2009 Winners - Character.org
Transcription
2009 Winners - Character.org
2009 National Schools of Character: A w a r d -W i n n i n g P r act i ces N SOC S PON SOR S Sanford N. McDonnell The Pieper Family Foundation CEP’s Vision: Quality character education in all schools, building a nation of ethical citizens who pursue excellence in all areas of their lives. CEP’s Mission: Leading the nation in helping schools develop people of good character for a just and compassionate society. FRONT COVER: Blake upper school students in Ecuador (top left), Milwaukee College Prep students hand in hand (center), Blake School graduates (top right), First Philadelphia Charter students enjoying “Bubble Day” (bottom right), First Philadelphia fifth graders on an overnight retreat (bottom left). 2009 National Schools of Character: A war d -W innin g P ractice s Published and distributed by Character Education Partnership Copyright ©2009 Character Education Partnership Printed in the United States of America. Portions of this book may be reproduced for educational purposes. The contents of this book can also be found on the Character Education Partnership Web site, www.character.org, where individual articles can be accessed. FOR INFORMATION, WRITE OR CALL: Character Education Partnership • 1025 Connecticut Avenue, NW, Suite 1011, Washington, DC 20036 (202) 296-7743 • (800) 988-8081 • [email protected] Acknowledgments 2009 Blue Ribbon Panel 2009 NSOC Site Visitors Marilyn Watson, Chairperson Program Director (ret.) Developmental Studies Center Kay Augustine Consultant and Trainer Associate Director (ret.), Institute for Character Development at Drake University Ed Dunkelblau Director Institute for Emotionally Intelligent Learning Ron Axelrod Consultant Staff Development Coordinator (ret.) The Eunice Kennedy Shriver National Center for Community of Caring Michael Galvin School Leadership Consultant Focused Leadership Solutions, LLC Chris Briggs-Hale Consultant, Waterfall Learning, LLC Teacher, Columbine Elementary School Peter Greer Headmaster (ret.) The Montclair Kimberley Academy Eileen Dachnowicz Consultant, Character Education Partnership Consultant, Center for Social and Character Development at Rutgers University John Martin President and CEO The Modeling Virtuous Principles Foundation Judy Jones Counselor (ret.) Cross Bayou Elementary School Helen R. Stiff-Williams Professor, School of Education Regent University Penny Keith Professional Development Director The Eunice Kennedy Shriver National Center for Community of Caring Lauren Kelly Vice Principal Harvest Park Middle School Barbara Luther Senior Consultant, Character Education Partnership Coordinator (ret.), Maryland Schools of Character ACES kindergartners get a “sneak peek” at first grade. Lara Maupin Associate Director of National Schools of Character Character Education Partnership Geoffrey McCarthy-Miller Principal (ret.) Philip R. Smith Elementary School Linda Morris Educational Consultant, Lead for Success Assistant Superintendent (ret.) Charlotte–Mecklenburg Schools Judy Owens Coach/Facilitator CHARACTERplus Rich Parisi Director of Communications and Operations Institute for Excellence & Ethics (IEE) Faculty Member, Smart & Good Schools Richard Puppione Senior Director (ret.), Pupil Services Pleasanton Unified School District Rebecca Sipos Director of Communications Character Education Partnership Janice Stoodley Director of National Schools of Character Character Education Partnership Steven C. Suess Education Coordinator for Graduate Studies, Lindenwood University Coordinator (ret.) Missouri Schools of Character Pat Tibbetts Coordinator Michigan Schools of Character Head of School (ret.), Japhet School David Wangaard Director The School for Ethical Education Special Thanks Support for the 2009 National Schools of Character awards program has come from these visionary donors: the John Templeton Foundation, Sanford N. McDonnell, The Pieper Family Foundation, and Lockheed Martin Corporation. Sanford N. McDonnell ii 2009 National Schools of Character The Pieper Family Foundation Character Education Partnership (CEP) Board of Directors David W. Fisher, Chairman Executive Vice President Wealth Division, BB&T Sanford N. McDonnell, Chairman Emeritus Chairman Emeritus McDonnell Douglas Corporation Frank A. Keating, Vice Chairman Former Governor, Oklahoma President and CEO, American Council of Life Insurers Thomas Lickona, Secretary Professor, Childhood and Early Childhood Education Department Director, Center for the 4th and 5th Rs SUNY Cortland Charles E. Baker CPA (ret.) Ernst & Young Marvin Berkowitz Sanford N. McDonnell Professor of Character Education University of Missouri—St. Louis Diane Berreth Former Chief Planning Officer Association for Supervision and Curriculum Development Eileen Santiago Principal Thomas A. Edison School Betty Siegel President Emeritus Kennesaw State University Richard Teerlink Former Chairman and CEO Harley–Davidson Motor Company CEP Staff Joseph W. Mazzola Executive Director Bryan Eddins Accountant Mai Hinton Community Outreach and Research Associate Lara Maupin Associate Director of National Schools of Character Melissa Reilly Coordinator of Executive Support Merle Schwartz Director of Education and Research Michael Shreve Research and Education Fellow Rebecca Sipos Director of Communications Janice Stoodley Director of National Schools of Character Iris Wyatt Database Manager Yetta Joy Ziolkowski Staff Associate Publication Credits Winner articles written by Eileen Dachnowicz Additional articles, book coordination, and editing by Lara Maupin Additional articles and book consultation by Janice Stoodley Book design by Denise Reiffenstein at VC Graphics, Inc. Copyediting by Georgia A. Martin Additional assistance by Cindy Jin, Melissa Reilly, and Rebecca Sipos Michele Borba Educational Psychologist, Author Anne L. Bryant Executive Director National School Boards Association Jeffrey K. Cordes President and CEO talentRISE LLC Maryanne Lavan Vice President, Internal Audit Lockheed Martin Corporation Joseph W. Mazzola Executive Director Character Education Partnership Blake School students learn teamwork and build community during grade-level retreats. 2009 National Schools of Character iii Character Education Partnership (CEP) CEP Education Advisory Council CEP National Leadership Council Diane Berreth, Chairperson Former Chief Planning Officer Association for Supervision and Curriculum Development David M. Abshire President Center for the Study of the Presidency and Congress Ron Berger Director of Instruction and Northeast Regional Director Expeditionary Learning Schools Outward Bound Norman R. Augustine Chairman and CEO (ret.) Lockheed Martin Corporation Charles Elbot Director, Office of Intentional School Culture Denver Public Schools Maurice Elias Professor, Department of Psychology Rutgers University Zbigniew Brzezinski Senior Advisor Center for Strategic and International Studies Barbara Bush Former First Lady Stephen L. Carter William Nelson Cromwell Professor of Law Yale Law School Kristin D. Fink Executive Director Utah Coalition for Civic, Character & Service Learning Stephen R. Covey Co-Founder/Vice Chairman FranklinCovey Avis E. Glaze President and CEO Edu-quest International Inc. William H. Danforth Chancellor Emeritus Washington University Marisha L. Humphries Assistant Professor, Department of Educational Psychology University of Illinois at Chicago Archie W. Dunham Chairman (ret.) ConocoPhillips Peter S. Lynch Vice Chairman Fidelity Management and Research Company Robert J. Mazzuca Chief Scout Executive Boy Scouts of America Harold W. McGraw, III Chairman and CEO The McGraw–Hill Companies John E. Pepper Chairman and CEO (ret.) The Procter & Gamble Company Colin L. Powell General (ret.), U.S. Army Former Secretary of State Richard W. Riley Partner, Nelson Mullins Riley & Scarborough, LLP Former Secretary of Education Harold T. Shapiro President Emeritus, Princeton University Professor of Economics and Public Affairs, Woodrow Wilson School of Public and International Affairs Ralph W. Shrader Chairman and CEO Booz Allen Hamilton Inc. George H. Gallup, Jr. Chairman (ret.) The George H. Gallup International Institute John M. Templeton, Jr. President John Templeton Foundation Robert W. Galvin Chairman of the Board (ret.) Motorola, Inc. Kathleen Kennedy Townsend Former Lieutenant Governor State of Maryland Earl G. Graves Chairman and CEO Black Enterprise Magazine James S. Turley Chairman and CEO Ernst & Young J. Barry Griswell Chairman, President, and CEO The Principal Financial Group William H. Webster Partner Milbank, Tweed, Hadley & McCloy LLP Clifton L. Taulbert President, The Building Community Institute President, The Freemount Corporation Walter Isaacson President and CEO The Aspen Institute Clifton Wharton, Jr. Former Chairman and CEO TIAA–CREF Philip Fitch Vincent Director Character Development Group William S. Kanaga Former Chairman U.S. Chamber of Commerce Thomas Lickona Professor, Childhood and Early Childhood Education Department Director, Center for the 4th and 5th Rs SUNY Cortland Darcia Narváez Director, Collaboration for Ethical Education University of Notre Dame Larry Nucci Visiting Professor, Institute of Human Development University of California, Berkeley iv 2009 National Schools of Character Table of Contents Introduction................................................... 2 Brigantine Elementary School.................................... 35 Grades PreK–4 • Brigantine, NJ 2009 Winners................................................... 3 First Philadelphia Charter School for Literacy............. 36 Grades PreK–8 • Philadelphia, PA Alta S. Leary Elementary School.................................. 3 Grades K–5 • Warminster, PA Bayless Junior High School........................................... 6 Grades 7–8 • St. Louis, MO Beverly Woods Elementary School................................ 9 Grades K–5 • Charlotte, NC The Blake School....................................................... 12 Grades PreK–12 • Hopkins, MN Col. John Robinson School......................................... 15 Grades K–2 • Westford, MA Fox C-6 School District.............................................. 18 Grades PreK–12 • Arnold, MO Greenfield Elementary School.................................... 21 Grades PreK–5 • Beverly Hills, MI Long Elementary School............................................ 24 Grades K–5 • Crestwood, MO Milwaukee College Prep School................................. 27 Grades PreK–8 • Milwaukee, WI Westwood Elementary School.................................... 30 Grades PreK–3 • Friendswood, TX Fuguitt Elementary School......................................... 36 Grades PreK–5 • Largo, FL Hamilton Township School District............................. 37 Grades PreK–12 • Hamilton, NJ Kehrs Mill Elementary School.................................... 37 Grades K–5 • Chesterfield, MO Lake Riviera Middle School........................................ 38 Grades 6–8 • Brick, NJ Lore Elementary School............................................. 38 Grades K–5 • Ewing, NJ Lyles–Crouch Traditional Academy.............................. 39 Grades K–5 • Alexandria, VA Parkside Primary Center............................................ 39 Grades K–3 • Bethalto, IL Peak to Peak Charter School..................................... 40 Grades K–12 • Lafayette, CO Seminole Elementary School...................................... 40 Grades K–5 • Seminole, FL Sullivan Primary School ............................................ 41 Grades PreK–1 • Sullivan, MO 2009 National Finalists and Honorable Mention............................... 33 Walnut Street Elementary School............................... 41 Grades K–5 • Uniondale, NY Ashland High School.................................................. 33 Grades 9–12 • Ashland, OH 2008 Outreach............................................... 42 Aventura City of Excellence School (ACES)................ 34 Grades K–8 • Aventura, FL 2009 State Schools of Character.............. 43 Bayless Elementary School........................................ 34 Grades PreK–2 • St. Louis, MO 2009 Promising Practices........................... 47 Beverly Elementary School........................................ 35 Grades K–5 • Beverly Hills, MI 2009 National Schools of Character 1 Introduction The 2009 National Schools of Character Awards A s the nation’s leading advocate for quality character education, the Character Education Partnership (CEP) has recognized approximately 10 K–12 schools and districts as National Schools (or Districts) of Character (NSOC) for their outstanding achievements in character education each year since 1998. Winners of the prestigious national award have successfully put in place character education initiatives that develop in students important, agreed-upon core ethical and performance values. While no two NSOC Winners are exactly alike, all of them feature programs that are comprehensive in scope and consistently yield positive results in student behavior, citizenship and leadership, school climate, and academic performance. Teachers at these winning schools are clear about their role as character educators, a role they embrace with passion. Regardless of the type of school or the challenges it faces, every National School of Character is a place where adults work together to create a caring community that nurtures young people in the hope that they will someday use their character and talents to make the world a better place. In 2009, CEP has named seven public schools, one charter school, one private school, and one school district as NSOC. These 10 Winners have demonstrated the success of their initiatives through the demanding and rigorous NSOC application and screening process, which requires extensive reporting, documentation, and IS YOUR SCHOOL OR DISTRICT READY TO SERVE AS A MODEL FOR OTHERS? Consider applying for the NSOC award. Visit www.character.org for details and a variety of resources for applicants. 2 2009 National Schools of Character assessment of their school or district’s climate, academics, and programs to develop civic, moral, and social–emotional competencies. CEP’s Eleven Principles of Effective Character Education, which defines excellence in character education, guides the evaluation of applicants and the selection of Winners. In early December, applicants submit a detailed written application, comprised of a narrative and a portfolio, to either their state sponsor or CEP. This year, 26 states participated in the State Schools of Character (SSOC) awards program. the written applications and site-visit reports of the 27 National Finalists to determine the Winners. Given the quality of the Finalists and the desire of the panel to select from among the strongest applicants a group of Winners that offered a variety of models reflective of the diversity of schools across the nation, this was no easy task. This year’s Winners will receive a $3,000 grant in addition to their award, to help them enhance their own programs and serve as mentors and models for other Character education has never been more important. It is a genuine honor to recognize these exemplar schools that are setting the standard for the rest of the nation. —Joe Mazzola, CEP Executive Director Schools and districts in those states apply to their state sponsor as the first step toward reaching the national level of competition. State and national evaluators review the applications they receive, using CEP’s Character Education Quality Standards, an assessment tool derived from the Eleven Principles. States then forward their strongest applications to CEP. Most of the 185 NSOC applications received in 2009 came through SSOC-participating states (see related article, pages 43–46). CEP narrowed the pool of state and national applicants to 27 National Finalists. Because the number and quality of NSOC applicants rose again this year, CEP established an additional level of recognition, by according National Honorable Mention to 28 non-Finalists based on the quality of their written applications (see list, page 33). After announcing the National Finalists and National Honorable Mentions, CEP sent two-person teams of site visitors to the Finalists in March and April. In May, CEP’s Blue Ribbon Panel of experts in the field of character education (see list of Panel members, page ii) considered schools and districts seeking to improve their character education efforts. CEP will also tell their stories and share their strategies—through this publication and others, as well as on the CEP Web site (www.character.org) and at the National Forum. The NSOC for 2009 demonstrate that school transformation is possible through low-cost, high-quality character education initiatives. They have closed the achievement gap and raised academic expectations for all students; built strong relationships and partnerships among parents, teachers, and students; and given their students opportunities to serve their communities. To see how they have done this, read their inspirational stories—as well as those of the other 17 Finalists—on the pages that follow. REFERENCES Character Education Partnership. Character Education Quality Standards: A Self-Assessment Tool for Schools and Districts. Washington, DC: CEP, 2008. Lickona, T., E. Schaps, and C. Lewis. Eleven Principles of Effective Character Education. Washington, DC: CEP, 2007. 2009 Winners Alta S. Leary Elementary School Grades K–5 ★ Enrollment 384 ★ Warminster, Pennsylvania ★ Public/Suburban ★ Centennial School District Practicing a Common Goal of Goodness was born, and a year later the council, representing staff, parents, and community, adopted the six pillars of Character Counts to enrich its efforts. “We are trying to be the best human beings we can be,” says a parent in describing the goals of this Pennsylvania school. Students in this No Place for Hate school demonstrate amazing skills at resolving conflicts and display a tolerance much needed in the world today. H idden in a picturesque area of Bucks County, Pennsylvania, surrounded by winding lanes, manicured lawns, and well-maintained split-levels and ranchers, Alta S. Leary Elementary School could easily serve as the backdrop for Leave It to Beaver. The school, now 50 years old, still retains its “small town” friendliness; however, its students are global, not suburban, citizens. Each morning, they recite the No Place for Hate promise and the Centennial Diversity Pledge, and each day, inside and outside school, they demonstrate the philosophy and practice of global citizenry: respect for all, ability to settle disagreements amicably, and helping those in need. “We’re teaching our kids to go back to the community to change things. It’s nice to have a common goal of goodness,” says Kelly Kohler, student support teacher. The “common goal of goodness” that envelops the school is the result of 15 years of conscious character-building begun when the school, in response to escalating discipline problems, started working on conflict resolution with the Peace Center in Langhorne. In 2004, Leary adopted Project Peace, a program that aims to reduce school violence through peer mediation training, positive interpersonal skills, and problemsolving strategies. “When Dr. [Donna] Dunar became our principal four years ago, she brought a new vision to our school and to the way we inculcate character,” says second-grade teacher Debbie Walker. Dunar envisioned a model school of excellence, one with a comprehensive approach to character that incorporated the power of shared leadership. The Leary Council (TLC) Building Professional Peacemakers “We are building a team of professional peacemakers,” wryly observes Susanne Carter, a building aide and co-chair of the Leary Family and Friends Association (LFFA), the school’s organization for parents. Counselor Leanne Hibbs points out that the consistent training in conflict resolution has helped students to see “mediation as a natural tool to solve conflicts.” Walker adds, “When peer mediation was first introduced, the kids were hesitant about using it. Now, when they find themselves in a quarrel, they actually ask for a session, because they know it’s a great way to solve problems.” If conflict resolution, peer mediation, and bullying prevention served as the genesis of Leary’s character education Leary students display their many talents in Suessical the Musical. 2009 National Schools of Character: Alta S. Leary Elementary School 3 2009 Winners The Proof Is in the Data How we know character education is working at Alta S. Leary Elementary School: ★ In grades 3, 4, and 5, Leary exceeded both district and state averages on the 2008 Pennsylvania System of School Assessment (PSSA). ★ During the period 2006–2008, Leary PSSA scores in reading, mathematics, and writing showed steady growth. ★ The percentage of fifth graders scoring proficient or above in writing on the PSSA increased from 48 percent in 2006 to 88 percent in 2008. ★ In 2008, 95.6 percent of fourth graders scored proficient or above in science on the PSSA , and Leary students performed highest in the district in the “advanced” category. ★ Grade 1 nonsense-word fluency skills increased dramatically, from 30 percent in January 2008 to 63 percent in January 2009. ★ In a December 2008 survey, 28 out of 29 teachers chose “definitely” as their response to the statement The character education program has contributed to enhancing the academic program. ★ From 2004–05 to 2007–08, physical bullying decreased by 50 percent, from 21 to 10 incidents. ★ From 2006 to March 2009, peer mediations increased, showing that students are more comfortable and facile in resolving their conflicts through the peer mediation process. program, a genuine feeling for one another provides the bond that makes Leary a family. When fourth grader Sarah is asked to describe her school, she quickly replies, “A home away from home.” Countless other students mirror Sarah’s feelings, each one commenting on how much the teachers care, how nice the kids are to one another, or what “a fun place to learn” Leary is. Sharon Regensberger, the teacher of a transitional first grade, says that the character education program has had a tremendous effect on the way students treat one another. For example, an often-troubled boy in her class exhibited the most caring behavior when the students from the nearby autistic class joined them. When a frightened autistic child rocked back and forth, the little boy went over to him and stroked his back to calm him. “It is amazing to see how even the little ones have absorbed the caring spirit of the school,” says Regensberger. Making the Pillars a Way of Life “Students are developing life skills here that they will be carrying way beyond Leary’s walls,” says fourth-grade teacher Matt Freeman. The faculty consciously works to make certain that students understand, reflect on, and practice what it means to be a good person each day. Among the strategies used are class meetings, morning meetings, peer mediation, anti-bullying activities, reflection exercises, and service projects. Librarian Lauren Zucker says that character education defines the school’s mission, and that building character has long-range gains: “We’re here to instill tomorrow’s future.” Students internalize the pillars to such a degree that fourth-grade student Brendan, when asked about trustworthiness, replies, “When you don’t tell the truth, you feel doubly guilty—guilty for lying, but really guilty inside because you’re hiding something.” Moreover, the students can see the significance of the pillars in their lives and understand how they affect their behavior. Marcos, a fifth grader, comments, “They didn’t have the pillars in my other school, and kids were mean to each other. This school has changed who I am.” Conner, also a fifth grader, believes that following the pillars “will give us a better future in our lives.” Second-grade sage Haley poetically observes, “Character education is like a shadow . . . when you are really good, it spreads with you.” Tying the Pillars and Service to the Curriculum Named an NSOC Finalist in 2008, Leary is an excellent example of a school that listens to suggestions and collaborates to implement them meaningfully. In 4 2009 National Schools of Character: Alta S. Leary Elementary School response to the suggestion of the CEP site visitors that character and service be more fully integrated into the curriculum, the Leary Council met for two full days in the summer. “A change in the curriculum happened to be on our side,” says Dunar. Since the school was required to implement a new Rigby Literacy program, TLC and the staff worked industriously to develop curriculum guides for every grade that showed how essential questions can lead to themes on ethical values and specific service-learning projects. For example, in a fifth-grade unit entitled “Let Freedom Ring,” the essential question Why do we have the Constitution and the Bill of Rights? leads to thought-provoking assignments researching the background of specific amendments and concluding with an advocacy letter to a local congressman. Fourth grader Edwin remarks, “I’m never bored in class. We connect everything to the real world.” The Character by Design Curriculum Guide, as it is called, lists service-learning activities that are natural outgrowths of the reading and discussion. Every teacher receives a hard copy of this curriculum guide but also has access to what other teachers are doing and to additional enrichment activities via a WIKI Intranet system in Leary’s library. Art teacher Laurie Schenfelt says that WIKI has opened a whole new world: “I love using it and finding out what my colleagues are doing to teach character. It’s great for sharing ideas.” Leary has a clear expectation of service within the school as well as to the larger community. First-grade teacher Lisa Stecklein reports that even her little ones “get on board immediately” to help those in need. Walker’s second-grade class, after reading a story about Haiti, raised enough funds to donate 400 pounds of beans and rice to help the poor there. Not only did students write reflections, but parents commented too. One parent, Leslie Treffeisen, wrote: “Ryan just seems so much more aware of the poverty in our world and very willing to help. Great assignment in these times!” 