Transcript Introduction to the Character Education Partnership

CEP’s State and
National Schools of Character
A Training Session for SSOC
Coordinators and Evaluators
November 2012
www.character.org
Overview
What’s in Store for YOU:
 The Role of State Sponsors,
Coordinators, and Reviewers
 Understanding the 11 Principles
 Scoring Simulated Practice
 Scoring an Actual Application
 Timeline of the SSOC-NSOC Process
2
3
Why Schools of Character?
4
Schools of Character: Purpose
Students in schools of character feel safe, respected, and
connected to those around them, allowing them to thrive
academically and socially and be motivated to give back to
their communities.
Positive results:
• Academics
• Behavior
• Culture/climate
OUR PURPOSE:
To bring these dramatic improvements to as many schools
as possible.
Schools of Character: Benefits
5
CEP’s State and National Schools of Character program offers
K-12 public, private, and charter schools and districts across
the U.S. a path to school improvement and excellence through
high-quality character education.
When schools engage in the schools of character process and seek
to implement CEP’s framework for success (11 Principles), they:
• Bring stakeholders together to identify a common set of core
values and a unite around a common purpose
• Go through a process of reflection and self-assessment that helps
the school community identify strengths and next steps
• Receive free professional feedback on their programs as well as
suggestions for growth
Summary of NSOC Program Changes
NSOC 1998 - 2010
Awards program
3+ years of character ed
Competitive
Approx. 20 diverse Finalists
Approx. 10 distinctive models
Quality Standards
All Finalists receive site visits
Blue Ribbon Panel
“Winners”
One time award
NSOC 2011 and beyond
School improvement process
No eligibility requirements
Non-competitive
All who meet the standard
All who meet the standard
Revised 11 Principles
Site visits not required for all
National evaluation process
“National Schools of Character”
Re-apply after 5 years
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The Role of State Sponsors
State Affiliates
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The organizations that
sponsor the SSOC program differ in each state.
Sometimes several organizations will partner to
sponsor the program. In other cases, networks of
volunteers create alliances that manage the
program and support schools.
State coordinators serve as the point of contact for
the sponsoring organization or group of partner
organizations within each state.
Participating States
Role of State Sponsors
9
State sponsors agree to:
• Publicize the SSOC/NSOC program in their states; encourage
schools to enter the process.
• Assist schools as they go through the SSOC/NSOC application
and school improvement process.
• Review applications and provide feedback and select state
schools of character, sending these applications to the national
level.
• Recognize winners and encourage them to take on leadership
roles in their states.
State Sponsors hold the key to sustaining the NSOC program.
Technical Assistance
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SSOC sponsors are expected to provide meaningful coaching and
consultation to prospective applicants and to applicants who apply but
are not successful in achieving SSOC or NSOC status, insofar as their
resources allow.
Technical assistance will not include writing or editing actual applications.
At a minimum, technical assistance will include:
• At least one orientation training session on the application process – or simply
directing applicants to CEP webinars/resources.
• Information for aspiring applicants (sources for networking, examples of SSOC
and NSOC schools to contact, and feedback on their application regarding
programs, activities, or missing evidence).
State Level Recognition
11
Recognize ALL SSOC applicants that submit
eligible applications
• 3.3 and above: State School of Character
• 2.7 to 3.2: Honorable Mention
• 2.6 or below: Emerging School of Character
Possible recognition:
• Awards ceremony as part of conference or stand-alone
• Visit school to present award
• Celebrate on-line via Website
• Write about school in state-level or organizational publication
SSOC/NSOC Outreach
12
Both SSOC and NSOC are expected to serve as
models to others.
Use them in your own outreach and training efforts!
NSOC outreach menu of options:
 Contributing to CEP website (school profile, lesson plans, video)
 Contributing to the NSOC magazine
 Presenting at CEP’s National Forum and other conferences
 Conducting outreach session, workshop, conference, or in-service in home state
or district
 Developing a mentoring relationship with another school or district
 Contributing to CEP online community: CEP blog, Facebook, Twitter, electronic
newsletter, and/or webinars
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The Online Application
2013 Online Application
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All information is entered online at www.character.org.
