state.
Please provide the language used by
your state to communicate passing (i.e.
proficient and advanced).
Lesson Plan
Click "Submit Your Lesson Plan" to
access Lesson Plan Template
Title
Estimated time ?
Grade levels
Connections to core values
Connections to CEP's 11 Principles
Overview: . 500 characters
Lesson objectives 500 characters
Lesson materials. 500 characters
Lesson procedures 500 characters
Lesson assessment 500 char.
Extensions/adaptations. 500 char.
Credit Please give credit to the
website or author who created the
lesson plan if it is not your own.
The Scoring Rubric
Each “scoring item” gets a
score from 1 to 4 by
matching up
with the key indicators
of exemplary practice.
To get a “4.” a school or
district must have ALL key
indicators.
Scores are recorded in
WHOLE numbers.
The 11 Principles as the Scoring Rubric
Principle #1: The school community promotes core
ethical and performance values as the foundation of
good character.
Each Principle has 2 to 4 numbered Scoring Items.
1.1 Stakeholders in the school community select or
assent to a set of core values
Each Scoring Item lists:
Key Indicators of exemplary implementation:
❑ A highly inclusive representative group of stakeholders (professional and other staff,
parents, students, and community members) have had input into or at least assented
to the school’s core ethical and performance values. If the district selected the values
or if the values have been in place for some time, current stakeholders have been
involved in ongoing reflection on the values.
❑ Staff understand how and why the school selected its core values.
The Scoring Process
NOTE: (Items are scored from 1 to 4.
Use the key indicators of exemplary
practice as a guide:Items are
1 Lacking evidence
2 Good implementation
3 Highly effective implementation
4 Exemplary implementation
.
The Role of a Reviewer
1. Read the text and supporting artifacts when required .
2. Assign a score of 1 to 4 (WHOLE numbers only) for
each “scoring item.”
3. Average the scores for each Principle. This will be
done electronically.
4. Average total score.
5. Write a short summary of strengths and areas of
growth. They should correspond to the scores
you have given.
6. Point out Promising Practices.
Promising Practices are unique and specific strategies in character
education that others may learn from and even replicate.
Ten Strategies for Effective Reviewing
1. Have a Capsule summary sheet (may be enlarged) handy & jot down
school’s pertinent information at the top.
2. Do 1 Principle at a time. Check off evidence of each of key exemplar.
3. Enter specific examples in spaces under each Principle.
4. Put a large question mark next to key exemplars not mentioned.
5. Assign a score of 1 to 4 for each Scoring Item. Enter scores in pencil.
6. After you finish all 11, review, change scores where necessary.
7. Enter your scores electronically.
8. Do Strengths & Areas of Growth, using sample Score Sheet as a guide.
9. Confer with your partner.
10.Agree on a composite score & submit it to SSOC Coordinator.
Examples of Acceptable Portfolio Evidence
P. 1: Statements or lists of core values on Website, student
handbook, newsletter; PTA newsletter; CE Training Agenda;
.
interview
hiring questions; student behavioral
definitions/essays on values.
P. 3: CE goals in school plan; lesson plans; behavioral
expectations throughout school (lunchroom, recess,
sports, extra-curricular).
P. 11: Climate Surveys on school culture, perception
of staff, students: (Note dates, % of participants); state
test scores; honor roll numbers; daily attendance rate;
suspension rate; discipline referrals; dropout and
graduation rate; teacher reflections.
Common Areas for Growth
• Curricular integration (Principle 3)
• Service LEARNING (Principle 5) not tied to
curriculum.
• Intrinsic motivation (Principle 7)
• Academic Integrity (P. 3.3, 5.1, 6.2, 7.2)
• Providing survey data on teachers’ and students’
caring (4.1, 4.2, 6.2, 8.1, 11.2)
• Providing actual data and use of data to plan
next steps (Principle 11)
For
Evaluators:
Giving
Good Feedback
• Use sample Score Sheets as models.
• Be positive. Commend schools for
commitment to CE and growth.
• Make certain your feedback corresponds
to the scores you have given to the Principles.
• You can suggest questions to reflect on or
practices to consider adopting to address areas
of growth. COORDINATORS: Send Honorable
Mention and Emerging Schools their composite
score sheets as quickly as possible.
Tips on Scoring Districts
Districts are required to demonstrate additional evidence of character implementation that
shows an explicit commitment to building character in its students, staff & community.
emonic:
ACTS
Principle 1.3 Example:
•
•
The district incorporates core values in its
community and public relations efforts.
The district establishes core values as part of
its vision, mission, goals, objectives,
regulations, and policies and seeks to promote
a community of adults and students based on a
commitment to excellence and ethics.
The following list of scoring items apply to districts:
1.3; 3.1; 3.2; 4.4; 5.1; 7.1;
8.2; 8.3; 9.1; 9.2; 10.3; 11.1; 11.2
TIMELINE: SSOC/NSOC Review
Dec. – early Feb.
SSOC reviews, scores
new applications
• Names those with 3.3 &
above as SSOC; send their
aps/scores to CEP. SSOC
hold title for 3 years.
• Applications of previous
SSOC not named NSOC are
validated by state
coordinator & sent on to
CEP for review this year.
•
Feb. – May
• CEP receives SSOC
applications/Score Sheets.
• March: CEP determines how
to handle SSOC since all are
now Finalists.
• National evaluator may visit
the school or connect via
teleconferences; scores
school, writes report.
• NSOC announced in May.
Scoring an Actual Application
Set aside at
least
1-2 hours to
read
score
The scoring process isand
the same
at each
both the state and
national level.
application.
• Contact/demographic information and overview give
you context and background information.
• The 11 Principles Capsule Summary Sheet provides a
quick guide to the scoring items. Use it.
Scoring an Application
• Score each principle sequentially;
check the supporting evidence.
• Pencil in scores on the Capsule Summary Sheet. Do
not be afraid of giving a low score to items if
implementation is not present.
• Transfer scores to the electronic score sheet.
• On the score sheet, fill in “Strengths,” “Areas of
Growth,” and “Possible Promising Practices.”
• Give your final score for each application to the State
Coordinator or Lead Evaluator.
VERY IMPORTANT: “Strengths” & “Areas of Growth” should be helpful, specific
suggestions, consonant with your actual scoring, that will guide the applicant
in improving.
Smith Street
Application: Compare
your scores with
those of national
reviewers. The
Capsule Summary
Sheet provides an
explanation. Review
the scoring for each
of the Principles
:
Filling out the Strengths
and Areas of Growth
is a very important
step. It is important
that the comments
correspond to the
scores. See
Samples!.
Questions?
Comments??
Helpful
Suggestions??
Thank you for Participating!
Presentation Developer:
Eileen Dachnowicz
CEP Evaluator, Site Visitor,
Trainer,
Magazine Writer
© Character Education Partnership, 2014