2009 Winners Character by Design: Students “turn and talk” as they “make meaning” together. Forming a Village to Raise a Leary Child Just as parents are included in service projects, so too are they welcomed into every phase of Leary life. The school’s Web site lists 12 opportunities for parents to volunteer, running the gamut from serving as room parent to staffing the Holiday Gift Shop. Parent Colleen Paris says, “I feel that I am always welcome,” and Veronica Connelly, another parent, says, “I quickly learned that a personal touch was characteristic of the majority of the Leary staff, and it truly makes everyone feel important and appreciated.” Wilma Starr describes how volunteering as a Thursday Center parent led to a host of positive encounters with the librarian, the art teacher, and the principal, prompting Starr to conclude, “If the saying ‘It takes a village to raise a child’ is true, then any Leary child is lucky to have such a village of teachers and parents.” Leary makes certain that the actual village is also part of character building. Last year the school partnered with Kiwanis, the Latino Leadership Alliance, Big Brothers Big Sisters, and Warminster Township in service projects. The community was also included in the celebration of the school’s 50th anniversary during American Education Week in November. Using Microsoft Photosynth, students, guided by fifth-grade teacher Michael Scanella, created a digital history of the school that the public could view. The Pennsylvania Educational Technology Conference invited the Leary team to showcase that and five other technological projects. Assuming a New Role Schools who must contend with rapid changes in demographics that require new strategies and extra resources would be wise to use Leary as a role model. Although Leary has undergone demographic changes (28 percent on free or reducedprice lunch; 38 percent receiving Title I services in reading and math), its academic achievement continues to soar. The school has met AYP goals every year, and its scores on the Pennsylvania System of School Assessment (PSSA) improve each year, exceeding those of other elementary schools in its district. Dunar and the energetic TLC look forward to the school’s outreach presentations as a National School of Character. Leary, honored as a 2009 Pennsylvania School of Character, has already gotten an early start by making a summer professional development presentation to the Centennial district. Dunar began her tenure at Leary with the firm belief that “character is paramount to success as a human being.” The Leary story is clearly a fulfillment of that vision. Fifth grader Jessica sums up the spirit of the school: “We really try to do our best and also make the world a better place.” ✪ REFERENCES CHARACTER COUNTS! Los Angeles, CA: Josephson Institute Center for Youth Ethics. Web site: www.charactercounts.org. No Place for Hate. New York, NY: Anti-Defamation League. Web site: www.adl.org/npfh_philadelphia. Project PEACE. Indianapolis, IN: Indiana Department of Education. Web site: www.doe. in.gov/sservices/peace. Rigby Literacy. Boston, MA: Houghton Mifflin Harcourt. Web site: rigby.hmhco.com/en/ RigbyLiteracy_home.htm. THE PRINCIPAL’S CORNER: FOR MORE INFORMATION Dr. Donna M. Dunar WORDS OF WISDOM TO A NEWCOMER IN CHARACTER EDUCATION: Paying attention to the heart is essential in achieving excellence in academics and citizenship. You can realize success if you know it is about building relationships with a strong emphasis on respect, excellence, innovation, and active engagement of students, families, and staff. Where you have a culture of respect and engagement, where there is a celebration of unity in diversity, and where you address matters of the heart, you can achieve academic success. Accountability through the strategic planning process, coupled with high-level interactive engagement, makes for universally satisfying results. The engagement and empowerment factors become both the means and the medium in making a difference in the lives of children and in our world. We are realizing untold joy in the academic and social–emotional success of our students, many of whom would be considered underdogs. Dr. Donna M. Dunar, Principal Alta S. Leary Elementary School 157 Henry Avenue Warminster, PA 18974 Telephone: (215) 441-6066, ext. 1302 E-mail: [email protected] Web site: www.centennialsd.org/le 2009 National Schools of Character: Alta S. Leary Elementary School 5 2009 Winners Bayless Junior High School Grades 7–8 ★ Enrollment 279 ★ St. Louis, Missouri ★ Public/Suburban ★ Bayless School District Achieving the American Dream In pursuing the American dream for their children, many immigrant families, primarily Bosnian and Vietnamese, flock to the Bayless area of St. Louis. Bayless Junior High does a remarkable job in helping them achieve that dream by uniting ALL of its students into one caring family. R onald Tucker, principal of Bayless Junior High School, is not a man who flinches at hard work, particularly when it improves his school. When the faculty lounge of the 75-year-old building needed sprucing up, Tucker and the school secretary, Debbie Meyer, rolled up their sleeves, grabbed paint brushes, and immediately became, as they termed themselves, “artists in residence.” With innovative Tucker at the helm, it seems natural that the Bayless faculty consistently seeks inventive ways to surmount hurdles in this lively junior high school, located just southwest of the city of St. Louis in the “the most culturally diverse district in the state.” Optimistic and energetic, the staff sees the school’s diversity as a strength and explores many avenues to meet the needs of a student population that is 35 percent Bosnian, 46 percent non-Bosnian Caucasian, 8 percent African-American, 9 percent Asian, and 2 percent Hispanic. Parent Kathy Wood, whose three children had the option of attending school in a more affluent district in which she is an administrator, explains why they prefer Bayless: “There’s a feeling of family here, and teachers are always willing to go out of their way for students.” Carissa, a seventh After studying the issues and voicing their opinions, students participate in “Kids Voting” on Election Day. grader, says, “Every single teacher here knows how we want to be treated. They listen to us and treat us with respect, and we respect them.” Reciting the Touchstone Daily The school’s motto, Where Character Is a Team Effort, embodies its genuine commitment to shared responsibility for character education. Every morning, the 6 2009 National Schools of Character: Bayless Junior High School staff joins students in reciting the Pledge of Allegiance and the Bayless touchstone: At Bayless Junior High we take the high road. We take pride in our school. We use kind words and actions, listen thoughtfully, and stand up for ourselves and others. We show respect and take responsibility for our learning. We are Bayless Junior High! Tucker points out that “a touchstone is used to measure the quality of precious metals,” and the character initiative at Bayless is as precious as gold. Although the school’s character education journey began more than a decade ago, with an emphasis on many traits, the Character Education Committee, after discussion and consensus, pared the original list down to two: respect and responsibility. The committee then created the touchstone. Tucker says, “It is a consistent reminder of the roles and responsibilities of everyone in the school.” The school has also incorporated the Boys Town behavioral protocol in all classes, providing students with practice in how to listen, ask questions, take constructive criticism, and disagree respectfully. Character education finds its way into the curriculum, with many lessons centered on ethics, responsibility, and critical choices. Counselor Suzanne Richardson says, “Character education is not a program here—it is what we do. It is in all our classes on a daily basis.” Data Drives Decisions Although the warm relationship between staff and students is clearly the spark that ignites the Bayless fire today, statistical data served as the basic framework for initiating school change. 2009 Winners When Tucker became principal six years ago, the faculty rigorously examined data (attendance, demographics, failure rates, parental involvement, disciplinary referrals, suspension rates, NCLB subgroups) in order to chart a course that would help students make wise choices and improve both academically and socially. The faculty’s innovative approaches to improving academics and developing character are not accidental; they are the result of five years of sustained professional development. In an effort to improve the quality of the advisory program that had already existed, students, staff, and parents participated in training for the Huddle Up in Advisory project, a Characterplus undertaking sponsored by the St. Louis Rams, which greatly changed the school’s “business as usual” approach. Eighth-grade student Dustin says, “The advisory really helped me adjust to the school, and it gave lots of opportunities to discuss important topics that affect us as teenagers.” “Everyone is a learner at Bayless,” says Tucker, who has garnered many ideas from his own participation in the Leadership Academy in Character Education. The school’s ongoing relationship with Characterplus has also inspired many effective strategies to define and promote ethical behavior. English language learner (ELL) specialist Mary Forst points out that the staff received training in the Sheltered Instruction Observational Protocol (SIOP). This program, designed to address the language needs of the high immigrant population, in conjunction with character initiatives, has nearly eliminated the achievement gap typically seen with limited-English students. From spring 2006 to spring 2008, there was a 1,783 percent increase in the number of ELL students who scored proficient or advanced on the annual Missouri State Assessment (MAP) in communication arts. Falling in Love with Diversity “Some places tolerate diversity; this place just loves it,” comments eighth grader Mehmed during lunchtime. Pointing to his pals around the table, he continues, “We three are Bosnian, he’s Asian, he’s American, he’s…” Parent Tammy Dunworth expresses a similar sentiment: “It’s like a family here. Kids don’t even know racism.” A visitor to the school quickly senses that connection to the school and to one another is intrinsic to the Bayless mission. Advisory, which takes place for 25 minutes each day, serves as a tangible way to include everyone seamlessly and to provide a bonding experience. A relatively new addition is the Character Council class, consisting of two student leaders from each advisory, 32 students in all. These students not only serve as student government representatives for their advisories but also facilitate a weekly character education lesson. It is not just ethnic and racial diversity that Bayless embraces; the school consciously works to make ALL students feel accepted. For example, when a hearingimpaired child entered mid-year as a seventh grader, student-led lessons in advisory gave their classmates simulated experiences in being deaf so that all could empathize with the newcomer. Selma, a former advisory leader who is now a freshman at the high school, points out that the advisories “help students to open up to each other and to develop trust.” She adds, “I’ll never forget a lesson I taught, What Makes You Pop. Real sharing took place as we trusted each other with our bare emotions by describing situations that made us angry. We left with new tools to handle explosive situations.” To check harassment and teasing, both teachers and students receive training in bully-proofing the school, and community members and parents are kept in the loop through workshops and printed brochures and letters. District social worker Jennifer Nelson says, “This school is amazing in all the issues it tackles—suicide prevention, sexual integrity, drug and alcohol abuse, mental illness. It really helps kids handle problems.” The Proof Is in the Data How we know character education is working at Bayless Junior High School: ★ Failing grades decreased by 63 percent over a period of four school years, from a high of 880 in 2004–05 to a low of 328 in 2007–08. ★ The school met AYP goals in both communication arts and mathematics in four of the last five years. ★ The Limited English Proficient subgroup has demonstrated significant improvement on the annual Missouri State Assessment (MAP) in communication arts. The number of students scoring proficient or advanced increased by 1,783 percent from 2006 to 2008, despite increases in NCLB benchmarks during the same period. ★ Attendance has averaged 95 percent for the past five school years (2004– 05 through 2008–09). ★ Disciplinary referrals decreased by 46 percent, from 401 in 2007–08 to 217 in 2008–09. ★ The number of fighting incidents decreased by over 81 percent, from 32 in 2007–08 to 6 in 2008–09. ★ The number of out-of school suspensions decreased by over 73 percent, from 98 in 2007–08 to 26 in 2008–09. ★ Spring 2008 CHARACTERplus surveys showed that an average of 81.58 percent of parents surveyed over the past two years believe that “their children are getting a well-rounded education and an excellent education.” Students as Activists All students, not just a select few, have a voice in the school. Chris, an eighth-grade student, tells how his older sister Tracy was having “a tough time” with a degenerative disease. “I asked the school if we could have a fundraiser,” he continues, “and they supported me.” Students have high praise for the Pony Pals program, a service-learning initiative that matches students from some advisory classes with second-grade students at Bayless Elementary School, located across the street. Junior high students visit their 2009 National Schools of Character: Bayless Junior High School 7 2009 Winners “buddies” throughout the year and help them both academically and socially. Opportunities for student autonomy have increased over 31 percent in the last year after a Characterplus survey identified it as a need. Another innovation is the studentled parent conferences, a strategy that was showcased at the Missouri School Board Association conference this year. Amazingly, parents of 99 percent of the students attended the September program, Days of Our Lives, at which students guided their parents through a typical day at Bayless. Focusing on the Future Just as an examination of data served to move character education in exciting new directions, so too does the Character Education Committee continue to look at data to plan its next steps. At the beginning of each school year, the principal sets up large graphs of data so the faculty can discuss and pinpoint areas for strategic planning. Tucker says this process helps the staff “to make data-driven decisions which impact our school climate and culture.” Equally strong is the commitment of Bayless Junior High to spreading the message. With 53 percent of its students receiving free or reduced-price lunch, and the school’s per-pupil expenditure ranked second lowest among the 22 school districts in the St. Louis area, Bayless has much to show other schools about positively influencing school culture on a shoe-string budget. Tucker, who has high praise for the Bayless students facilitate an exploration of shared values with regional business leaders. dedication of the Bayless faculty, points out that the school has the lowest teacher turnover in the district. Bayless Junior High has faced challenges that would overwhelm many schools, yet it has been able to convert these challenges into advantages and to do a remarkable job of educating its students to be self-reliant, responsible, and respectful citizens with a high regard for learning. In many ways Bayless Junior High is like the impressive bell tower that sits commandingly atop its building and watches over the district’s campus: The THE PRINCIPAL’S CORNER: Ronald J. Tucker WORDS OF WISDOM TO A NEWCOMER IN CHARACTER EDUCATION: As opposed to purchasing slick programs and prefabricated banners, attempt to keep your character education program as authentic as possible. Focus on relationships to build trust and a caring community. Little things can make a big difference when it comes to acknowledging the good things already occurring daily at your school. Review and make public the progress your program is making. Most importantly, don’t be afraid to provide your students with ownership. It is amazing what kids can accomplish when provided the opportunity to be responsible. 8 2009 National Schools of Character: Bayless Junior High School school’s vision always points upward, but never does it fail to look out for its diverse student body that manages to blend together as one family. ✪ REFERENCES CHARACTERplus. St. Louis, MO: Cooperating School Districts. Web site: www.characterplus.org. Hensley, M., W. Powell, S. Lamke, and S. Hartman. The Well-Managed Classroom, 2nd Edition. Boys Town, NE: Boys Town Press, 2007. Sanford N. McDonnell Leadership Academy in Character Education. CHARACTERplus. St. Louis, MO: Cooperating School Districts. Web site: www.characterplus.org. Sheltered Instruction Observational Protocol (SIOP). Glenview, IL: SIOP Institute. Web site: www.siopinstitute.net. FOR MORE INFORMATION Ronald J. Tucker, Principal Bayless Junior High School 4530 Weber Road St. Louis, MO 63123 Telephone: (314) 256-8690 E-mail: [email protected] Web site: www.baylessk12.org 2009 Winners Beverly Woods Elementary School Grades K–5 ★ Enrollment 808 ★ Charlotte, North Carolina ★ Public/Suburban ★ Charlotte–Mecklenburg Schools Working Together, Hand in Hand Never look down on someone unless you are helping them up. This inspirational message, which accompanies a student mural in this caring North Carolina school, epitomizes its approach to character. Students demonstrate strong academic achievement while consistently helping those in need, both inside and outside school. “K evin won a medal. Kevin won a medal.” When parent Liz Daniel heard her thirdgrade son Jake, a peer buddy, rush home breathlessly with the news that his friend had won a medal in the Special Olympics, she knew that Beverly Woods Elementary School was truly developing young people of character. A student’s willingness to help another and to take pride in that individual’s accomplishment is not unusual at this Charlotte–Mecklenburg school, the third in its district to gain NSOC status (after Cornelius, 2005, and McKee Road, 2006). Story after story reveals bonding between buddies in this inclusion model school. A peer buddy is a coveted role sought by general education students, and students with special needs thrive in regular classes with the help and friendship extended by their peer buddies (a 2008 Promising Practice). Monique, a fourth-grade peer buddy, says, “I feel real good, because it’s helping people that have problems, but it doesn’t seem like they have a problem.” Another peer buddy, third-grade student Jakob, sums up the experience: “It feels great to learn science and social studies with our EC [special needs] friends! It is great for A fourth grader and her teacher plant a tree on the Beverly Woods playground as part of an Earth Day assignment. them to be with us, so we can help them and they can learn new things. Sometimes they teach us new things!” Special education teacher Barbara Putnam is teary-eyed when she describes the support her students with disabilities receive when participating in the Special Olympics three times a year: “On the day of the competition, the other classes line the halls and cheer for the athletes as they board the buses. When we return to the school, the participants are again met with cheers as the classes line the halls to congratulate all the athletes.” Putnam adds, “Never have I been in a school in which the special needs children are embraced with such love and positive reinforcement.” Building Character through Relationships It is not just students with special needs that Beverly Woods nurtures; a spirit of caring extends to all—students, staff, and the wider community. Principal Caroline Horne gives a high priority to building relationships: “If you have the relationship piece, children will learn.” Student services specialist Kristen Danusis, who co-chairs the Character Education Committee, points out that an accent on relationships has helped the school’s character program to evolve from just “an add-on program” based on Steven Covey’s principles to “an initiative that defines who we are.” In addition to promoting North Carolina’s monthly character traits, Beverly Woods accents the “3 R’s”—respect, restraint, and responsibility—in its rituals, its curriculum, and its behavioral code. “Everyone is looking out for everyone else,” say staff members in describing the family atmosphere of Beverly Woods. Third-grade teacher Loretta Buck says, “To teach this [character education], you have to live it.” Principal intern Latoya Williams shares that she “felt so embraced, and respected as a person” from the moment she began work here. Many social opportunities exist for teachers to bond with one another, and diverse professional 2009 National Schools of Character: Beverly Woods Elementary School 9 2009 Winners offerings enable them to develop their craft. First-grade teacher Amanda Rose says that “teachers learn much from each other through Learning Walks.” This innovative strategy fosters collegial sharing as teachers are given release time to observe best practices in other classes and to discuss or implement techniques that have worked. The Proof Is in the Data How we know character education is working at Beverly Woods Elementary School: ★ Beverly Woods has met its State of North Carolina ABC goals and has been deemed a School of Distinction because 84.4 percent of its students met the state’s requirements for yearly growth or high growth in the 2008–09 school year. ★ The school’s