The 2013 application opened Summer 2012.
The deadline is December 3, 2012.
State reviewers will receive PDFs that contain narrative
responses and links to portfolio evidence stored online.
NOTE: If you use an older version of Internet Explorer as your web browser,
you may have difficulty opening the links to supporting documents that are
“.docx” files. Simply update your version of IE, use a different browser such
as Firefox, or save portfolio files as “.docx” on your desktop to view them.
What the Application Will Look Like
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NOTE: Applicants no longer “send”
their applications to you!
The PDF application (approx. 8 pages) will contain the following
sections.
•Basic contact and demographic information
•Overview: brief overview of school and CE journey; advice from
principal; photo
•Implementation of 11 Principles: 1/3 page (2000 characters) of
narrative per principle plus 1 page of portfolio evidence per principle
(more for Principles 3 & 11; more for districts). The reviewer clicks on
the portfolio evidence separately.
•Self-assessment scores; information about changes made since last
application
Applicant Tips
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 “Applicant Tips” will be available to applicants during
the online process.
 Narrative tips will give applicants questions drawn
from the key indicators to consider – in order to help
applicants determine if they have addressed all the
key indicators.
 Evidence tips will give applicants examples of
supporting evidence they might include for each of
the Principles.
Resources for Applicants
CEP offers a wide range of resources for applicants at www.character.org. These include:
 CEP’s 11 Principles of Effective Character Education (free download)
This is the scoring rubric used to evaluate applications. Use it as a guide when compiling your application.
 11 Principles Score Sheet (Excel sheet that calculates scores automatically)
Use this score sheet to enter the scores from your stakeholder self-assessment.
 2013 NSOC Application (PDF)
This document includes all the questions asked in the online application, character limits, and tips for applicants.
 Webinar on the 2012 online application process (pre-recorded, approx. 40 minutes)
Check back in September for updated recorded webinars and in November for live webinars!
 Sample applications: Public Elementary School, Public Middle School, Public High School, Private School, Charter School, Public
School District
 2013 Application Timeline
 Key Indicators for Districts (PDF) This document lists the items that apply specially to district applicants.
 Climate Surveys

PowerPoint on Application Process
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11 Principles Training for
Application Reviewers
The Scoring Rubric
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You score each “scoring item”
from 1 to 4 by matching up
with the key indicators
of exemplary practice.
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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 Role of a Reviewer
1. Read the text and supporting artifacts.
2. Assign a score of 1 to 4 for each “scoring
item.”
3. Average the scores for each Principle.
4. Average total score.
5. Write a short summary of strengths and
areas of growth
6. Point out Promising Practices.
Promising Practices are unique and specific
strategies in character education that others
may learn from and even replicate.
The Scoring Process
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NOTE:
(Change
from pre-2010.)
Items
are scored
from 0 to 4:
Items are scored from 1 to 4.
0 the
Not
visible; poor
Use
keyevident
indicatorsor
of exemplary
practice
as a guide:
1 Some
implementation
1 Lacking evidence
Good
implementation
22 Good
implementation
. Highly effective implementation
3
3 Very good implementation
4 Exemplary implementation
4 Exemplary implementation
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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.
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
Some evaluators use the 11 Principles Capsule Summary
Sheet to jot down notes.
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As you read the narrative & accompanying artifacts, use
the exemplary implementation examples as a guide.
Wow! This
is a great
help!
First, we will do simulated responses in your Activity Packet.
Have ready…
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Your
11 Principles
Training
Activity Packet
A Call to Check your Materials:
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Activity Packet
Practice Exercises
11 Principles of Effective Character Education
11 Principles Capsule Summary Sheet
Blank Activity Packet Answer Sheet
First, we will give a brief explanation of the Principle.
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Next, you read the Activity Text and answer the questions.
Practice Exercises from Your Activity Packet
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Practice Exercises
Check your responses
for each exercise
with those in the
Suggested Answers
packet.