Intervention Team achieved a 97 percent success rate in improving student achievement and correctly identifying students in need of special education, compared to the district’s success rate of 64 percent for its Intervention Teams. ★ Since the anti-bullying curriculum was introduced, disciplinary referrals have decreased by approximately 75 percent. ★ The results of a school-wide survey revealed that 100 percent of staff, 95 percent of parents, and 86 percent of fifth graders surveyed rated our school as “a safe environment.” ★ Out-of-school suspensions dropped by one-third from 2007–08 to 2008–09. ★ A 2008 student survey showed that 85 percent of fifth graders and 93 percent of fourth graders reported that other students at school have made them feel good about themselves. ★ The 2008 School Quality Review of the Charlotte–Mecklenburg Schools by Cambridge Educators, Inc. rated the school at the highest level in the areas of “Learning Environment” and “Involvement of Parents and the Community.” ★ Each year Beverly Woods has approximately 1,600 parent and community volunteers that come to assist with students’ learning. Horne, who has been a major force in the blossoming of the character initiative, says that diversity training begins in kindergarten in order for the school to foster an understanding and acceptance of others in its students at an early age. Beverly Woods makes many efforts to see that its students do not fail. Teachers passionately describe the school’s Save One Student (SOS) program, modeled after a similar effort in Virginia that is described by DuFour et al. in Whatever It Takes. SOS pairs struggling students with staff mentors who provide them with year-long academic, emotional, and social support. Fortunately, relationship building seems to come naturally for staff and students. Math facilitator Bill Maslin states, “We take for granted things we do naturally. It’s never in isolation. You’re teaching the whole child.” Shaping Students to Share the Vision Richard Avossa, an area superintendent for Charlotte–Mecklenburg Schools, says that character education is “the vision and the mission of this school.” Beverly Woods gives its students many tools to share that vision and practice that mission. Character building takes many forms at this school: direct instruction, class meetings, focus weeks, curricular connections, and service projects. Third-grade teacher Karen Teddy says that each teacher receives a binder with character lessons as well as a list of books that correlate with the traits. Volunteers from the Parent Connection receive training to teach lessons too, and the parent and the teacher often work together to strengthen a presentation. Teddy says they are alert to seizing “teachable moments,” because “life doesn’t go by a binder.” Character lesson topics include tattling, bullying, being a good friend, coping with divorce, and enhancing social skills. Class meetings serve as a way to air concerns and develop 10 2009 National Schools of Character: Beverly Woods Elementary School the student voice. For example, students in Loretta Buck’s third-grade class conclude their meeting with a reflection on what went well and what they would like to see happen differently. Specially focused weeks such as Stand Up to Bullies Week and Inclusion Week reinforce the school’s commitment to developing caring and tolerant citizens. Interviews with students indicate they have internalized this message. Miles, a third grader, says that “students care for each other,” and Edwin, another third grader, agrees that “kids are nice” and “friends stand up for each other.” When fourth-grade student Luke is asked what he would do if he saw bullying, he responds quickly, “I just get the courage and go up and tell them to stop bullying.” Character connections are strong, and teachers tie in values with literature or motivate students to design projects that express their concerns. For example, students in a third-grade class, guided by talent development teacher Marni Cartiff, contrast living in Charlotte with the tropical setting of the book The Great Kapok Tree, and students in Jay Menkin’s fourth-grade class make models depicting global warming. One of Menkin’s students, Harrison, who is engaged in taking energy surveys throughout the school, says, “People are seeing what we are doing in this school. Imagine what the whole world can do.” Changing the World through Service Harrison is right: The people of Charlotte are watching Beverly Woods closely, and parents and community are following the school’s lead in its commitment to serve those in need. Students have been involved in service projects that run the gamut from purchasing livestock for the poor through Heifer International to sending letters and supplies to the troops. Service is indeed learning at Beverly Woods, but 2009 Winners it is also fun. Students enjoy describing their favorite projects: Fifth grader Mary tells how her Girl Scout troop painted the mural about helping, and third grader Genna describes the steps in planting shade trees on Earth Day. To develop continuity and curricular connections in its service projects, the school has chosen to concentrate on two local charities: the Urban Ministry Center and A Child’s Place. Liz Clasen-Kelly, director of the Urban Ministry, which serves the needy in Charlotte, praises the work of the students in a year-long project of making sandwiches for the Ministry’s soup kitchen. Rose proudly points out that “first graders managed to make 700 sandwiches last year.” “Service is always tied to the curriculum,” says parent Alicia Gagnon, who has been an active force in many projects. Gagnon reports that representatives from A Child’s Place, which helps homeless families, visited the school before the first of three fundraisers. Not only did the representatives dispel the usual stereotypes associated with the homeless, but they also read relevant stories to the children and answered questions. Parent Jane Hoagland shares that “the kids are driving it [the fundraisers]. My kids are saving their own money.” THE PRINCIPAL’S CORNER: Caroline Horne WORDS OF WISDOM TO A NEWCOMER IN CHARACTER EDUCATION: Develop a long-range plan on how to implement the initiative. Begin with some key players in the school as well as parents and community members who are committed to and excited about character education. Their energy and success will be contagious. Don’t get bogged down by the few that are reluctant to get on board. At some point they will get on board, willing or not. Set realistic but clear expectations for staff members on the school’s commitment to character education. Serving as a Beacon to Other Schools In the five years that Beverly Woods has stepped up its character education initiative, Horne has seen consistently high academic success, positive safety and satisfaction ratings from all school stakeholders, a significant decrease in disciplinary referrals, and low teacher-turnover rates. Eager to spread the word that character education works, the Character Education Committee looks forward to its outreach as a National School of Character. The teachers, whom the 2008 Quarterly Review of Beverly Woods praises for showing “a tremendous commitment to the school and its students,” want to share some of the strategies that have made character education the foundation of all they do. As for the Beverly Woods students, they never sit idly by. They have demonstrated leadership by participating in the school’s Mini-Society (a 2007 Promising Practice) as peer buddies, student ambassadors, safety patrols, peer mediators, and service activists. Now that the passion to serve is in their blood, they undoubtedly will convert others to the cause. A visitor to this school will agree that Horne has chosen her welcoming words well: “I am honored to be principal of a school where genuine love for children, high expectations, and character building are a priority.” ✪ REFERENCES Covey, S. The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change. New York, NY: Simon and Schuster, 1989. DuFour, R., R. DuFour, R.Eaker, and G. Karhanek. Whatever It Takes: How Professional Learning Communities Respond When Kids Don’t Learn. Bloomington, IN: Solution Tree Press, 2004. FOR MORE INFORMATION Caroline Horne, Principal Beverly Woods Elementary School 6001 Quail Hollow Road Charlotte, NC 28210 Telephone: (980) 343-3627 E-mail: [email protected] Web site: pages.cms.k12.nc.us/beverlywoods Beverly Woods students with disabilities and their peer buddies prepare to perform at Bojangles Arena for the Special Olympics Opening Ceremony. 2009 National Schools of Character: Beverly Woods Elementary School 11 2009 Winners The Blake School Grades PreK–12 ★ Enrollment 1,389 ★ Hopkins, Minnesota ★ Private/Urban Challenging the Mind, Engaging the Heart A private co-educational institution that traces its roots to the early 20th century, this Minneapolis school prepares its students to become the leaders that our nation needs in the 21st century: knowledgeable, compassionate, committed, and courageous. “A fter a child’s immediate family, school can be the single greatest influence in helping shape a young life,” says head of school John Gulla, who has guided the journey of Minnesota’s Blake School for the past 11 years. Blake’s committed faculty makes certain that the school’s motto, Challenging the Mind, Engaging the Heart, remains uppermost in that journey. And its students and graduates readily agree that their Blake years have affected the way they view and approach life. Blake graduate Alex Peterson reflects on the school’s influence: “Blake gave me the courage to take risks. I feel I am able to realize my dreams because it taught me to work hard and to believe in myself.” Equally compelling are the words of another graduate, Captain Ford Peterson, who is now a Black Hawk pilot in Iraq: “Blake taught me about courage and love of learning.” Mary, a 12th grader, tells how service helped her to “learn about people who are different from us” and “live together in harmony.” The observation of sixth grader Maddie reveals that even a highly academic school can be a fount of practical wisdom: “Sometimes, you are just good at things. Sometimes, you have to really work at something. It is okay to be the best; but it is okay not to be the best.” Being the Best You Can Be Being the best you can be is another story, however. Parent Mary Wilkins Peterson, who has been active in the Blake community for 11 years, says she has witnessed the growth of her daughter “intellectually, socially, and emotionally” in a school that has shown her child “how to strive to be the best she can be in a wellbalanced environment.” Other parents agree, and marvel at the way the school fulfills its avowed goal “to help children become good thinkers, good people, and just global citizens.” Blake School has an unusual history that is steeped in character education. Although its roots go back to the early 1900s, when 12 2009 National Schools of Character: The Blake School the prestigious Northrop Collegiate School for girls and The Blake School for boys were established, the institution as it now exists did not come into being until 1972, when the two prestigious schools merged with the co-educational Highcroft Country Day School. Gulla mentions that building character was integral to “the mission” of all three schools, and Blake’s strong commitment to diversity today also has a historical basis. Very early on, the original Blake school created an endowment so that need-based financial aid could be given to students whose families could not otherwise afford the tuition. The headmaster at the time wrote that Blake was to be “not only for the wealthy but the worthy.” The school carries on that tradition today by annually awarding $4 million in financial aid to needy students. Drawing its student body from 56 Twin Cities communities, the school has three distinct campuses: Highcroft, in On Legacy Day, older students build relationships with younger ones that help bridge campus boundaries. 2009 Winners Wayzata (PreK–5); Blake, in Hopkins (PreK–5 and 6–8); and Northrop, in Minneapolis (9–12). However, the thread that runs through all three is an adherence to the four core values of respect, love of learning, integrity, and courage. Each campus structures its classes and activities to promote and support attainment of these virtues. Age-appropriate codes of conduct, based on the values, exist at each campus, with each level honing skills that students have been taught previously. For example, in the lower school, many teachers use the principles and practices of Responsive Classroom as well as the Second Step program to teach empathy skills, impulse control, anger management, and conflict resolution. Blake’s middle school program reinforces the work of the lower school with a wellness curriculum that includes social– emotional components and assemblies that accent equity and pluralism. Blake’s upper school offers a variety of classes—elective and core—that promote intentional discussion of moral issues, such as ethics, gender studies, comparative literature, and comparative religion. “At Blake, students are graced with opportunity and supported by learning to develop a meaningful place in the world,” observes parent Libby Hoops. In many cases, service to the community enhances class work. For example, students in the upper level course Read, Write and Do: A Call for Social Justice make their learning real by going out into the community and addressing a social issue discussed in class. Relying on Relationships Nan Peterson, director of service learning, says, “We believe relationships are the key to excellence in education—adult to adult, adult to child, and child to child.” Lower school administrator Ann Bellin calls Blake “a warm community in which everyone reaches out to each other” and says that “kids are at the center of all we do.” Interviews with students at all levels and at all campuses show that Blake is indeed a warm community. Kindergartner Grace says, “The teachers are smart and nice and kind and happy. They really like kids.” Grace also notes, “We think friendship is important at our school.” Third grader Colin enlarges on the friendship theme: “The kids almost always invite you to play at recess. They are nice and friendly and helpful if you fall down and get hurt.” Bullying and teasing are rare at all of the campuses. Twelfth grader Mary sums up the spirit that prevails at the school, in her description of Blake as a “supportive community where it is cool to be smart and kind.” Julie Vang, assistant lower school director, mentions that the buddy system, used at all levels, forges trusting relationships. The fifth graders meet often with their kindergarten buddies, and this pattern is replicated in the middle and upper schools. Vang says that this system of “benevolent support” eases transition tensions and builds cross-age friendships. Challenging the Mind, Engaging the Heart Curiosity, awe, fascination, the ache to know, to make sense of the world, to appreciate its beauties, subtleties, and complexities, to question, to create, and to connect—these are the habits of the mind that Blake aspires to cultivate in students. Gulla’s eloquent words describe Blake’s approach to learning, which provides students with challenges at every level. The school describes its curriculum as “an integrated program of academic, artistic, and athletic activities in preparation for college, lifelong learning, community service, and lives as responsible world citizens.” Blake has made service the focal point of its character program, often allying service to the curriculum at all levels. Fifth-grade teacher Kris Westberg says, “The school creates children who care for themselves, who care for each other, and who care for the local and global communities. We believe even the youngest child can make a difference.” A visitor to Blake’s pre-kindergarten class last year would readily see evidence of the validity of this belief. When the little ones heard from Nan Peterson that the students in Light of Hope School in Kenya needed socks, they The Proof Is in the Data How we know character education is working at The Blake School: ★ Five-year averages (2005–2009) of grade point averages (GPA) and college admissions test scores of Blake School graduates reveal stellar achievement: GPA, 3.26; SAT, 1290; ACT, 28. ★ 31 students in the class of 2009 received National Merit Recognition: ✓ 9 National Merit Semi-Finalists ✓ 16 National Merit Commended Students ✓ 3 National Hispanic Scholar Semi-Finalists ✓ 3 National Achievement Scholars ★ 27 students in the Class of 2009 were Advanced Placement Scholars: ✓ 16 AP Scholars (grades of 3 or higher on 3 or more AP exams) ✓ 4 AP Scholars with Honors (average grade of at least 3.25 on all APs taken and grades of 3 or higher on 4 or more AP exams) ✓ 7 AP Scholars with Distinction (average grade of at least 3.5 on all APs taken and grades of 3 or higher on 5 or more AP exams) ★ The 2008 Independent Schools Association of the Central States (ISACS) Accreditation Constituent Survey revealed high satisfaction of parents and students with Blake School: ✓ 91 percent of parents rated the school’s academic program as excellent/good. ✓ 97 percent of students said the school is supportive of academic achievement. ✓ 96 percent of students said that school spirit is evident. ✓ 96 percent of faculty members said the school is supportive of academic achievement. became activists. Not only did they locate Kenya on the globe, but they also collected socks, matched them, and sent them to their far-away friends, replete with drawings and words of introduction their teachers helped them to write. 2009 National Schools of Character: The Blake School 13 2009 Winners The drive to help others seems to grow as the students grow. Fourth graders at the Blake campus, under the guidance of librarian Elaine Hove, created three public service announcements that were shown at Monday morning meetings. Clearly, one of the most meaningful projects undertaken by the upper school students is LearningWorks. Selected juniors and seniors as well as college students serve as tutors and mentors to motivated, high-potential but under-served middle school students in the Minneapolis Public Schools. Scott Flemming, director of LearningWorks, praises the “commitment” of Blake students “to foster the success of a diverse group of young people.” Involving Parents and the Community Parents truly have a voice in this school. Not only are they involved in decision making, policy making, chairing of events, and volunteering, but they also carry out the school’s mission of building character. An event that shows the passion of the parents to carry out this mission is the annual Celebration of Community that honors the school’s commitment to diversity. Parents organize and run this much-awaited spring gala. Held in a large ice skating rink, the celebration showcases offerings in the culture and cuisine of Upper school students wrap holiday gifts for needy families in transitional housing during homeroom period. many countries and highlights the work of diverse community organizations. Parent and board member Asta Gersovitz praises events such as this, as well as “the broad stream of opportunities” that Blake gives the community “to explore, develop, strengthen, and share in discussions about both personal and community character.” Another tangible example of the way the entire Blake community bonds together is Legacy Day, traditionally held THE HEAD OF SCHOOL’S CORNER: John C. Gulla WORDS OF WISDOM TO A NEWCOMER IN CHARACTER EDUCATION: There once was a point in our recent educational past when smart, thoughtful people actually said that schools could provide “value-free education.” That is stunningly oxymoronic. One can no more provide a value-free education than one can compose a silent symphony. “Be courageous and do it for the children” is my advice. 14 2009 National Schools of Character: The Blake School in the football stadium of the Blake campus at the beginning of the school year. The opening convocation ceremonies connect students, staff, alumni, and parent volunteers and strengthen Blake’s commitment to lifelong learning. The three service-learning activities that follow accent “giving back to the community” as those present form multiage “legacy groups” to work on projects such as making fleece blankets for the needy or making sandwiches or packaging food for the hungry. Nan Peterson says that watching over 2,000 people working together on service activities is a heart-warming scene that makes her “proud to be part of the Blake family.” Service is so ingrained in the fabric of life at Blake that many of its alumni remain involved in service long after they have graduated or enter fields that make it a lifelong pursuit. Obviously, Blake has managed to produce graduates who have exhibited extraordinary academic success while still keeping their hearts open to care for those in need. When the head of school is asked for advice that could help other students develop these qualities, Gulla offers wise counsel: “Believe in yourself and care about others.” ✪ REFERENCES Responsive Classroom. Turners Falls, MA: Northeast Foundation for Children. Web site: www.responsiveclassroom.org. Second Step. Seattle, WA: Committee for Children. Web site: www.cfchildren.org. FOR MORE INFORMATION Nan Peterson, Director of Service Learning The Blake School 110 Blake Road South Hopkins, MN 55343 Telephone: (952) 988-3812 E-mail: [email protected] Web site: www.blakeschool.org. 2009 Winners Col. John Robinson School Grades K–2 ★ Enrollment 351 ★ Westford, Massachusetts ★ Public/Suburban ★ Westford Public Schools Spinning the Wheel for Peaceful Solutions When the little ones in this Massachusetts elementary school face a difficult social situation, they immediately go into action mode. Tears and fears seem to disappear as the students masterfully use the Solution Wheel and “I-Care” strategies to cope with problems that might baffle some adults. I f President Obama is looking for skilled diplomats, ones that keep their cool in potentially explosive situations, he would be wise to stop at Colonel John Robinson Elementary School, located in the affluent suburb of Westford, just northwest of Boston. Here he would see students systematically using a Solution Wheel to examine the nine options available to them when faced with a difficult situation. Although world leaders could learn a lesson or two from these polished arbitrators, such mentoring might be found wanting in at least one respect: The oldest student in this peace-loving school is just in second grade. The Solution Wheel, a conflict resolution strategy adapted by Robinson teachers and guidance counselors some 12 years ago from the Kelso program, has given invaluable skills to students for more than a decade. Parent Liz Berk, also a psychiatric social worker, is enthusiastic about its effectiveness, noting that she often employs “the same problem-solving skills” with her patients. Karen Henry, a secondgrade teacher, explains the rationale for the school’s emphasis on getting along with others: “We are very committed to having kids be successful socially and not just academically.” Principal Denise Arvidson states that the Solution Wheel is part of the Peace-ItTogether program, “a social competency and character education program that strives to develop a school community that is cooperative, caring, and respectful.” Over the years, the Peace-It-Together Committee, comprised of grade-level representatives, administrators, the School Advisory Council, parents, and specialists, has met at least monthly to move the character education program forward and monitor its progress. Through using a common language, “I-Care” Rules, and the Solution Wheel, students from kindergarten through second grade systematically learn and practice strategies that they will use in life. Arvidson points out that the program is “dynamic and constantly evolving,” and that her “incredibly dedicated staff” adds elements each year to complement the school’s mission to teach children to “CARE” (community, acceptance, responsibility, and excellence). Students are taught to use the Solution Wheel to resolve conflicts. Playing Well with Others Robinson is unusual in another respect: It is the only K–2 school in the Westford district that has a “unique openspace environment,” so that two to three classes are taught within a large “suite.” Arvidson reports that students “learn to focus better,” and actually “thrive” in this setting that fosters a strong kinship among students. Moreover, she says, “The unique open-space environment gives our students the opportunity to observe adults working collaboratively in a caring manner.” Parents, initially hesitant about this arrangement, now embrace it since the school has allayed their fears by welcoming their visits. Parent Jackie Welham explains, “The school staff began educating parents even before their children started school, and I even began using some of the Peace-It-Together strategies at home.” She adds, “I swear by 2009 National Schools of Character: Col. John Robinson School 15 2009 Winners The Proof Is in the Data How we know character education is working at Col. John Robinson School: ★ Second graders showed 52 percent growth on a post-test after Unit 1 of the Care to Read Program. ★ Robinson’s K–2 students do not take state-mandated Massachusetts Comprehensive Assessment System tests. However, data for 2008 from sister school Crisafulli Elementary indicate that when students who had attended Robinson took those tests in third grade at Crisafulli, they: ✓ ranked 10th in the state in English language arts; ✓ ranked ninth in the state in mathematics; ✓ met AYP goals for 2008, including all subgroups. ★ Discipline log entries showed a 41 percent reduction (108 infractions in 2006–07, and 63 in 2007–08). ★ 98 percent (127/129) of second graders surveyed in 2008 reported an appropriate strategy to use when faced with a conflict or personal challenge. ★ Teachers recognized students via 1,289 “I-Care” coupons in 2008–09. ★ The 127 parents, teachers, and support staff who responded to a 2007–08 school climate survey gave 95 percent of the survey questions (19/20) a positive average rating of 4.6 out of 5 (with 5 being strongly agree). the open classroom. I am so proud to say that my kids go to Robinson.” A visitor to the school readily sees the gains from the open structure. Connor, a pre-first grader, says, “You learn to work with others.” Annie, a first grader, comments that what she likes best about Robinson is that “everyone cares and helps each other out.” If students in this sun-filled school must learn to play well with others, so too must their teachers. The principal points out that “a willingness to cooperate” is of paramount importance in hiring new teachers, because they must “collaborate on a daily basis” and “learn to respect each other’s abilities and personalities.” Teachers say that this unusual physical set-up engenders an unusually high degree of camaraderie among staff. Kindergarten teacher Jean Haight, a 15-year veteran of Robinson, observes, “Everybody at our school is valued, and we support each other through good times and bad.” Second-grade teacher Bev Welsh, who has taught at the school for 24 years, says this collaborative spirit has enabled teachers to work together on many creative initiatives, such as planning for Peace-It-Together and Care to Read, a homegrown program that ties the core values to the curriculum. Inviting Parents and Community into the Play Group Parents also form an essential part of this superbly functioning “play group.” Second-grade teacher Amanda Siano, who has chosen to enroll her own children at Robinson although they reside in another district, states, “We have really worked hard to develop a caring community that makes everyone feel welcome.” Jen Bruskiewitz, parent of a kindergartner and a secondgrade student, observes that there is a carry-over of the core values into sports: “My son is on a hockey team with many other Robinson kids, and they really care for each other!” She also likes that “the values we work on at home are reinforced in the school.” Julie Erickson, parent of a first grader and the Parent Teacher Organization coordinator, echoes Bruskiewitz’s remark: “I have seen the kids take the learning at Robinson beyond the classroom.” She adds, “I would not move out of the school. If I went to buy another house, I would stay in this area.” “A good deal of thought goes into the parent workshops,” says Judy Culver, a member of the School Advisory Council and Robinson’s representative to the 16 2009 National Schools of Character: Col. John Robinson School district’s School Committee. Held twice a year, these workshops, planned and presented by administrators, guidance staff, and classroom teachers, cover a variety of topics, such as Keeping the Peace at Home or Whose Homework Is It Anyway? A consistent favorite is the Peace-ItTogether workshop, offered every other year, which provides parents with hands-on training in using the conflict resolution techniques that their children practice in school. The compassion projects, such as collecting food or warm clothing for the needy or helping senior citizens, also rely on parental and community support. A very active group of senior citizens finds enjoyment in volunteering at the school. Cyril Pipin, a senior citizen who volunteers approximately three times per week, captures the school’s caring spirit: “The staff is very welcoming and caring, and it [the feeling] passes along to the children. I also bring in my ukulele to sing Happy Birthday for the staff, and everyone joins in.” Observing Students Peace-It-Together A visit to the classroom, the playground, the cafeteria, or the halls of Robinson proves that Peace-It-Together is not just a theory; it is a program of action. Students have gone beyond learning the language of the Solution Wheel to pinpointing specifically which strategies they will use to solve a problem independently. Conversations with the children reveal a high degree of familiarity with the strategies. For example, Connor says, “I had a boy who was teasing me the first day of school, and I just ignored him, and it worked for me.” First grader Zara comments about an incident at home: “My 10-year-old brother likes to tell me what to do. I use the Solution Wheel and tell him to stop.” Isabel, a second grader, shares how she had to go through quite a few steps: “My friend Amber was making up a club. I wanted to do it with her. She was doing it by herself. I had to use the Solution Wheel in lots of ways. We had to talk it out. Then she 2009 Winners students surveyed in 2008 reported an appropriate strategy to use when faced with a conflict or personal challenge. A delegation of students, staff, and parents travels to the State House to receive recognition for their Massachusetts State School of Character award in 2008. had to apologize, and then we had to make a deal. I felt happy we could make a deal.” But the Peace-It-Together program goes beyond using the Solution Wheel; it also involves understanding the core values in terms of the curriculum. The Peace-ItTogether Committee, in response to a CEP suggestion after a 2007 site visit (Robinson was a 2007 NSOC Finalist), has written a curriculum, Care to Read, which ties the core values to the literature read in class. Lively discussions abound as the little ones wrestle with the different choices that the characters make—or even posit better solutions to the problems encountered in the stories. An equally innovative practice is the formation of the Recess Club, which provides all first-grade students with an opportunity to understand appropriate recess behaviors for their Peaceable Playground time. Students, uncertain about using some of the strategies on the Solution Wheel, gain confidence and practice as teachers listen to their questions and model appropriate behavior at regularly scheduled sessions. The strategy evidently works, because 98 percent of the second-grade THE PRINCIPAL’S CORNER: Moving Ahead as a Family Arvidson says, “Our staff members often state that they consider the members of our school community to be their second family. They have repeatedly shared how they truly enjoy coming to work because of the many positive relationships they experience.” Carrying on the tradition started some 12 years ago, the Peace-It-Together Committee will continue to watch how the students are doing and to elicit opinions from many sources in planning the next steps. Assistant principal Sharon Kennelly explains the secret of Robinson’s progress over the years: “Lots of consensus building.” As a 2008 Massachusetts State School of Character, Robinson has already gained experience in sharing its original character program by hosting groups of educators from New Zealand and Taiwan—and is readying the troops for additional outreach presentations. As for its student body, the little ones are still honing their remarkable problem-solving and conflict resolution skills. Perhaps they will receive a call from the White House to be little ambassadors of peace! ✪ REFERENCES Kelso’s Choice Conflict Management for Children. Winchester, OR: Kelso’s Choice. Web site: www. kelsoschoice.net. Mades, M. Helping, Not Hurting: Teaching the I-Care Rules through Literature. Miami, FL: Peace Education Foundation, 2002. Denise G. Arvidson WORDS OF WISDOM TO A NEWCOMER IN CHARACTER EDUCATION: Our program is successful because it is bigger than just one person. It started at the grassroots level with a few staff members several years ago. Many key members of the original group have come and gone, but the program lives on. It derives its sustenance from the synergy of the Social Competency Committee and their shared beliefs about what is important. As new members join the staff, outreach and training are essential to ensure the continuation of the program and sustain the common language and goals. Time for discussion and reflection are important elements in order to recognize strengths and select focus areas for growth. Celebrating success is key to keeping a program alive and vital. FOR MORE INFORMATION Denise G. Arvidson, Principal Col. John Robinson School 60 Concord Road Westford, MA 01886 Telephone: (978) 692-5586, ext. 10 E-mail: [email protected] Web site: rs.westfordk12.us 2009 National Schools of Character: Col. John Robinson School 17 2009 Winners Fox C-6 School District Grades PreK–12 ★ Enrollment 11,916 ★ Arnold, Missouri ★ Public/Suburban Inspiring Students to Do Their Best Uniting close to 12,000 students and 1,000 staff members into one caring family is no easy task. This district, the largest in Jefferson County, Missouri, has achieved that transformation. It also inspires its students to reach great academic heights in their character journey. “I ’m just a hometown gal, born and bred in Arnold, Missouri.” The effervescent superintendent of schools for the Fox C-6 district, Dr. Dianne Brown, who has served in this district for her entire career in education, cannot hide her love of her hometown. She continues, “Arnold is really a special place. We don’t just have a district of character here; we have a whole community of character. We even have a parade for character.” Brown, known as a passionate crusader for character, initiated a character program in 1999, the first year she served as an elementary school principal. But Brown’s passion for character education has a deeper, personal connection that dates back to her first year of teaching. Tim, one of her students, a transfer from the inner city, was shot as he alighted from the school bus. Tim’s brother, unaware that the gun he was pointing in jest was loaded, had killed him. “They never taught me how to handle this at college,” thought the young teacher as she prepared to help her students deal with the trauma. What awaited her, however, was yet another lesson. Tim’s classmates experienced shock, grief, fear—all the expected emotions—but an overriding emotion that had not been anticipated was guilt. Students tearfully shared how they had made fun of Tim’s lazy eye, and they realized that they could never take back their cruel words. Tim had come to his new school in search of a better life, and he was shunned because he was different. The incident made an indelible impression on Brown, who experienced regret that such cruelty had occurred under her watch, and she made a fierce determination that it would not happen again. As a teacher, she shared Tim’s story at the beginning of each school year, to stress the importance of kindness, acceptance, and gun safety. As a principal, she welcomed each grade level of students and again shared Tim’s story, this time as a prologue for presenting her vision of an ideal, caring school. Brown says, “I realized as a principal how many kids I could touch with character education. Then, once I became assistant superintendent, I realized the impact character education could have on an entire district … so the personal journey that started as a tragedy in 1990 has turned into a wonderful character initiative for an entire community.” 18 2009 National Schools of Character: Fox C-6 School District Creating a Wonderful Character Initiative Creating that “wonderful character initiative” was not magical; it required shared leadership, effective professional development, and thoughtful implementation. With 19 buildings and close to 12,000 students, Dr. Brown saw the necessity of listening to many voices when, as assistant superintendent in 2001, she sought to establish a district-wide character education program. The first step was forming a District Character Education Team, which included staff, parents, and community members. At an educational summit in the same year, 150 community members decided on 12 values deemed necessary to foster personal growth, good citizenship, and academic success. The character program of Fox C-6 School District was off to a running start. The past eight years have seen a blossoming of the initiative. Kristen Pelster, principal of Ridgewood Middle School (a 2006 NSOC) and a leader on the District Character Education Team, says that all schools have their own character committees which help them to address individual school concerns, but there is a great deal of sharing. “The walls have come down between buildings,” says Pelster. Fox Middle School principal Laura Gabler agrees that each school is “no longer an island.” The district makes certain each school has the time, the resources, and the training to succeed in its character mission. Twentyfive administrators have graduated from Dr. Marvin Berkowitz’s Leadership Academy for Character Education, which has shaped capable leaders with the facility to foster change. All 11 elementary schools have adapted the Caring School Community (CSC) model, with training given by Characterplus in nearby St. Louis, and the 2009 Winners close relationship with Characterplus has provided many professional opportunities for the staff. In addition to focusing on the monthly character traits, each building employs strategies that help students to understand, appreciate, and practice them. Class meetings and guidance activities in the elementary grades, social skill/character classes and student-led character councils in the middle schools, and school clubs and service-learning activities in the high schools are among the diverse strategies that have advanced character-building in the district. President Obama holds at a town meeting at Fox High School on April 29, 2009. Seeing How Kids Make the School “What I find special about our school are the kids. You can build a school anywhere and put the most expensive stuff in it, and it doesn’t make it a nice school. Things can be replaced, but I think it is the kids that make the school,” observes Nicole, a ninth grader at Fox High School. Nicole is not alone in describing the special caring found in fellow students; the same sentiment resonates in interviews at every level in the Fox C-6 district. Shane, a Fox Middle School eighth grader, says, “The kids at our school are like brothers and sisters. We talk to everyone and accept people for who they are, even if they are different than us.” And Dylon, a fourth grader at Fox Elementary, eagerly reels off a list of adjectives to describe his classmates: “Nice, friendly, respectful, honest, trustworthy, helpful, caring, fun, and cooperative.” A visit to some of the district’s schools reveals the student voice is indeed important. At class meetings in all of the elementary schools, students get their first taste of autonomy, and, as Seckman High School sophomore Jessica points out, “they have a say in how their school works” at every level. In the middle school, Character Councils train students to be leaders, who in turn present weekly character and teambuilding lessons to their peers. Through a host of clubs, organizations, and special drug awareness and conflict resolution programs, high school students have the chance to take on mature responsibilities. Service has also provided the students with the possibility of assuming the lead in addressing social, economic, or ecological issues. For example, Fox Middle teacher Eva Rudolph tells how a student’s “go green” recycling initiative in the cafeteria led to the district’s decision to replace all styrofoam trays with washable plastic ones. The official forum for the student voice is the annual Student Summit, at which representatives from each school gather to discuss issues and make plans. In essence, these students become the leaders in their individual buildings in implementing these initiatives. Some of the Summit topics that have merited district-wide focus are cyber safety, bullying and harassment, health and wellness, and school improvement. Caring Teachers = High-Performing Students Principal Liz Anderson, who first taught at Hamrick Elementary before returning to serve as principal, has seen “a great change in teacher attitude” since the introduction of character education. Gone are those words Kids can’t learn because…, and in their stead are Let’s find a way to make it happen for all children. The district’s data show a strong correlation between student performance and character education: Scores in the Missouri Assessment Program (MAP) have improved over the period from 2002 to 2008, and Fox C-6 has been honored as a Distinction of The Proof Is in the Data How we know character education is working in the Fox C-6 School District: ★ The state of Missouri has named Fox C-6 a Distinction in Performance district each year it has given the award (2001–02 through 2008–09). Only 29 out of 524 districts in the state have achieved this rating all eight years. ★ The graduation rate increased from 81.2 percent in 2002–03 to 90.6 percent in 2007–08. ★ Student scores in the Missouri Assessment Program (MAP) improved from 2002 to 2008: ✓ The percentage of students scoring proficient in communication arts increased from 39.8 percent in 2002 to 57 percent in 2008. ✓ The percentage of students scoring proficient in math increased from 27.9 percent in 2002 to 58.8 percent in 2008. ★ The district dropout rate decreased from 4.01 percent in 2001–02 to 1.57 percent in 2007–08. ★ The district attendance rate increased from 93.9 percent to 94.6 percent over the last five years. ★ The number of district OSS (out-ofschool suspensions) decreased from 1240 in 2004 to 237 in 2008, an 80.9 percent decrease in four years. Performance district in each of those years as well as in 2009. Students readily attest to the role that teachers play in motivating students. Rachel, a freshman at Seckman High School, says, “The entire faculty really cares about the students. We have a chance to be successful because the school gives us so many opportunities.” Sidney, an eighth grader at Fox Middle School, notes, “The teachers try to exemplify character in the school and be positive role models in each and every student’s life.” Courtney, an eighth grader at Ridgewood Middle School, gives 2009 National Schools of Character: Fox C-6 School District 19 2009 Winners valuable insight into the sense of family experienced in the district: “The teachers aren’t just teachers, they are friends; your friends aren’t just friends, they are family. It is where you want to do your best because you know you can.” Strengthening the Family Bond The Arnold community strengthens the bond that makes the district a family. In fact, the district’s Web site states: Our greatest resource is the people in the communities that Fox C-6 School District serves. Displaying that community support is the annual character education parade, in which colorful floats and marchers, representing all schools, along with the business and faith communities, celebrate a character theme. Arnold is a city that is justly proud of its school district and shows its support in many ways: The Fox C-6 Foundation funds teacher-proposed initiatives, the Community of Character Banner Project showcases the support of character by 150 businesses, and the Jim Chellew Service Awards Banquet honors outstanding service to the Fox School District. As eighth grader Heather from Ridgewood Middle School observes, “There All Fox elementary schools use the Caring School Community model, which includes regular buddy activities. is this bond between everyone here. It’s unbelievable.” Parents, welcomed to the schools as volunteers, tutors, speakers, and service helpers, feel that they are an integral part of their child’s school life. Parent Darrell Missey contrasts how different Fox is from his own experience, in which “only the good students were encouraged to excel while the marginal students were expected only to stay out of trouble.” Missey adds, “I sense that all of the students are encouraged to do their best and to be a meaningful part of a larger community.” THE SUPERINTENDENT’S CORNER: Dr. Dianne Brown WORDS OF WISDOM TO A NEWCOMER IN CHARACTER EDUCATION: The research and data prove that the overall school climate for learning increases greatly in schools that are totally immersed in character education. The data further show that there is a sharp decline in disruptive behaviors. Hence, learning can take place with fewer obstacles. In addition, the staff needs to realize that this is not just another program that is being added to their plate. It is part of the curriculum, not an addition. It should be embedded in all aspects of the day. Lastly, character education has allowed the Fox C-6 School District to meet the students’ needs for academic success. Our data prove that our achievement is impressive in Missouri. Of the 524 Missouri school districts, the Fox C-6 School District is one of only 29 districts that have received Missouri’s Distinction in Performance award for all eight years that it has been awarded. A fact worth noting is that of these 29 school districts, we have the lowest per-pupil expenditure. This proves that great teachers, coupled with students ready to learn— and guided by supportive parents—mean success for our students. This equation would not exist without character education. 