(Participants at “live”
session receive
Suggested Answers
later)
Principle 1
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Promotes core ethical and performance values
1.1: Stakeholders select core values
1.2: Core values guide everything
1.3: Core values are visible
Core Values Shape
EVERYTHING.
NEW in 2010 Revision:
 Observable behaviors moved from 1.2 to 1.3
 1.2 is now about core values guiding all (common language, staff ownership, hiring)
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Principle 1: Promotes core ethical and
performance values as the foundation of
good character.
Activity: Look at each of the “scoring
items” for Principle 1.
Which of the three items is the
strongest? Why?
To what degree does the school address
the other scoring items?
Principle 2
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Defines “character” comprehensively to
include thinking, feeling, and doing.
2.1: Thinking (understanding)
2.2: Feeling (reflection, appreciation)
2.3: Doing (behavior, students practice)
NEW:
Principle 2 was simply clarified and specific examples were added.
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Principle 2: Defines “character”
comprehensively to include thinking,
feeling, and doing.
Activity: Your state is highlighting school
districts that promote character
education so that kids really “think,
feel, and act it.”
Using this response as the basis for
selection, would you choose this
district as a good model? Base your
response on Principle 2.
Principle 3
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Uses a comprehensive, intentional, and
proactive approach
3.1: Intentional at all grade levels
3.2: Integrated into academic content
3.3: Integrated into classroom routines
3.4: Integrated throughout total program
NEW:
3.1: Should have a CE plan
3.2: Can demonstrate integration with lessons
3.3: Academic integrity added
3.4: Artifacts should demonstrate
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Principle 3: Uses a comprehensive,
intentional, and proactive approach to
character development.
Activity: Look at scoring items 3.1, 3.2,
3.3 and 3.4.
Which would receive higher ratings?
Why? Which are lower?
Can you identify a possible Promising
Practice in this school’s account?
Principle 4
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Creates a caring community.
4.1: Student – staff relationships
4.2: Student – student relationships
4.3: Peer cruelty prevention
4.4: Adult relationships
NEW:
4.3 is stronger: students report bullying is infrequent, all
students participate in programs
4.4: Applies to all adults, including parents
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Principle 4: Creates a caring
community.
Activity: Time for practice in filling out the 11
Principles Capsule Summary. Write the
information you would for each of the 4
items.
Fill in evidence for each of the items.
Write down questions you have about
practices you have NOT found.
How helpful was the evidence to you?
Principle 5
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Provides students with opportunities
for moral action.
5.1: Clear expectations
5.2: Moral action within school;
tied to the curriculum
5.3: Moral action in community;
tied to the curriculum
NEW:
Overall: Moral action is more broadly defined and service learning is clearly defined and
expected
5.1: Artifacts demonstrate expectations; moral action includes conflict resolution,
academic integrity, sportsmanship; school has service learning expectations
5.2: Service tied to curriculum and core values
5.3: All students given opportunities and time to identify community needs and plan
projects; service tied to curriculum and core values
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Principle 5: Provides students with
opportunities for moral action.
Activity: It is not too difficult to figure
out which response is better.
Use this opportunity to frame a
“politic” sentence suggesting an
“Area of Growth” for A, and another
commending the “Strengths” for B.
Any Promising Practice found here?
Principle 6
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Offers a meaningful and challenging academic
curriculum that respects all learners
6.1: Challenging curriculum
6.2: Meeting diverse student needs
6.3: Addresses Performance character
NEW:
6.1: Students are challenged and have voice and choice
6.2: Teachers identify needs and differentiate; schools work to close
achievement gap
6.3: Performance character clarified; academic integrity added
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Principle 6: Offers students a challenging
and meaningful academic curriculum that
respects all learners, develops their
character, and helps them to succeed.
Activity: Look carefully at the scoring items for
Principle 6 for this private K-12 school.
Is there any item in which the school rates a
“4”? Why?
If you were a site visitor for this school, which
questions related to Principle 6 would you
ask?
Principle 7
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Fosters students’ self-motivation
7.1: Students intrinsically (NOT
extrinsically) motivated.