20 2009 National Schools of Character: Fox C-6 School District A school’s failure to welcome and support a new student prompted Brown to embark on a mission to bring character to her district. Interviews with parents and students show the results of that mission. Parent Bob Caldwell, whose children had attended schools in three districts, remarks how the Fox teachers had a “unique ability” to give each of his four children “the security and self-respect” needed during the transition. “Perhaps the greatest experience that Joy and I had was at the end of each school day, when our children came home excited about their new school, their teachers, administrators, and friends.” Sydney, an eighth grader at Fox Middle School, gives the student viewpoint: “My school helped me realize how welcoming and heartwarming people can be when I moved here from Alabama. It taught me how to achieve great goals and work through hardships. I have never met better people.” The next time Brown relates Tim’s story, she might want to add a corollary— Sydney’s story. After all, it is clear proof of the power of character education. ✪ REFERENCES Caring School Community. Oakland, CA: Developmental Studies Center. Web site: www. devstu.org/csc. CHARACTERplus. St. Louis, MO: Cooperating School Districts. Web site: www.characterplus.org. Sanford N. McDonnell Leadership Academy in Character Education. CHARACTERplus. St. Louis, MO: Cooperating School Districts. Web site: www.characterplus.org. FOR MORE INFORMATION Kristen Pelster, Principal Ridgewood Middle School 1401 Ridgewood School Road Arnold, MO 63010 Telephone: (636) 282-1459, ext. 1703 E-mail: [email protected] Web site: www.fox.k12.mo.us 2009 Winners Greenfield Elementary School Grades PreK–5 ★ Enrollment 343 ★ Beverly Hills, Michigan ★ Public/Suburban ★ Birmingham Public Schools Working and Playing the Greenfield Way Ask any kindergartner in this sunny Michigan school what the Greenfield Way is, and the little one will quickly respond, “Respect, responsibility, and kindness.” Created collaboratively by teachers, parents, and students, the Greenfield Way has become the foundation for the way adults and children work and play together every day. A lthough Greenfield Elementary School is nestled in lovely, treelined Beverly Hills, an affluent suburb almost 15 miles from Detroit, it has a diverse population that represents 40 different cultural heritages. Wisely, the school has chosen to accent the individuality of each student in order to foster school unity, but it has also created a standard of accountability for all: the Greenfield Way. Third-grade teacher Denise Roberts comments on the way the school has built such a caring climate: “We embrace diversity; everyone is made to feel special.” Jazmyn, a fifth-grade student, adds a philosophical touch: “When you think about it, the Greenfield Way is really just life rules to always follow, no matter where you go.” Parent Eric Goldstein observes, “It’s a way of living. . . . Students learn to stand up respectfully to help others.” The school consistently applies the Greenfield Way with more than a sprinkle of ingenuity when it is faced with a new problem. For example, when a concern arose last year over the conduct of some “at-risk” boys, dynamic counselor Claudia St. Amour and reading specialist Shelly Potter took a proactive approach, using the Greenfield Way as a magnet to improve the behavior of these students. Their plan: Invite the upper elementary boys to launch a service group, the League of Extraordinary Gentlemen, and guide them in modeling exemplary moral behavior and civility. The plan, which enlisted the help of dads to serve as role models, worked. Fourth-grade student Charles, an active member of the group that met during lunch, declares that he “learned a lot” from the discussions on 50 Things Every Young Gentleman Should Know, and reports that everyone was “amazed” at the change in his behavior. Fellow League member Brandon, a fifth grader, adds, “It’s fun to learn skills to be a better person.” Learning Skills to Be a Better Person Indeed, having fun while learning skills to be a better person is at the heart of the Greenfield Way. When the Birmingham School District adopted character education as part of its strategic plan in 2001, Greenfield recognized it already had many elements in place. However, the Character Education Committee, then led by St. Amour and Lydia Moore, the preschool teacher for students with autism, began to explore how the school could unify its efforts. Using CEP’s Quality Standards as an assessment tool, the team decided it needed a rallying motto as a reminder of the school’s values of respect, responsibility, and kindness. After much discussion and consensus, the team agreed to use the Greenfield Way as the school’s benchmark. Six social skills—listening, greeting, joining in, giving compliments, sharing, and apologizing—would also be taught, reinforced, and assessed. “Our association with the Character Education Partnership is credited with making our school a very special place for children, staff, and parents,” says the principal, Don Tobe. Never content with the status quo, Greenfield is constantly refining its program and has learned much from CEP feedback. For example, in response to suggestions made by CEP after a site visit in 2008, when Greenfield was named an NSOC Finalist, the school has enlarged its character education team to include four sub-committees: Morning Meetings, Discipline Policy, Service Learning, and Character Integration. While Tobe is, without a doubt, the instructional leader at Greenfield, his style of shared and participatory management has created significant leadership roles for many staff members on these committees. Lindsay Stone, who currently co-chairs the character committee with St. Amour, sees shared leadership as the key to success: “It’s not a 2009 National Schools of Character: Greenfield Elementary School 21 2009 Winners The Proof Is in the Data How we know character education is working at Greenfield Elementary School: ★ Student scores for grades 3–5 in the 2008–09 Michigan Educational Assessment Program (MEAP) exceeded state averages by 10 percent or higher in reading, writing, and language arts, and for grade 5 by 12 percent in mathematics. ★ Greenfield received a composite score of “A” on the Michigan School Report Card in each of the school years 2004–05 through 2007–08 and met AYP goals in each of those years. ★ The number of students receiving tickets (for after-school detention) dropped from 65 in the entire 2007–08 school year to 6 in the period from September 2008 through February 2009, while suspensions dropped from 6 to 2. In March 2009, a revised discipline program that fosters student intrinsic motivation replaced the ticket system. ★ In 2008–09, all students in grades K–5 participated in year-long servicelearning projects that were student led, engaged parents and the community as partners, and provided every student with opportunities to reflect. ★ Sponsorship of 12 major school- and community-wide events engaged over 160 parent volunteers and involved over 1,200 students, staff, family, and community members. ★ The results of a 2009 survey of parents, staff, and students prepared by the Character Education Committee show: ✓ 100 percent of parental respondents feel that students, staff, and parents follow the Greenfield Way frequently or almost always. ✓ 100 percent of staff feel that the Greenfield Way is ingrained in our school culture. ✓ 100 percent of exiting fifth graders believe that fellow students frequently or almost always treat others with respect; forgive others; try to comfort those who are sad; and try to go beyond an apology and make amends. one-man show.” Teachers are empowered to make decisions, and, they in turn empower their students to do the same. Fifth grader Imani says, “The best part of Greenfield is the people inside it.” Students learn to get along with one another through morning meetings, grade-level meetings, and peer mediation. Instructional strategies of role-playing skits, problem solving, storytelling, and discussion reinforce the values. To counter bullying, teasing, and put-downs, the school teaches the appropriate language and provides tools to deal with unpleasant situations. Leo, another fifth grader, sums up the Greenfield approach: “There’s not really any bullying here. The teachers and Mr. Tobe teach us how to be nice. They don’t just tell us; they show us.” Appreciating Diversity and Practicing Differentiation With a school population that is 58 percent Caucasian, 33 percent AfricanAmerican, 3 percent Asian, 3 percent multiracial, and 1 percent Hispanic, Greenfield takes great pride in making certain no one is marginalized. Flags in the multi-purpose room pay tribute to the heritage of every student and staff member in the school. “This school opens its eyes and hearts to all types of children and disabilities. It is a school where children want to learn,” observes parent Ann Leslie. Empathy extends to everyone—fifth-grade buddies even give up their noon recess to work with the students with autism. Students readily accept those who are different from them and extend a helping hand to those with disabilities. Likewise, the staff and students welcome new students and make them part of the family. Justin, a fifth grader, recalls his experience as a transfer student: “I was nervous about coming to this school, but when I got here, I learned about the Greenfield Way, and everyone really does live that way.” It is not just students who benefit from the school’s emphasis on diversity and differentiation. Through the use of the professional learning community model 22 2009 National Schools of Character: Greenfield Elementary School Greenfield students express joy when given opportunities to help others. and on-going training in differentiated instruction, teachers learn and share best practices in education, always with an emphasis on listening to the student voice. Ingrid McIntyre, a Greenfield parent and professional social worker, notes, “Character education is alive here! Kids feel heard and listened to.” Calling All Students, Parents, Staff, and Community to Service “Every student in this school now knows the meaning of service learning,” says Tobe as he describes Greenfield’s year of service (in 2008–09) in which each grade chose and completed a project related to the curriculum. For example, third graders, electing to help students with special needs, interviewed children with disabilities, became pen pals, and organized fundraisers for a local charity that serves them. Parents were also enlisted for the cause, and every Greenfield family performed at least one act of service. A red-carpet gala in late April showcased the year of service as families, community members, teachers, and students gathered together to share, celebrate, and honor what they had done. A highlight of the event was the presence of 2009 Winners THE PRINCIPAL’S CORNER: Donald E. Tobe WORDS OF WISDOM TO A NEWCOMER IN CHARACTER EDUCATION: Follow and trust the Character Education Partnership process. The defining moments of our growth centered on our self-assessment and our embracing the Eleven Principles. I would highly recommend that any school that truly wants to implement a comprehensive character education program adhere to the Eleven Principles. This will guide a staff more significantly than any packaged program and will result in more effective changes in their building. on its laurels. St. Amour, who has taught at Greenfield for 22 years, says, “I have seen a shift in the hearts of our students.” The school will continue its outstanding work in opening the hearts and minds of its students as students and staff work and play together the Greenfield Way. ✪ REFERENCES Bridges, J., and B. Curtis. 50 Things Every Young Gentleman Should Know. Nashville, TN: Thomas Nelson, Inc., 2006. Character Education Partnership. Character Education Quality Standards: A Self-Assessment Tool for Schools and Districts. Washington, DC: CEP, 2008. very attentive but well-behaved paparazzi, a role assumed by members of the League of Extraordinary Gentlemen. Parents heartily endorse Greenfield’s emphasis on giving back to the community. Parent Curtis Willis points out the longrange gain in life: “Our children know they can make a difference.” Other parents, such as Cheryl Rivera and Laura Mahle, appreciate that the school is reinforcing “what we are teaching at home.” Another parent, Lisa Reeve, calls Greenfield “a parent’s dream,” because “the school and home are exactly on the same page,” and it shapes children “just the way we want them to grow up.” replacing negative discipline with positive reinforcement helps students to internalize the Greenfield Way. Now that Greenfield has joined the Winners’ circle, the Character Education Committee has decided its first outreach will be “sharing our growth with the other elementary schools in Birmingham,” in the hope that the Birmingham district will one day become a National District of Character. Extending its sphere of influence across the state, Greenfield is also busy with plans to participate in Michigan’s first statewide conference on character education. As for the home front, the track record shows that this is one school that never rests Facing Challenges and Planning Ahead Last year, in response to another CEP suggestion, Greenfield improved its character education program by revamping the discipline system and eliminating all extrinsic motivation. St. Amour admits it was a challenge: “We were doing things pretty well, but CEP suggested a better way to best practices.” Much research and many meetings took place before the old “ticket system” for discipline was eliminated and replaced with teams of staff members who meet with students and parents to discuss and solve problems and construct developmentally appropriate natural and logical consequences for inappropriate behavior. Such consequences include student reflection, retribution, apology, and service to the school. Although the faculty was initially skeptical, the results show that Greenfield fifth graders use the “Solve-It-Spot” to resolve conflicts. FOR MORE INFORMATION Claudia St. Amour, Elementary Counselor Greenfield Elementary School 31200 Fairfax Beverly Hills, MI 48025 Telephone: (248) 203-3217 E-mail: [email protected] Web site: www.birmingham.k12.mi.us/Schools/ Elementary/Greenfield 2009 National Schools of Character: Greenfield Elementary School 23 2009 Winners Long Elementary School Grades K–5 ★ Enrollment 366 ★ Crestwood, Missouri ★ Public/Suburban ★ Lindbergh School District Service Makes Us Shine In a character-building journey that has spanned two decades, this caring Missouri school has traveled on many paths. None, however, has brought as much satisfaction to its students as selflessly being of service to others. They truly practice their slogan: Service makes us shine. W hen Dr. Jim Simpson, superintendent of Lindbergh Public Schools (a 2008 National District of Character), was asked to describe Long Elementary School, his immediate response was, “A happy school.” A visitor to Long can quickly sense that Simpson was right on target, for students in this school, located in southern St. Louis County, just seem to radiate happiness. And a visitor cannot be in their presence for long before experiencing what seems like a rush of serotonin. Rosemary Quanti, the school’s lunchroom monitor, describes Long’s special appeal: “This school is like a piece of heaven.” Long did not become “like a piece of heaven” overnight; it is the result of a structured, dynamic, and everevolving character education program that first took root some 20 years ago, when Sandy McDonnell introduced the vision of character education into the community. Long, fortunate to be part of the Lindbergh School District, which has so enthusiastically supported teaching for character, embarked on a character journey that cultivated the district’s 12 character traits. The year 2003, however, became a turning point as the school embraced the Caring School Community Long fifth graders volunteer at their local Ronald McDonald House. (CSC) protocol. A character leadership team, which consisted of the principal, the guidance counselor, teachers, and parents, enrolled in rigorous CSC training, provided by Characterplus. The new emphasis on class meetings, cross-age buddies, home-side activities, and school-wide activities was just the tonic Long needed. Principal Brian McKenney, who assumed the reins in 2004, found himself very busy “catching up” in his first year and made certain that all professional 24 2009 National Schools of Character: Long Elementary School development focused on character education. McKenney says, “Looking back now, it is evident that our time was well spent. It gave us the direction we needed to become a truly caring school.” Showing Caring through “I-Care” Language “Students have a right to feel good about themselves when they come to school,” says Kim Maddock, counselor and co-chair of the Character Education Committee. In the classrooms, in the cafeteria, on the playground, and on the buses, Long students show that they indeed do “feel good about themselves” and strive to make others feel the same way. Teasing and bullying find no home here. Joe, a fifth grader, calls Long “a special place” in which “everybody knows everybody.” He adds, “We know how to show respect to everybody.” Stevie, another fifth grader, joins in: “The kids are very nice. They work hard to take care of the school and keep it a nice place to be.” Long has provided students with many tools that they use daily to make caring the very culture of the school. Friendship Circles help to ease tensions, and consistent practice of “I-Care” language serves to resolve conflicts. McKenney points out, “When a child doesn’t use the script, these are teachable moments for us. We ask the child, ‘What could you have done differently?’ or ‘How could you have said it differently?’” Parents are happy to report that “I-Care” expressions regularly find their way into the home too. Parent Mike Tsichlis, who chose Long after researching many private and parochial schools in the area, praises the school’s caring culture: “There 2009 Winners is mutual student-to-student respect. My child expresses more empathy toward others, and he uses ‘I-Care’ language.” Parents also purposely use “I-Care” language at meetings when they choose to present a dissenting view. “It works,” says parent Jackie Natsch. Caring through Class Meetings and Buddy Classes Second-grade teacher Peggy Robb says, “Five years ago, we took it [character education] to a different level, utilizing class meetings, buddies, home-side activities, the parents, student reflection, and student autonomy.” Class meetings, the staple of the Caring School Community approach, have served as the venue to discuss core values, bring up concerns, air potential problems, give compliments, and plan service projects. For example, a class meeting of thirdgrade students in Elizabeth Burns’s class centers on possible advice they will give to incoming third graders. Dominic says, “A third grader is truthful and honest,” and his peers nod maturely in agreement. Although discussion plays a pivotal role in class meetings, writing is important too. Students record daily in their PRIDE journals, reflecting on the topic of the day or on a particular character trait. By using self-assessment sheets for both academics and behavior, students also monitor their progress in understanding specific core values. Thirdgrade student Maria shares, “Goal setting is one of the big ones. We have so many goals.” Younger students are not afraid of older ones, because buddy classes serve to eliminate the fear factor and nurture strong relationships. “My sons look up to their buddies as if they’re rock stars,” says Christina Moss, PTA president-elect and mother of two sons who attend Long. “When they spot an older buddy in the supermarket or on the playing field, my sons get excited and wave proudly, ‘That’s my buddy.’” Third graders partner with kindergarten, fourth graders with first grade, and fifth graders with second grade. The cross-age buddy program not only matches Long students of different grade levels but also pairs Long students with those in the high school for working on curricular or service projects. Tying Character to the Curriculum “I am the biggest proponent of public school education,” says Moss, who, like fellow parent Tsichlis, was initially hesitant about sending her children to Long. In fact, her older son was already enrolled in a parochial school when she chose to make the switch. Intellectually precocious, he had been advanced to a first-grade class there, but the placement was emotionally disastrous for the boy, who was much younger and smaller than his classmates. Just a phone call to Long, and the situation was rectified. Both the principal and the counselor greeted Moss warmly and took her and her son on a tour of the school. He was placed in kindergarten, the appropriate spot for him, and, through the Balanced Literacy program and differentiated instruction, he was challenged to perform on a higher level. “The teachers here really understand the students and treat [them] as individuals,” adds Moss. Fifth-grade student Joe agrees: “The teachers are awesome! They truly care for you, and they understand your strengths and help you with your weaknesses.” The curriculum enhances the student commitment to the core values, in both subject matter and instructional approach. For example, third-grade students, in studying individuals who have demonstrated moral courage, discuss the ordeal of Ruby Bridges, the AfricanAmerican girl who was the first to integrate a school in New Orleans. Students write letters to Ruby, reflecting on her actions. Anais writes, “Dear Ruby, I think you were The Proof Is in the Data How we know character education is working at Long Elementary School: ★ The Missouri Department of Elementary and Secondary Education recognized Long as a Top Ten school in two recent years (2006, 2007), based on high student achievement on the Missouri Assessment Program (MAP) tests. ★ Attendance increased from 95.8 percent in 2003 to 96.85 percent in 2007. ★ Surveys show an increase in positive student responses in areas of altruistic behavior, from 63 percent in 2004 to 74 percent in 2007, and in trust of and respect for teachers, from 75 percent to 85 percent during the same period. ★ The 2008–09 guidance survey of third graders indicates that 100 percent feel they have the tools and strategies necessary to solve problems peacefully. ★ Disciplinary incidents, including fighting, decreased from 10 in 2004 to none in 2007, and incidents of disrespect decreased from 9 to 6. ★ The number of students qualifying for the President’s Volunteer Service Award increased from 36 in 2004–05 to 80 in 2007–08. ★ For four school years in a row (2004– 05 through 2007–08), 100 percent of parents participated in parent–teacher conferences. ★ CHARACTERplus certified Long’s Character Education Leadership Team in the Ten Essentials of the CHARACTERplus Process. courageous because you prayed for the people that hated you. That I think took a lot of courage.” In another vein, fourthgrade teacher Rhonda Garrison guides her students, who are working collaboratively, in researching famous Missourians and in creating PowerPoint presentations on their findings that they will later present. Kathy Bade, professional development director for the district, points out how Long teachers have frequently showcased 2009 National Schools of Character: Long Elementary School 25 2009 Winners their practices not just to Lindbergh staff but also to those of other districts. For example, Garrison presented a workshop on her work in integrating technology with character education to enhance student “voice and choice.” Suzanne Christopher, former Caring School Community coach, adds that Dr. Marvin Berkowitz, co-director of the Center for Character and Citizenship at the University of Missouri—St. Louis, chose Long as a model school to host representatives from schools in Germany because of its outstanding implementation of character education. Giving Service with a Smile “My mom works in the children’s hospital, so I thought it would be good to make angels for the sick children,” says fifth-grade student Bradley, who explains how he started the Wings of Hope service project. Bradley is not alone in initiating a service project to help others. In fact, service projects at Long reveal a high degree of creativity, empathy, and commitment. First-grade student Marcos, upon learning that wolves were an endangered species, collected towels for the Wolf Sanctuary “so when the wolves had babies, they could put them on the towels.” When first grader Erin observed that trees had to be cut down for new construction, her gift of persuasion resulted in a school-wide project to sell seeds and to plant new shade trees with the profits. Long’s annual action plan uses moral development as a goal, with students participating in acts of peace and servicelearning projects. This goal dovetails with the district’s mantra—A Heart to Serve, Hands to Help—that was launched on September 11, 2007, calling for community-wide involvement in service. Through classroom discussions, class meetings, curriculum connections, and even in-home discussions, students and THE PRINCIPAL’S CORNER: Brian McKenney WORDS OF WISDOM TO A NEWCOMER IN CHARACTER EDUCATION: It is important to realize that character education is not something to be added to an already crowded curriculum. Character education is not a program but a way of operating. A quality initiative transforms how we view ourselves, how we envision education generally, and how we approach our practice. There are numerous resources available to help schools begin the journey. I would advise educators to seek out these resources and to seek out success stories from other schools to share with colleagues. Such stories have inspired many to commit to improving schools and communities by building caring learning communities. 26 2009 National Schools of Character: Long Elementary School staff have discovered needs, brainstormed ideas, and developed projects to meet those needs, whether at school or at home, in the neighborhood or the larger community, or on a global level. Teachers are role models with their participation in service; it is not unusual to see them preparing and serving meals at the Ronald McDonald House or tutoring students at Angels’ Arms, a non-profit organization for foster children. McKenney points out that the number of students earning the President’s Volunteer Service Award has risen significantly—and, judging by the contagious enthusiasm for service, it will continue to increase. Long faculty members, ever ready to answer any call for duty, are poised to take their show on the road and share their best practices on the national, state, and local levels. Interestingly, when the staff was polled to decide on two words to describe their school, the words caring and community were chosen. Like the district leader, Dr. Simpson, the Long faculty seems to be right on target in choosing words to personify this happy school. ✪ REFERENCES Caring School Community. Oakland, CA: Developmental Studies Center. Web site: www. devstu.org/csc. CHARACTERplus. St. Louis, MO: Cooperating School Districts. Web site: www.characterplus.org. Sanford N. McDonnell Leadership Academy in Character Education. CHARACTERplus. St. Louis, MO: Cooperating School Districts. Web site: www.characterplus.org. FOR MORE INFORMATION Brian McKenney, Principal Long Elementary School 9021 Sappington Road Crestwood, MO 63126 Telephone: (314) 729-2400, ext. 5400 E-mail: [email protected] Web site: www.lindbergh.k12.mo.us 2009 Winners Milwaukee College Prep School Grades PreK–8 ★ Enrollment 485 ★ Milwaukee, Wisconsin ★ Public Charter/Urban Going Above and Beyond An unrelenting focus on academic achievement and character development is the driving force of this inner-city Milwaukee public charter school. Its African-American student body has transcended the racial achievement gap; their scores on Wisconsin’s state tests are on a par with or exceed the state-wide averages. F ind a random sampling of students, staff, and parents at Milwaukee College Prep School, an inner-city public charter school, and ask them to describe what makes their school so special. Odds are that you will hear the words above and beyond many times. Ronisha, a seventh grader, says, “Our school is special because it’s a home away from home. It’s a place where you can be yourself and not worry about gangs, violence, and other problems. Our academics are so much better than other schools. We always go above and beyond.” Linnaea Thomas, the elementary dean of students, notes, “The teachers here have a passion for their work, a real commitment. They always are willing to go above and beyond, to give 110 percent for the children.” Grandparent and school volunteer Andrea Reed says, “My grandson has taken his good character outside the school. This school focuses on caring, so the children go above and beyond.” The school’s philosophy of love and hard work, coupled with a college-bound curriculum, has helped its African-American student body erase—and, in some cases, even reverse—the racial achievement gap. Principal Robert Rauh, who has been at the helm since the school’s founding 12 years ago, emphasizes its mission: In partnership with parents, we provide a nurturing environment of high expectations and accountability that equips all students with the choice to determine their success in life. And the many awards that Milwaukee College Prep has won show that the students have indeed made the right choice. Selected as a Schools That Can model (2007) for its best practices, it has been named the Best Charter School in Wisconsin (2008) and the first Wisconsin State School of Character (2009). Rauh points out, “It is important to keep in perspective the setting in which Milwaukee College Prep’s success takes place. Statistically, our children (99 percent African-American, 66 percent from single-parent homes, and 75 percent low income) have a very slim chance of success.” Paving the Road to Success Milwaukee College Prep clearly does not leave its students’ “chance of success” to chance. Development director Maggie Broeren calls the framework upon which the school is built “a triangle of students, staff, and parents,” with each sharing responsibilities and nurturing. Broeren, like the rest of the staff, expresses a deep affection for this school, which she describes as “a unique experience in an urban Students walk to Milwaukee College Prep, their “home away from home.” environment.” She adds, “When students come here, they enter a different world, a world of peace, safety, high expectations, and goodness.” From the outset, Milwaukee College Prep, whose original founders, Ron and Micky Sadoff, still serve as officers on its Board of Directors, made character education a key to the different world they had envisioned for inner-city children. Originally, the character traits were based on character education books or Kwanzaa principles, but by consensus of staff and parents the school eventually adopted five consistent core values: trust, respect, 2009 National Schools of Character: Milwaukee College Prep School 27 2009 Winners excellence, courage, and knowledge. Known by the acronym TRECK, these values shape student ideals and behavior. Elementary students start off their day with an assembly, and middle schoolers begin with circle time. At both of these gatherings, designed to celebrate students The Proof Is in the Data How we know character education is working at Milwaukee College Prep School: ★ Scores of Milwaukee College Prep (MCP) students on the November 2008 Wisconsin Knowledge and Concepts Examinations (WKCE) are on a par with or exceed the state-wide averages (for comparison, WKCE 2007 scores for Milwaukee Public Schools (MPS) are given below in parentheses; 2008 scores were not yet available): ✓ In reading, 81 percent of MCP students scored proficient or above; the state-wide rate was 82 percent (MPS 59 percent). ✓ In language, 63 percent of MCP students scored proficient or above; the state-wide rate was 69 percent (MPS 44 percent). ✓ In mathematics, 80 percent of MCP students scored proficient or above; the state-wide rate was 77 percent (MPS 44 percent). ✓ In science, 67 percent of MCP students scored proficient or above; the state-wide rate was 74 percent (MPS 41 percent). ✓ In social studies, 89 percent of MCP students scored proficient or above; the state-wide rate was 85 percent (MPS 57 percent). ★ 88 percent of 2003 and 2004 MCP graduates finished high school, and 66 percent have gone on to higher education. By comparison, less than 38 percent of their peers in the city of Milwaukee graduated from high school, and only 5 percent of African-American adults in Milwaukee have a college degree. ★ A fall 2008 parent survey reveals that 96 percent of parents rate the performance of their children’s teachers as good or excellent. and their scholarly work, all students recite the memorized Declaration of Excellence. Poetry, proverbs, and quotations capture the meaning of the TRECK values, and students receive practice in making them a way of life through direct instruction and role playing. In the middle school, advisory classes develop the values in novel ways through proactivity lessons, which are teacher-designed and often student-led activities that teach character traits. Making a Positive Change in the World “The people I work with have common values, missions, and work ethic. They love children and want to make a positive change in the world,” says Jillian Omdahl, a middle school resource teacher and a leader in the Proactivity Design Team. The children follow their teachers in striving to be positive role models. Elementary students try to become Shining Scholars, who present either a character trait or a personal narrative about character at the morning assemblies. As North Star Navigators, students in grades 3–8 have the opportunity to develop leadership skills by serving as peer mediators or school tour guides. Students are also involved in O Ambassadors, a project of Oprah’s Angel Network that empowers young people to dream big and make a difference in the world. William Davis, the middle school dean and mathematics teacher, says, “I teach respect for self and for others. I try to lead them [the students] to believe that they are leaders, they will succeed, they will not fail.” Students receive inspiration from reading the stories in The Freedom Writers Diary of students who did make a difference by keeping their own diaries. The strong emphasis is on doing one’s best as a way of helping others to be their best. Third grader Trinity understands the message: “The teachers encourage me to do what I want to do, to be the best I can be.” 28 2009 National Schools of Character: Milwaukee College Prep School One School, One Mission: Middle schoolers are matched with elementary students for monthly learning activities. The words “College Prep” are not just adornments to add glitz to the name; they are intrinsic to the mission of this school, which opens admission to all Milwaukee children (preference, however, is given to siblings of Milwaukee College Prep students). The curriculum is academically rigorous, designed to prepare students for the most prestigious high schools. The Modern Curriculum Press reading series and phonics program and the Saxon Math program are complemented by the Accelerated Math and Accelerated Reader programs from Renaissance Learning. The staff consistently connects learning to life. Elementary curriculum director Kari Whalen says, “Because our students are so engaged in learning, this heads off many problems. There is a spirit in this school that we are all connected. Our teachers are passionate and committed.” Student successes are celebrated daily in assemblies and “shout-outs.” 2009 Winners Caring Teachers, Caring Children Principal Rauh notes, “We have a very strong school culture with a great deal of focused and on-task learning taking place, yet there is seldom a voice ever raised in our school building.” Students enthusiastically praise their teachers, for both their personal caring and their teaching abilities. Shaquille, an eighth grader, says, “The teachers are very helpful, and they will always stay late and help me understand school work whenever I need it. The teachers even help me with problems from home.” Sierra, a sixth grader, says, “The teachers are excited when they need to be, and strict when they need to be.” Cydney, a fourth grader, adds, “The teachers are nice, and they go the extra mile to make sure you know what you’re supposed to know.” Support by staff members does not end at the school door. Poignant stories abound about teachers who have driven students to and from events or taken students for haircuts—and, in one situation, even paid for a student’s orthodontic work. The school also provides the staff with professional growth opportunities and time for sharing and team building through book studies, refresher courses, seminars in differentiated instruction, and weekend retreats for veteran staff. Parents join their children in praise of the way the staff raises the aspirations of the students. Parent John Thomas says, “There is a synergy about this school because the school constantly reinforces that every student is a scholar.” Partnering with Parents and the Community Broeren says, “Parents are crucial to our students’ success. Before a child is admitted, we give parents a tour and explain their responsibilities, which are quite rigorous.” Parents must sign a pledge to get students to school on time, to strictly honor the uniform policy, to sign off on their homework, and to participate in mandatory conferences. In addition, parents help with goal setting, assemblies, classroom activities, and lunchroom duties. Tomeica Broske, a parent on the Parent Leadership Council, praises the school’s character building: “We eat, drink, and sleep character every day. We have a commitment to the kids; they are the priority.” Another parent, Arkerkshia Randall, has found personal growth through her work with the school. She says, “Milwaukee College Prep helps me build my character—makes me realize what my responsibilities are. This school has made me the parent that I am.” The Milwaukee community has also embraced the school, with many foundations and corporations providing funds and time. Through a $6 million capital campaign, the school was able to build additional classrooms as well as a new playground, computer lab, and science lab. Last year more than 70 community volunteers extended their help, working in classrooms and aiding in events. Barbara Rawling, a retired Milwaukee Public Schools teacher and volunteer, says that her experience at Milwaukee College Prep has taught her much about the relationship between high expectations and achievement: “It is so exciting being here. Students know exactly what the expectations are; they are motivated by intrinsic rewards.” Milwaukee College Prep plans a busy year in outreach as a National School of Character. Broeren says, “It [outreach] is built into our mission.” Since the school has served as a model of best practices, usually two or three dozen interns (including administrators) visit the school annually in search of effective strategies. Milwaukee College Prep showcased its program at the annual Wisconsin State School of Character Conference, in June, and is finalizing plans to mentor other schools, possibly in Illinois as well as Wisconsin. Both students and parents are confident that this amazing charter school has provided the blueprint for success. Shaquille announces confidently, “Years from now, I’ll tell my kids Milwaukee College Prep is the reason I’m a successful man.” ✪ REFERENCES Gruwell, E. The Freedom Writers Diary: How a Teacher and 150 Teens Used Writing to Change Themselves and the World Around Them. New York, NY: Broadway Books, 1999. Modern Curriculum Press. Lebanon, IN: Pearson Learning Group. Web site: www.pearsonschool.com. Renaissance Learning. Wisconsin Rapids, WI: Renaissance Learning, Inc. Web site: www.renlearn.com. Saxon Math. Austin, TX: Saxon Publishers. Web site: saxonpublishers.hmhco.com. FOR MORE INFORMATION Maggie Broeren, Development Director Milwaukee College Prep School 2449 North 36th Street Milwaukee, WI 53210 Telephone: (414) 445-8020, ext. 292 E-mail: [email protected] Web site: www.milwcollegeprep.com THE PRINCIPAL’S CORNER: Robert Rauh WORDS OF WISDOM TO A NEWCOMER IN CHARACTER EDUCATION: One of the keys to having a great character education program is having staff members who really embrace and model a values-based lifestyle. Character education is not something that can be taught; it has to be lived. The key is getting full buy-in from the staff. 2009 National Schools of Character: Milwaukee College Prep School 29 2009 Winners Westwood Elementary School Grades PreK–3 ★ Enrollment 735 ★ Friendswood, Texas ★ Public/Suburban ★ Friendswood Independent School District Dynamically Shaping Hearts and Minds for the Future The students in this friendly Texan school may be small in stature, but they are big in vision. Not only have they influenced the community of Friendswood to become crusaders for character, but they have also earned a reputation on Capitol Hill as a force for change. F riendswood, Texas, a peaceful city just south of Houston, is a perfect match for Westwood Elementary School. The community fondly recalls that back in 1987 it was a group of its concerned citizens who urged the Friendswood Independent School District to try a character initiative. Little did they know that this elementary school, whose oldest students are just in third grade, would become such a dynamic leader in the movement that it would inspire the community, the other district schools, and now the nation in its passionate commitment to caring for others. Barbara Gruener, a certified Character In a nurturing school environment, first graders give their mothers “Mommy Makeover” spa treatments for Mother’s Day. 30 2009 National Schools of Character: Westwood Elementary School Counts trainer and a leader in Westwood’s program since its inception, describes the extraordinary bond that has been created through projects that focus on caring: “It’s like a wave. It has rippled out, and now it connects us to each other.” The community has joined the little ones in countless humanitarian projects that run the gamut from knitting caps for newborn babies in developing countries to collecting diapers and baby supplies for a local pregnancy shelter. Parent Nancy Glaze, who has participated in many of these projects, says, “We have done several of these community-based drives with such great success that the residents of Friendswood seem to look at us as a service organization.” Principal Lynn Hobratschk observes that the six Character Counts pillars—respect, responsibility, citizenship, caring, fairness, and trustworthiness—have become “the core belief system in this community.” Superintendent of Schools Trish Hanks also points out the extraordinary influence of Westwood on the intermediate (grades 4–6), junior high (7–8), and high school (9–12) levels in affecting student behavior and school culture. Hanks adds, “The high school students know the pillars, the Rotary and Chamber [of Commerce] know the pillars, and they extend into the community. [Disciplinary] referrals have declined, and academics have grown stronger, and it all started at Westwood.” Looking at Ways to Go Deeper Keeping the character program “alive, fresh and appealing” remains a focus of the Character Crew, the school’s character education team. Although character building has been an integral part of school life for two decades, Westwood, a threetime NSOC Finalist (in 2007, 2008, and 2009 Winners their winning year, 2009), is always alert to strategies that will enhance its program and consistently implements CEP’s suggestions for growth. “We are constantly looking at ways to go deeper,” says Laura Rachita, a music teacher and current chair of Character Crew. The “rough” period that the school encountered from 1998 through 2003, a time of escalating discipline problems and declining standardized test scores, served as a catalyst for change. Following a retreat at the beginning of the 2003–04 school year, the faculty renewed its efforts to educate the whole child and to interweave character into all aspects of school life. Revitalizing the way the school practiced the Character Counts pillars was just the first step; recent years have also seen the introduction of two research-based programs that provide students with additional problem-solving tools: Capturing Kids’ Hearts and Kelso’s Choice. The faculty receives training in these programs, and the principal makes certain that all new hires are aware of Westwood’s philosophy of “capturing kids’ hearts before you work on their minds.” Assistant principal Lee Whitlock recalls how the principal stressed “character education as the cornerstone of Westwood life” in his job interview five years ago, and says he is “amazed” at the ways in which the staff serves as “excellent role models for children, both in school and through service projects.” The results clearly show that Westwood’s commitment to building character has reaped a fine harvest. Disciplinary referrals have dropped 65 percent from the 2003–04 level, and in each of the past eight years (since 2001–02), the school received an Exemplary rating from the Texas Education Agency, based on performance on the Texas Assessment of Knowledge and Skills (TAKS). Students describe the Westwood climate in more personal terms: Second grader Skylar says, “If someone gets hurt, somebody else would help them up.” Christian, another second grader, agrees: “We play, and we work things out at the Kelso Board when there’s a problem.” Mary, a third grader, depicts her classmates: “They care about one another, and they don’t bully each other. They follow the rules, and they listen to their teachers— and they respect everyone.” Valuing Westwood’s Students The mission statement of the school sets forth its philosophical framework: Westwood’s students are valued and valuable. Guided by core character principles, they are well-mannered, respectful citizens who possess a strong academic foundation which fuels a continual passion for learning. In addition to guidance lessons given by Gruener, students gain practice in living the pillars through diverse practices: curricular connections, morning meetings, employing common language, role playing, assuming leadership roles, and participating in a host of servicelearning projects. “Academic success is not a by-product of our character building; it is integral to the process,” says Whitlock. Hobratschk, a proponent of inclusion, says that mainstreaming students with special needs has spurred academic improvement and social development. Monthly Round Table meetings provide help to teachers with struggling students, and cross-age Book Buddies aid in enriching reading skills and fine-tuning social skills. Westwood uses many resources to help students who are experiencing academic difficulties. For example, the Principal’s Partners are adult volunteers who tutor students one-on-one, and the Peer Assistance and Leadership Program enlists the aid of Friendswood High School students, who build friendships and success through mentoring of Westwood children. Students are enthusiastic about the Westwood approach to learning. Second grader Thomas says, “They [teachers] want your best work, and they want you to learn a lot, but they’re really very kind.” Bailey, a third-grade transfer student, reflects, The Proof Is in the Data How we know character education is working at Westwood Elementary School: ★ Westwood received an Exemplary rating from the Texas Education Agency, the highest recognition level for schools based on their performance on the Texas Assessment of Knowledge and Skills (TAKS): ✓ The percentage of students with Commended Performance scores in math grew from 33 percent in 2002 to 56 percent in 2009; 96 percent of third graders passed the 2009 TAKS math test. ✓ The percentage of students with Commended Performance scores in reading grew from 46 percent in 2003 to 72 percent in 2009; for the sixth year in a row, 100 percent of students passed the TAKS reading test. ★ Attendance has improved, from 95.6 percent (2004) to 97.2 percent (2007), for which Westwood has achieved Gold Level recognition from the state of Texas. ★ Westwood received Gold Level recognition in reading and math achievement as well, thereby achieving gold performance in the only three areas for which K–3 elementary schools are eligible. ★ Disciplinary referrals dropped by 65 percent, from 417 referrals in 2003–04 to 145 in 2007–08, which is especially remarkable in view of the fact that Westwood serves as the district’s elementary PASS program school to serve students who suffer from an emotional disturbance. ★ The community participates actively at Westwood. On average, volunteers clock a total of 46.9 hours per day assisting on campus. ★ Spring 2008 school climate surveys of staff, parents, and students indicate a high rate of satisfaction with the school, its safety, and its positive impact on students’ lives. “The teachers are really nice…. At my old school math was hard for me, but this year I learned multiplication because my teacher was so caring.” It is easy to see why 99 percent of the students surveyed last year 2009 National Schools of Character: Westwood Elementary School 31 2009 Winners elderly people, which probably made them feel good inside.” The unusual bond between school and community emerged last year when third graders in Deanna Ellisor’s class decided to create a book about their school through the In Our Global Village service-learning project, a collaborative international exchange between schools. As the students brainstormed items they wanted to include, they realized they could not tell the Westwood story without including its special relationship to the Friendswood community, so the young authors showcased that special connection in the presentation. Second graders conclude a book-writing unit by inviting their families in for a book signing. agreed with the statement The teachers here really care about me. Westwood Students Valuing Others “We do good deeds not for the rewards but to have a better life,” says third grader Julia in describing the school’s emphasis on developing a lifelong habit of giving back to the community. Students have visited nursing homes, knitted afghans for the needy, organized food drives, written letters to soldiers, performed at holiday concerts, and aided hurricane victims—and that’s only a partial list of the many caring projects in which these little ones have been involved. What is equally remarkable is that the parents and community have followed their lead and joined in the projects. The students are well aware of the double benefit of giving: to both the giver and the recipient. Third grader Kylie muses: “Instead of just knitting for yourself, we have a Knitting Club where you knit for other people, and that makes me feel good inside. In choir, we sing together as a group and learn responsibility, and we sang for the Dynamically Shaping Hearts and Minds for the Future Westwood’s big heart has garnered national attention, and the school received an invitation to the White House for its service to others. In 2007, the school’s thirdgrade knitters were honored because, in partnership with Save the Children, they had rallied the community to knit over 300 caps for newborns in developing countries. The children received praise for working so hard to help “babies they will never meet.” In 2009, Capitol Hill lauded their efforts as well, but this time, in addition to sending 650 caps, the Westwood honorees also became advocates, requesting an increased budgetary allotment for newborn health. By molding the little ones to be tolerant, caring citizens with an ingrained commitment to society, Westwood is making an investment in our nation’s future. A visitor to this friendly Texan school last December would have seen very tangible proof of the success of its mission: High-minded students in Carolyn Poole’s second-grade class had voted to forego their holiday party in order to stuff Christmas stockings for the needy. Their demonstration of selfless caring is proof that Westwood’s vision, Dynamically Shaping Hearts and Minds for the Future, is not just a catchy slogan. Moreover, as principal Hobratschk points out, it is “the best description of the school.” ✪ REFERENCES Capturing Kids’ Hearts. College Station, TX: The Flippen Group. Web site: www. capturingkidshearts.com/education/ckh.html. CHARACTER COUNTS! Los Angeles, CA: Josephson Institute Center for Youth Ethics. Web site: www.charactercounts.org. In Our Global Village. Providence, RI: What Kids Can Do, Inc. Web site: www.inourvillage. whatkidscando.org/global_village_project.html. Kelso’s Choice Conflict Management for Children. Winchester, OR: Kelso’s Choice. Web site: www. kelsoschoice.net. FOR MORE INFORMATION Barbara S. Gruener, Guidance Counselor Westwood Elementary School 506 West Edgewood Friendswood, TX 77546 Telephone: (281) 482-3341 E-mail: [email protected] Web site: www.fisdk12.net/ww/ww.html THE PRINCIPAL’S CORNER: Lynn Hobratschk WORDS OF WISDOM TO A NEWCOMER IN CHARACTER EDUCATION: First, develop a committee of “believers” who will help drive the initiative and become the first-step explorers, able to then testify to the value of making positive changes that will benefit the students and campus alike. Name the core values and create a unified theme and mission. Next, ensure training for all staff, and provide the necessary resources to be successful. Remember that it takes time to build a program. Hire purposefully. Heap encouragement on those who are stepping out, and establish expectations for all. Celebrate success! 32 2009 National Schools of Character: Westwood Elementary School 2009 Finalists 2009 National Finalists National Finalists are schools and districts selected by CEP evaluators on the basis of their strong written applications. In 2009, CEP chose 27 National Finalists for site visits by two-person teams. After considering the written applications and site-visit reports, a Blue Ribbon Panel of experts selected this year’s 10 Winners from the outstanding pool of National Finalists. As all 27 of them have clear strengths and inspiring stories of the impact of character education on their school communities, this selection was no easy task. Read more about the remaining 17 National Finalists on the pages that follow. Honorable Mention The following 28 schools were accorded National Honorable Mention in 2009 based on the quality of their written NSOC applications. Alpine Elementary School, Alpine, UT Amelia County Elementary School, Amelia Court House, VA Arundel High School, Gambrills, MD Barth Elementary School, Romulus, MI Berkeley Elementary School, Moncks Corner, SC Blythewood Middle School, Blythewood, SC Bowles Elementary School, Fenton, MO Ashland High School Grades 9–12 ★ Ashland, Ohio ★ Public/Rural ★ Ashland City School District Cimino Elementary School, Valrico, FL Endeavour Elementary Magnet School of Technology, Cocoa, FL Fox Middle School, Arnold, MO Franklin Elementary School, Belleville, IL C haracterized by a warm, welcoming atmosphere, Ashland High School has created a caring community where students do the right thing and care about one another and their community. Through a commitment to the “Three R’s”— respect, responsibility, and readiness—and the implementation of the Ohio Integrated Systems Model, a precursor to Response to Intervention (RTI) promoted by the Ohio Department of Education through a Many times academics are secondary to other factors affecting our students. If these can be addressed, then students can be freed to concentrate more of their attention on the academic piece of their school day. —Robert Lake, Principal federal grant, the school has fostered caring relationships among students and staff, resulting in improved student behavior. From 1995 to 2008, for example, out-of-school suspensions dropped from over 150 per year to around 20 per year. Effective programs such as Lunch Bunch, Breakfast Club, and Freshmen Orientation help build these caring relationships, as does the school’s signature homeroom program. Students stay with the same homeroom teacher throughout Lawrence Intermediate School, Lawrenceville, NJ Lawrenceville Elementary School, Lawrenceville, NJ Lewis and Clark Elementary School, Wood River, IL Liberty Corner School, Liberty Corner, NJ Mark Twain Elementary School, Brentwood, MO Mountainside Middle School, Colbert, WA Nike Elementary School, Catawissa, MO Northfield Middle School, Northfield, NJ Ocean City Elementary School, Ocean City, MD Pierce Elementary School, Birmingham, MI At Ashland, teens openly share their talents and passions. Prairie Elementary School, Sacramento, CA Sarasota Middle School, Sarasota, FL their four years at Ashland, building strong relationships through carefully planned lessons and open discussions of relevant ethical issues. Students in Ashland’s media class create videos that target issues such as bullying, offering opportunities for students—and sometimes even parents and community members—to consider current moral issues from a student perspective. ✪ Somerset Elementary School, Bellevue, WA Tinicum Elementary School, Pipersville, PA Uthoff Valley Elementary School, Fenton, MO West Maple Elementary School, Bloomfield Hills, MI Winter Park Elementary School, Wilmington, NC FOR MORE INFORMATION Carol Oberholtzer, Math Department Chair Ashland High School 1440 King Road Ashland, OH 44805 Telephone: (419) 289-7968 E-mail: [email protected] Web site: www.ashlandcityschools.org 2009 National Schools of Character 33 2009 Finalists Aventura City of Excellence School (ACES) Grades K–8 ★ Aventura, Florida ★ Public Municipal Charter/Suburban ★ Miami–Dade County Public Schools A ventura City of Excellence School (ACES) opened in 2003 as the first municipally sponsored charter school in Miami–Dade County. The City of Aventura, Florida, founded the school with a vision of combining a rigorous academic curriculum with a “whole child” approach to character education. As a foundation ACES middle school students create “green” projects for display on Arbor Day. for linking the school’s vision with the curriculum, ACES emphasizes the 12 core values of the Living Values Education Program. Evidence that the school has been successful in implementing its vision is the consistent “A” rating it receives from the Florida Department of Education and its recognition at both the state and national levels for character education. Academically, ACES repeatedly outperforms schools with similar demographics in both its state and district. Success is also recognized by the many Aventura parents who put their children on the long waiting list for enrollment. Since the school’s inception, parent and community involvement has been seen as fundamental, and thus all parents are asked to volunteer 20 hours per year. The school helps link both parents and students to service opportunities. The ACES Community Care Outreach Program involves the entire student body in student-directed service-learning projects within the community. ✪ REFERENCE Living Values Education Program. Haines Falls, NY: LVEP, Inc. Web site: www. livingvalueseducation.org. FOR MORE INFORMATION Leslie Loewenthal, Special Projects/ Events Coordinator Aventura City of Excellence School 3333 NE 188th Street Aventura, FL 33180 Telephone: (305) 466-1499 E-mail: [email protected] Web site: www.aventuracharter.org Bayless Elementary School Grades PreK–2 ★ St. Louis, Missouri Public/Suburban ★ Bayless School District B ayless Elementary is a school filled with high-energy teachers committed to meeting the needs of their diverse population. The staff is eager to share their passion for the school’s mission, and their intense focus on character education has yielded impressive results. An obvious commitment on the part of the staff to the outward appearance of the older school building turns out to be reflective of a deeper commitment to programmatic quality at Bayless, which is especially notable given that the school has one of the lowest per-pupil “Character education is school reform. It is a great investment. Create time for staff development and professional learning communities. Allow staff to create initiatives and take small steps. This will create buy-in.” —Gina Siebe, Principal 34 2009 National Schools of Character Students make Thanksgiving table centerpieces and deliver them to a local nursing home. funding levels in St. Louis County. Despite this, Bayless students have made dramatic gains in reading that the principal attributes to the school’s character education efforts. The number of students reading at or above grade level has steadily increased, from 81 percent in 2005–06 to 93 percent in 2008– 09. These data are even more impressive when one considers that the Bayless population includes 41.5 percent language minorities. There are over 17 different languages spoken at Bayless Elementary. This diversity is seen by teachers and students as a positive resource. Indeed, one is unlikely to hear the word “tolerate” used. Rather, teachers and students readily describe ways in which they “celebrate” the cultural diversity within their ranks. ✪ FOR MORE INFORMATION Gina Siebe, Principal Bayless Elementary School 4531 Weber Road St. Louis, MO 63123 Telephone: (314) 256-8620 E-mail: [email protected] Web site: www.baylessk12.org 2009 Finalists Beverly Elementary School Grades K–5 ★ Beverly Hills, Michigan ★ Public/Suburban ★ Birmingham Public Schools B everly Elementary is described by many in its community as their home away from home—a caring community where a sense of family prevails. Students at Beverly know their teachers care about them. They learn through the example set by their teachers as well as a multitude of programs on how to care for one another. Beverly Bobcat Bully Busters One notable example is the Beverly LINKS program, a peer-to-peer support program in which general education students interact with students with special needs (including autism until recently, when the program was moved) to help model appropriate social skills. Students at Beverly learn conflict resolution and peer mediation as well, in order to prevent bullying and solve student conflicts. Older students view themselves as role models for the younger ones and take their responsibilities as playground “Bully Busters,” reading buddies, safety patrols, student council members, and classroom aides seriously. Beverly students, staff, and parents also demonstrate caring outside of their school in many ways. Since 2003, they have worked to reduce their negative impact on the environment. As a result, Beverly is the first school in Michigan Look for what you already do, and pay attention to the difference it has made in your school. You will be energized to do even more! Start small and build up, but get EVERYONE on board. —Jennifer Martella, Principal to become a “Green School.” Supportive Beverly parents help coordinate the activities for this effort, including taking turns walking children to school on the “walking school bus” rather than driving them. ✪ FOR MORE INFORMATION Sheryl Davenport, Counselor Beverly Elementary School 18305 Beverly Road Beverly Hills, MI 48025 Telephone: (248) 203-3150 E-mail: [email protected] Web site: www.birmingham.k12.mi.us/Schools/ Elementary/Beverly Brigantine Elementary School Grades PreK–4 ★ Brigantine, New Jersey ★ Public/Suburban ★ Brigantine Public Schools L ocated just north of and “over the bridge” from Atlantic City, Brigantine Elementary School has garnered numerous county, state, and national awards over the past 17 years. During this same period, the school has experienced declining enrollment due to rising housing prices as well as dramatic demographic changes that have had a significant impact. The school’s population is now quite diverse economically and ethnically, with 16 percent of the students having a first language which is not English, 40 percent from economically Character and academics are inseparable. Collegiality, the relationship of staff with each other, has more to do with the quality and character of a school and with student achievement than any other factor. —Donald A. Marrandino, Principal disadvantaged homes, and a mobility rate close to 17 percent. In response to low staff morale, student behavioral problems, and poor test scores, 200 members of the community came together to create a strategic plan that placed a heavy emphasis on developing a kinder community and character development through valuescentered classrooms, the school’s signature Kindness is Contagious program, a multicultural approach to arts education, a revamped physical fitness program, and the addition of a student council. The result was the creation of a tolerant, respectful, academically successful, and caring school community—selected four times as The Kindest School in New Jersey and recipient of the 2006 Boyer Center Award for the Best Practice in Character Education in the nation. ✪ Brigantine Student Council FOR MORE INFORMATION Donald A. Marrandino, Principal Brigantine Elementary School 301 East Evans Boulevard Brigantine, NJ 08203 Telephone: (609) 264-9501 E-mail: [email protected] Web site: www.brigantine.atlnet.org 2009 National Schools of Character 35 2009 Finalists First Philadelphia Charter School for Literacy Grades PreK–8 ★ Philadelphia, Pennsylvania ★ Public Charter/Urban I n an urban neighborhood in northeastern Philadelphia stands the gleaming modern building that houses First Philadelphia Charter School for Literacy, known as “First Philly.” School founders transformed an empty warehouse into a state-of-the-art facility for over 750 students that serves as a safe and caring home where an energetic staff nurtures and inspires children from 31 different Philadelphia neighborhoods each day. Making good choices, caring for others, and taking responsibility for one’s learning Investigate various character education programs. Encourage teachers to contribute to this effort. Select a character education program that matches the focus, mission, and goals of your school. —Stacey Cruise, Executive Director Buddy classes hold regular class meetings at First Philly. are the mainstays of the school’s successful program. Clear proof of success in promoting literacy is the remarkable performance of the seventh graders on the 2008 Pennsylvania standardized assessments: 79 percent of the white students, 81 percent of the AfricanAmerican students, and 58 percent of the Latino students scored proficient or above, surpassing the state averages of 70, 48, and 48 percent, respectively. The school uses Bloom’s Taxonomy to spur higher-order thinking and even evaluates students in each of the categories on their report cards. When asked what it is that teachers do to ensure that the school meets AYP goals each year, the students are quick to respond, “They make learning fun in class” and “They’ll stay after school to help you personally.” ✪ FOR MORE INFORMATION Stacey Cruise, Executive Director, First Philadelphia Paradigm First Philadelphia Charter School for Literacy 4300 Tacony Street Philadelphia, PA 19124 Telephone: (215) 743-3100 E-mail: [email protected] Web site: www.firstphiladelphiacharter.org Fuguitt Elementary School Grades PreK–5 ★ Largo, Florida ★ Public/Urban ★ Pinellas County Schools O nce called the “best kept secret” in Pinellas County (a 2007 National District of Character), Fuguitt Elementary later experienced a period when the school’s reputation declined. However, Fuguitt is known once again for outstanding academic results coupled with a warm, inviting culture. The administrative team believes Patriotism and pride are central at Fuguitt. 36 2009 National Schools of Character As educators, we model what we teach to our students. Before we can expect our students to display the core values that we promote, the school staff must practice and model these values with one another daily. —Michael Moss, Principal that character education is an important ingredient to the success the school has achieved and places special emphasis on positive relationship-building. The 86 student “character coaches” of Fuguitt’s Bully Free Club, for example, mentor fellow students and promote character education across the school. Each month the guidance counselor transforms herself into Miss Manners, holding tea parties with classes while teaching etiquette, discussing the book of the month, and reinforcing the school’s core values. Another key aspect of the school’s success is CHAMPS, a positive, proactive behavioral approach to discipline that creates uniform school-wide expectations in all aspects of the school. Implemented gradually with input from all, including students and support staff, the program teaches students the skills and behaviors necessary for success and creates a common language. Today a rich variety of family events bring parents to the school, and 30 business partners contribute services and time to a school whose success can no longer be called a secret. ✪ FOR MORE INFORMATION Michael Moss, Principal Fuguitt Elementary School 13010 101st Street Largo, FL 33773 Telephone: (727) 588-3576 E-mail: [email protected] Web site: www.fuguitt-es.pinellas.k12.fl.us 2009 Finalists Hamilton Township School District Grades PreK–12 ★ Hamilton, New Jersey ★ Public/Suburban L ocated midway between New York City and Philadelphia, Hamilton Township School District is comprised of 24 schools (3 high schools, 3 middle schools, 17 elementary schools, and 1 school for special education students) and an alternative high school program. The largest employer in New Jersey’s Mercer County, Hamilton has been educating the community’s children for over 100 years. The district’s character initiative began in 1990, when one of its elementary schools, Kuser, adopted the goal of achieving harmonious respectful relationships among all groups within the school community in response to a rise in minor disciplinary referrals. From one school’s focus on respect grew a systemwide focus, not only on respect but also on profound caring among all members of the school community, and ultimately the adoption of all six Character Counts pillars as the district’s core values. Twenty years later, this initiative has spread throughout the district and is now impacting the greater community through business and government replication of components such as the Fish Philosophy, which stresses the importance of a positive attitude. Recognized as a New Jersey District of Character in 2007, 2008, and 2009, Hamilton Township was also selected as a National District of Character Finalist in 2008. ✪ Students help prepare meals at the Ronald McDonald House. FOR MORE INFORMATION CHARACTER COUNTS! Los Angeles, CA: Josephson Institute Center for Youth Ethics. Web site: www.charactercounts.org. Dr. Lois Braender, Assistant Superintendent of Instructional Services Hamilton Township School District 90 Park Avenue Hamilton, NJ 08690 The FISH! Philosophy. Burnsville, MN: ChartHouse Learning. Web site: www. charthouse.com. Telephone: (609) 631-4100 E-mail: [email protected] Web site: www.hamilton.k12.nj.us REFERENCES Kehrs Mill Elementary School Grades K–5 ★ Chesterfield, Missouri ★ Public/Suburban ★ Rockwood School District A t Kehrs Mill, collaboration is a key element modeled by all, as teachers, parents, and administrators share responsibility in the learning process. The result is a caring school community known for high test scores and high parental involvement. Yet the school continuously examines data and encourages reflection in order to find ways to improve. Not only does the school meet any challenges head on; it also reaches out to the community and models leadership by participating in Use data to make good decisions, and then focus on only one or two goals for implementation during the initial years. Share your results with the entire school community, and celebrate your successes. —Margaret Lucero, Principal daily class meetings and buddy activities into their lessons and activities. They also connect service projects to the curriculum and model the school’s core values in their interactions with students and with one another. Students report having a say in their lessons and are enthusiastic about learning. ✪ REFERENCE Kindergartners care for school grounds by tending class gardens. the Volunteer Transfer Student program, accepting 35–40 students from the inner-city area of St. Louis. These students are heartily welcomed into the school community. Kehrs Mill teachers have embraced the Caring School Community model by incorporating Caring School Community. Oakland, CA: Developmental Studies Center. Web site: www.devstu.org/csc. FOR MORE INFORMATION Sarah Turpin, Assistant Principal Kehrs Mill Elementary School 2650 Kehrs Mill Road Chesterfield, MO 63017 Telephone: (636) 537-4359 E-mail: [email protected] Web site: www.rockwood.k12.mo.us/kehrsmill 2009 National Schools of Character 37 2009 Finalists Lake Riviera Middle School Grades 6–8 ★ Brick, New Jersey ★ Public/Urban ★ Brick Township School District L ake Riviera Middle School has made character education the keystone of its mission: Aiming for Excellence. Focus on the Character Counts six pillars as the school’s core values has resulted in the creation of a harmonious, respectful school family committed to service. To infuse the core values into their daily lessons, teachers use the “6 E’s”: example, explanation, exhortation, ethos, experience, and expectations of excellence. Surrounded by acres of woodland trails, wetlands, and a small lake, the school provides students with numerous opportunities for service and learning in a natural environment. Service learning, which is at the very heart of the school’s curriculum and character initiative, helps teachers develop an awareness of school, community, and global needs in to develop a rain garden in order to study sustainability and the use of plants and herbs in cafeteria meals. Academic data and climate surveys show that character education and service learning are having a positive impact. ✪ REFERENCE CHARACTER COUNTS! Los Angeles, CA: Josephson Institute Center for Youth Ethics. Web site: www.charactercounts.org. Students regularly clean and restore a pond on school grounds. their students through their participation in more than 30 service projects each year. Through science and math classes and use of the natural areas surrounding the school, for example, students, staff, and a parent who is a landscape architect work together FOR MORE INFORMATION Janet Czarnecki, Assistant Principal Lake Riviera Middle School 171 Beaverson Boulevard Brick, NJ 08723 Telephone: (732) 262-2600 E-mail: [email protected] Web site: www.brickschools.org/lakerivierams Lore Elementary School Grades K–5 ★ Ewing, New Jersey ★ Public/Suburban ★ Ewing Township Public Schools R edistricting, driven by the desire to achieve ethnic and socio-economic balance in the Ewing schools, has doubled the size of Lore in recent years. The school population now reflects the diversity of Ewing Township. What unites the school Lore’s Giving Tree: Second graders collect items for needy children. 