7.2: Behavior management and
discipline tied to core values;
academic integrity stressed.
NEW:
 Old 7.1 is gone and folded into 7.2, creating a new 7.1 and 7.2
 7.1 now focuses on intrinsic vs. extrinsic motivation and use of material
rewards and more clearly explains expected outcomes
 7.2 now focuses on behavior management and discipline, academic
integrity added
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Principle 7: Fosters students’ selfmotivation.
Activity: Time to start scoring. Look
closely at each of the scoring items.
With your partner, score items 7.1 and
7.2. Discuss your answers so you
arrive at one score for each.
What did you learn about the scoring
process?
Principle 8
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Staff is an ethical learning community
that shares responsibility for character
education and adheres to core 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.
NEW:
Old 8.1 and 8.2 were switched so that staff modeling now comes first
8.2: Ethical learning community created through staff development
44
Principle 8: The school staff is an ethical
learning community that shares
responsibility for character education and
adheres to the same core values that guide
the education of students.
Activity: It’s scoring time again!
With your partner, score items 8.1
through 8.3.
Be ready to substantiate your answers by
referring to the exemplary
implementation listed for Principle 8.
Principle 9
45
Fosters shared leadership
and long-range support of
the character initiative.
9.1: Leaders champion effort
9.2: Leadership group plans
9.3: Student leadership
NEW:
Clarified overall
Must be able to show artifacts
46
Principle 9: Fosters shared leadership
and long-range support of the character
education initiative.
Activity: You’re in the driver’s seat.
First, individually rate the district’s
performance in Principle 9 in EACH
of the scoring items. Note bulleted
items for 9.1 and 9.2 that apply to a
district.
Then, confer with your partner to
arrive at a consensus.
Principle 10
47
Engages families and community members as
partners in the character-building effort
10.1: Engages families
10.2: Communicates with families
10:3: Involves community
NEW:
Clarified overall
10.2: Survey parents
48
Principle 10: Engages families and
community members as partners in the
character-building effort.
Activity: Three scoring items here.
You’re on your own.
Rate each.
What would your final score be for
the Principle?
Principle 11
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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
NEW:
11.1: New emphasis on culture/climate, ethical learning community, and
using data to make changes
11.2: More concrete examples of reflection given
11.3: Changes attributed to data collected
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Principle 11: Assesses the character of the
school, the school staff ’s functioning as
character educators, and the extent to which
students manifest good character.
Activity: This time we have not provided the
supporting portfolio evidence.
What specific proof would you look for in the
supporting evidence?
If it contained such evidence, what would be
your scores?
If the application lacked this evidence, what
would you write under “Areas of Growth?”
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How well did you do
when you compared
your responses with
the Suggested
Answers?
Scoring an Actual Application
52
Set aside at least
1-2 hours to read
and score each
application.
The scoring process is the same at both the state and national level.
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 Actual Application
53
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.
54
Once you have
scored an actual
application,
compare your scores
with those of
national reviewers.
The Capsule
Summary Sheet
provides an
explanation. Will you
change any scores?
Listening to Other Voices
55
The Lead Reviewer records the scores of each
application on Excel spreadsheet.
The reviewers who have read the
same application compare each
item and discuss score
disparities.
Reviewers agree on a score for each
item, and then determine the final
score for the application. If the two
reviewers don’t come to consensus,
give the application to a third
reviewer.
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Feedback for Applicants
Giving Good Feedback
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• Use sample Score Sheets as models.
• Be positive and respectful. Commend schools for commitment to CE and
growth.
• Give clear guidance about where evidence is lacking or questions are
unanswered by referring to the Principles/Scoring Items.
• Suggest questions they might reflect on or practices they might consider
adopting that would help them to address their areas for growth.
• Comments should explain scores.
• Send Honorable Mention and Emerging schools their composite score
sheets as quickly as possible.
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Common Areas for Growth
• Curricular integration (Principle 3)
• Service LEARNING (Principle 5)
• Intrinsic motivation (use Principle 7 Toolkit)
• Providing actual data and use of data to plan next
steps (Principle 11)
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QUESTIONS?
60
Annual Program Cycle
TIMELINE: Initial Review
61
“Round One” Review of Applications
(December – early January)
State coordinators lead the evaluation and scoring of all
applications from their states.
Previous SSOC that were not named NSOC are validated
by the state coordinator and forwarded to CEP.
New applications with scores of 3.3 and above are
named State Schools of Character for a period of 3 years
and forwarded to CEP for consideration as NSOC.
CEP reviews applications from states without affiliates.
Selecting the State Schools of Character
62
The State Sponsor (through the State Coordinator) determines which applicants will
be named State Schools of Character based on the scores of state-level reviewers. All
applicants with scores of 3.3 or higher should be named SSOC.
NOTE: When in doubt, forward the
application to CEP for review!
State sponsors have agreed on the following runner-up awards:
Honorable Mention
2.7-3.2
Emerging School
2.6 or below
The State Coordinator informs CEP of which applicants are SSOC and should be
evaluated at the national level and provides composite score sheets and any
supporting materials.
State sponsor plans state-wide celebration to honor SSOC (and other applicants if
possible) and/or a celebration at the school or district.
TIMELINE: National Review
National Review of SSOC Applications and
Selection of National Finalists (“Round Two”)
(early January – February)
CEP national screeners review and score applications
that received scores of 3.3 and above in the first round of
screening.
Those that receive 3.3 and above by the national
screeners are named National Finalists.
Finalists are announced in early March and informed
about the next stage in the process.
The Proof Is in the Data
64
Information requested of National Finalists
 DATA ON ACADEMICS:
State test scores, achievement gap, other evidence of academic achievement (grades,
failures, honor roll, etc.)
 DATA ON STUDENT BEHAVIOR:
Attendance, suspensions, referrals, graduation / dropout rates
 DATA ON CULTURE/CLIMATE:
Climate survey results that show:
 bullying rare / students feel safe
 students respect each other
 students and teachers respect each other
 adults respect each other
 STAKEHOLDER TESTIMONIALS
 PHOTOS AND CAPTIONS
 LESSON PLAN
What’s “good”?
What results do we
expect?
TIMELINE: National Evaluation
65
National Evaluation and Validation of
Finalists’ Applications
(March – April)
Finalists are assigned National Evaluators and
asked to respond to follow-up questions online.
National Evaluators review applications and all
available sources of validation and may visit site.
National Evaluators make recommendations to
CEP in written reports.
TIMELINE: Selection / Announcement of NSOC
(early May)
CEP staff review the reports of the National
Evaluators and determine NSOC (may convene
review panel).
CEP invites state coordinators to inform the
NSOC winners.
CEP posts winners on the CEP Website.
TIMELINE: Feedback for
Applicants
67
(January – June)
Those that did not go on to the national level screening will receive
composite score sheets with strengths and areas for growth from their
state coordinators (or CEP).
Those that went on to the national level screening but were not
named National Finalists will receive composite score sheets with
strengths and areas for growth from CEP.
All National Finalists receive National Evaluation reports from CEP.
(State coordinators are copied.)
TIMELINE: Recognition and
Outreach
68
(June through following school year)
 CEP recognizes the NSOC and shares their stories through
press releases, the CEP website, and the annual NSOC
publication.
 State sponsors honor SSOC; CEP honor NSOC at the National
Forum on Character Education held in October/November.
 CEP assists the NSOC in planning their outreach efforts and
SSOC coordinators may call on SSOC and NSOC to help in
their states.
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Promising Practices
Fall: Online application open
Winter: Applications completed online
Feb/March: SSOC-NSOC reviewers note possible PPs in feedback to
applicants
March/April: Applications due online March 17 (SSOC/NSOC applicants
have extra time – due April 15)
April/May: Evaluation of applications; announcement of winners
June/July: PP pages posted online
Sample PP Page
70
QUESTIONS?
71
Presentation Developers:
Lara Maupin
NSOC Director
Eileen Dachnowicz
CEP Screener, Site Visitor, Trainer,
and Book Author
© Character Education Partnership, 2012