38 2009 National Schools of Character community and gives it a common purpose is the school’s UNITY program. This home-grown initiative had its beginnings in 1995–96, when the students developed 26 core value words that make up the heart of UNITY. All Lore staff and students are grouped into multi-age “families” that meet regularly. During Family Unity meetings, activities that are planned by Lore staff center on service learning and foster themes that educate children on how to live together in a global community. Responsive Classroom strategies are infused extensively at Lore as it strives to be a totally “responsive” school. Morning Meetings, rules and logical consequences, Constitutional Convention, academic choice, and guided discovery are all key components of Lore’s social and academic curriculum. Lore’s program remains dynamic and changes in response to student needs as identified by the school’s Character Committee. Community involvement abounds at Lore through the STARS (Seniors Teaching and Reinforcing Skills) Volunteer Program, and parents help through Parents as Partners and Parent University. ✪ REFERENCE Responsive Classroom. Turners Falls, MA: Northeast Foundation for Children. Web site: www.responsiveclassroom.org. FOR MORE INFORMATION Patricia Womelsdorf, Principal Lore Elementary School 13 Westwood Drive North Ewing, NJ 08628 Telephone: (609) 538-9800 E-mail: [email protected] Web site: www.ewing.k12.nj.us/ewingweb/ Schools/Lore/lore/index.html 2009 Finalists Lyles–Crouch Traditional Academy Grades K–5 ★ Alexandria, Virginia ★ Public/Urban ★ Alexandria City Public Schools L yles–Crouch, the elementary school for the African-American children of the city of Alexandria during the segregation era, is seen today as the jewel of its Old Town Alexandria community. Residents of Alexandria did not always have such high regard for the school. In the decades after desegregation, the school entered a period of decline and the Students help with a community-building Family Fun Night. building fell into disrepair. In an effort to halt this decline and bring neighborhood children attending private schools back to public school, Lyles–Crouch adopted a “traditional” model in 2000, instituting a lottery enrollment system, a longer school day, school uniforms, behavior contracts, small class sizes, and a focus on the core academic areas. With the city-wide adoption of the Character Counts six pillars and a new principal who put more emphasis on character education and community involvement, the Lyles–Crouch transformation was under way. Parental and community investment and involvement are now a vibrant force here. Parents, for example, recently turned the glass-strewn playground into a beautiful outdoor education garden. The behavior and achievement of students is now a point of pride for the community, and the beautifully maintained and upgraded building is respected as a flagship with important historical significance. City leaders give credit for the turnaround to character education, and so many neighborhood families now send their children to Lyles–Crouch that the lottery system has been abandoned. ✪ REFERENCE CHARACTER COUNTS! Los Angeles, CA: Josephson Institute Center for Youth Ethics. Web site: www.charactercounts.org. FOR MORE INFORMATION Dr. Patricia Zissios, Principal Lyles–Crouch Traditional Academy 530 South Saint Asaph Street Alexandria, VA 22314 Telephone: (703) 706-4430 E-mail: [email protected] Web site: www.acps.k12.va.us/crouch Parkside Primary Center Grades K–3 ★ Bethalto, Illinois ★ Public/Urban ★ Bethalto Community Unit School District #8 P arkside’s character education initiative began as soon as the doors opened in 1999. The staff believed from the start that developing character in students was needed to promote a safe, caring school community. The school holds students to high academic expectations in a warm, supportive environment where students learn and achieve while demonstrating positive character traits. The school’s initiative is based on nine character traits. Monthly character meetings that focus on the selected character theme of the month are hosted by the principal and the social worker. Parkside has created a very nurturing school culture as it has worked to build strong relationships among community members. Student, parent, and staff surveys reveal that all stakeholders view Parkside as a caring school community. Students are treated with respect and warmth by the staff, and programs such as Classroom Buddies, Second Step, Steps to Respect, and Friendship Circles teach students to care for one another and resolve conflicts peacefully. Students are further encouraged to demonstrate caring in the larger community as they participate in community-service projects hosted by the school to benefit selected causes. ✪ REFERENCE Second Step and Steps to Respect. Seattle, WA: Committee for Children. Web site: www.cfchildren.org. FOR MORE INFORMATION Kimberly Heinz, Principal Parkside Primary Center 600 East Central Street Bethalto, IL 62010 Telephone: (618) 377-4100 E-mail: [email protected] Web site: www.bethalto.org Secret Santa Delivery Persons at Parkside Primary 2009 National Schools of Character 39 2009 Finalists Peak to Peak Charter School Grades K–12 ★ Lafayette, Colorado ★ Public Charter/Suburban ★ Boulder Valley School District E ach day, cars from 35 communities within the Denver and Boulder suburbs drop off and pick up students at Peak to Peak. Because the school draws students from a wide area, the school intentionally works to build community. Student mentoring programs, for example, match older students with younger ones, and regular assemblies are designed to unite and motivate the community around common Peak to Peak students present books they created to students in Guatemala. language and values. Teachers at this highperforming school work hard to highlight character traits in the curriculum, and students mention the frequent in-class discussions of current events, historical characters, and difficult moral dilemmas. Students are required not only to perform academically but also to give back to the community. Indeed, to graduate from Peak to Peak, students must demonstrate evidence of 100 hours of community service. Peak to Peak’s lunch and recess programming is a noteworthy example of student-led moral action: Students facilitate the starting and sustaining of recess games to ensure that all are included and all have fun. Tray Helpers offer guidance to other students as they finish their lunches and prepare to exit the lunchroom. Peer Mediators walk in pairs throughout the playground scanning for conflicts and stepping in to help resolve them when needed—or referring students to Character education is an incredible opportunity for your school and a powerful force when graduating compassionate, kind, respectful, and responsible students. Make sure each child is known and valued in the school. —Anthony Fontana, Executive Principal Peace Circles where they may resolve conflicts themselves. Alumni report back to the school about how much the character education they received helped them be successful in college— both academically and in their daily lives. ✪ FOR MORE INFORMATION Anthony Fontana, Executive Principal Peak to Peak Charter School 800 Merlin Drive Lafayette, CO 80026 Telephone: (303) 453-4601 E-mail: [email protected] Web site: www.peaktopeak.org Seminole Elementary School Grades K–5 ★ Seminole, Florida ★ Public/Urban ★ Pinellas County Schools S miling seems almost mandatory at Seminole Elementary, where all adults respond to students as well as other adults with warmth, respect, and kindness, consistently modeling the behaviors that are expected and often praising students for demonstrating one of the school’s core values. Students in turn learn to care for one another, their school, and members of the community. It is not uncommon to see younger students hugging older ones or student patrols helping younger students to and from their buses, forging positive relationships. Through Seminole’s homegrown Peer Power Learning Life’s Lessons program, older students are paired with younger ones by their teachers to work together throughout the year, giving the older 40 2009 National Schools of Character by students. Gardens bordering almost every pathway not only beautify the campus but also allow students to have responsibility for school maintenance and provide vehicles for hands-on science instruction. Seminole students’ care and concern extends beyond the school boundaries as well: They have donated over $140,000 in the past 10 years to a local children’s hospital. ✪ FOR MORE INFORMATION Character Peer Partners help each other learn life skills. child in the pair a leadership role to direct the conversation and serve as a role model for the younger student. Another source of pride and unity are the many gardens planted Dr. Bonnie Cangelosi, Principal Seminole Elementary School 10950 74th Avenue North Seminole, FL 33772 Telephone: (727) 547-7668 E-mail: [email protected] Web site: www.seminole-es.pinellas.k12.fl.us 2009 Finalists Sullivan Primary School Grades PreK–1 ★ Sullivan, Missouri ★ Public/Urban ★ Sullivan School District T he character education “light bulb” went on among Sullivan Primary staff members when some of their peers led a training workshop on CEP’s Eleven Principles of Effective Character Education. From that training, the staff developed the school’s touchstone: The Eagle Way: On the Right Road, Doing the Right Thing. The Eagle Way, which became a concrete means for students to understand what was expected of them and for staff to reinforce the Eleven Principles, now pervades the culture of Sullivan Primary. In order to ensure consistency throughout the school, staff members have developed a Flip for Character flip chart (a 2009 Promising Practice) for all new and existing staff that outlines the mission and vision of the school, character programs, the Eagle Way morning routine, classroom strategies, class meetings, stress management strategies, and the bus techniques to manage their own behavior. Students reflect on their behavior using “Sorry Sheets.” Class meetings in all classes provide students “voice and choice” in creating classroom norms, discussing service projects, setting goals, giving feedback and evaluation, and planning and making decisions about their learning. ✪ REFERENCE Lickona, T., E. Schaps, and C. Lewis. Eleven Principles of Effective Character Education. Washington, DC: CEP, 2007. FOR MORE INFORMATION “The Eagle Way” is demonstrated daily at Sullivan. routine. Students consistently use “Talk it Out, Work it Out, Walk it Out” (a 2007 Promising Practice known as Peace Pals), the Peace Path, and stress management Tina Sohn, Art Teacher Sullivan Primary School 1132 Elmont Road Sullivan, MO 63080 Telephone: (573) 468-5446 E-mail: [email protected] Web site: www.eagles.k12.mo.us Walnut Street Elementary School Grades K–5 ★ Uniondale, New York ★ Public/Suburban ★ Uniondale Union Free School District T he town of Uniondale, New York, is in many ways like many other Long Island communities that have seen an influx of immigrants in recent years. But this school with 99 percent minority students, nearly half of whom qualify for free or reduced-price lunch, stands out among other communities because of its students’ strong work ethic and high academic achievement. The district mantra, Expectations + Effort = Excellence, has clearly shaped the character-building efforts and academic progress of this school. Walnut Street has defied the odds and been named a New York State (NYS) High Performing/ Gap Closing School for 2008–09, achieved AYP annually, and maintained increasingly high scores on NYS assessments. The principal credits this success to students’ feeling safe, loved, and cared for. Walnut Street has fashioned a multi-layered approach that provides a nurturing environment for its students, furnishes strong mentoring services, and calls on parents and the larger community as partners. Indeed, teachers, support staff, and parents repeatedly express their positive feelings about being part of this school, which enjoys an outstanding reputation in the community. ✪ FOR MORE INFORMATION Michael Bruno, Teacher Walnut Street Elementary School 1270 Walnut Street Uniondale, NY 11553 Telephone: (516) 918-2200 E-mail: [email protected] Web site: wss.uniondaleschools.org Students and their mentors celebrate successful relationships. 2009 National Schools of Character 41 2008 NSOC Outreach Outreach of 2008 Winners: National Schools of Character Reach, Teach, and Inspire T he large grant awarded to the 2008 National Schools of Character (NSOC) ignited them to reach out to other educators and guide them in implementing CEP’s Eleven Principles of Effective Character Education. The 2008 Winners held day-long trainings for fellow educators where the NSOC staffs focused on the Eleven Principles and shared their successful strategies. Most sessions included a time for participants to complete self-assessment surveys and create action plans. After the trainings, NSOC staffs provided opportunities for follow-up coaching. During the 2008–09 school year, NSOC trained over 1,600 educators representing approximately 250,000 students. As an adjunct to helping others, the NSOC report that their outreach projects provided insight for their own staffs. Jill Ramsey, principal of Chesterfield Elementary School in Chesterfield, Missouri, describes her school’s experience: “Involving our Caring School Community leadership team in providing outreach training for educators has given teachers the opportunity to reflect upon how character education is embedded at [our] school.” in workshops. Over 400 educators visited those schools, whose staffs not only became ambassadors for character education but helped themselves in the process. Mike Reaching Out while Growing from Within In addition to the formal one-day training, the NSOC campuses became demonstration sites where visitors observed classes, met with staff, and participated Sample Highlights of Outreach Events The outreach efforts reflected the unique school culture at each NSOC. For example, teams from 14 high schools participated in Hinsdale Central High School’s outreach event in Hinsdale, Illinois, where the school emphasized its iconic service-learning program and its successful convergence of character education and social–emotional learning. The school activated student voice by having students introduce speakers and facilitate discussions. Bower Hill Elementary School in Venetia, Pennsylvania, with almost 800 students in grades K–3, presented two “tea party” workshops for 11 area preschools, where Bower Hill staff provided a foundation in moral education to educators who teach their future students. Francis Howell Middle Principal Ed Canzanese invites students to enliven Rosa International Middle School’s outreach training. 42 2009 National Schools of Character School in St. Charles, Missouri, trained 75 educators from 13 schools within its district and then hosted monthly follow-up meetings. Observing a Character Connection class After attending this program [at Hinsdale Central High School], I realized that what we have been doing are random acts of character education. —Jodie Davidson, Associate Principal Lafayette High School, Rockwood, Missouri Ferrara, principal of Waterloo Middle School in Waterloo, New York, says: “We have engaged and enlightened over 500 people in providing them with best practices and suggestions for a successful character education program. The experience of working together to enhance character education has been truly remarkable!” Eric Freidman, principal of Babylon Memorial Grade School in Babylon, New York, concurs: “A real bonus has been our own continuing growth. We have learned more about focusing on the ‘performance’ side of character education and are excited about creating strategies for self-reflection.” energized participants and allowed them to experience Howell’s signature program in action. Rosa International Middle School in Cherry Hill, New Jersey, partnered with three education organizations to offer a day- Babylon Memorial Grade School teachers Shannon Romanchuk and Cheryl Murphy demonstrate a Morning Meeting “greeting” at their outreach training. long conference for 155 educators from 87 schools in which other NSOC as well as State Schools of Character (SSOC) also presented workshops. Rosa’s theme was creating a school culture from a shared vision. Wilton Manors Elementary School in Wilton Manors, Florida, brought together 34 area counselors to share its successful Passport to Peace program. Participants learned that a school can teach, practice, and demonstrate attitudes that lead to peace. Having NSOC model and teach winning strategies has proven to be a highly successful method of spreading the character education message. ✪ 2009 SSOC 2009 State Schools of Character Over half the states in the U.S. now hold a State Schools of Character (SSOC) awards competition as an extension of the National Schools of Character (NSOC) program. The purpose of both the state and national awards is to identify and honor schools and districts that can serve as models of comprehensive, transformative character education. Sponsoring organizations hold an awards ceremony for their SSOC Winners and forward the strongest applications from schools and districts in their state (including those of their SSOC Winners) to the NSOC competition. State sponsors and CEP evaluators use the same criteria—CEP’s Character Education Quality Standards—to judge the state and national competitions, respectively. State Senator Vicki Schmidt cheerily presides at the Kansas SSOC awards ceremony at the Brown vs. Board of Education historic site in Topeka. State Sponsors Honored 55 State Schools of Character in 2009 The State Schools of Character (SSOC) awards program experienced a surge in 2009, with 20 of the 26 state sponsors naming a total of 55 state-level Winners. Many sponsors gave additional awards, such as Finalist, Honorable Mention, and Promising Practices. All but one of the 2009 NSOC Winners and Finalists are from SSOC states, reflecting the level of activity, resources, and leadership in character education in these states. The states with organizations offering strong support experience the highest levels of participation in the program. States such as Florida, Maryland, Missouri, New Jersey, New York, and Texas received applications in the double digits in 2009. Like the NSOC/SSOC awards program itself, these states serve as models to guide the way for others. SSOC coordinators network to learn from one another’s experiences and support the same goal: to have every school in our nation become a school of character. The NSOC expansion to state-level programs has raised awareness of character education and facilitated development of in-state capacity to help schools get started energizes school staffs for continued improvement and real growth.” Although the scoring process for selecting SSOC and NSOC is the same, each state sponsor has flexibility in deciding how they recognize their SSOC Winners. Many states present awards at the school site with staff and students participating. Other presentations are more public and occur at conferences or luncheons. Some are held at state capitals or universities with governors or state legislators presenting. Commissioners of education, presidents of state education associations, and members of state boards of education often preside at the ceremonies. In Missouri, the St. Louis Rams fund the SSOC project and a Rams vice president participated in the awards ceremony. Several states received TV coverage of their event in 2009—in Florida, ABC’s network affiliate actually sponsored the luncheon in its studios. With the expansion of the NSOC program to the state level, CEP has realized two goals: to increase the number of schools recognized for developing effective character education initiatives, and to identify exemplary sites to serve as models and share their best practices. ✪ or strengthen their programs. Many state sponsors offer workshops or consultation to schools seeking guidance, and state-level winners provide leadership in mentoring fellow educators in their character education journeys. According to Dr. Rocky Heights Middle School’s mascot, Nighthawk Man, receives an SSOC Promising Practices award from Colorado State Commissioner of Education Dwight Jones. Phil Brown, SSOC coordinator for New Jersey and director of the Center for Social and Character Development at Rutgers University, “The State Schools of Character process enables schools to measure the progress of their programs against national standards and then provides a focus that 2009 National Schools of Character 43 2009 SSOC 2009 State Schools of Character Sponsors and Winners CALIFORNIA ILLINOIS KENTUCKY State Sponsor: State Sponsor: University of Illinois Extension Character Council of Greater Cincinnati and Northern Kentucky Franklin Elementary School State Sponsor: Center for Youth Citizenship Prairie Elementary School Belleville, Illinois Belleville Public School District #118 Lewis and Clark Elementary School Sacramento, California Elk Grove Unified School District Wood River, Illinois Wood River–Hartford School District 15 COLORADO Parkside Primary Center1 State Sponsor: Bethalto, Illinois Bethalto Community Unit School District #8 Foundation for Character Development Peak to Peak Charter School 1 Lafayette, Colorado Boulder Valley School District INDIANA State Sponsor: MARYLAND State Sponsor: Maryland Center for Character Education Arundel High School Gambrills, Maryland Anne Arundel County Public Schools Ocean City Elementary School Ocean City, Maryland Worcester County Public Schools River Hill High School Indiana Department of Education Clarksville, Maryland Howard County Public School System FLORIDA IOWA Westminster East Middle School State Sponsor: State Sponsor: Westminster, Maryland Carroll County Public Schools The Golden Rule Foundation Aventura City of Excellence School (ACES)1 Institute for Character Development at Drake University State Sponsor: Aventura, Florida Cimino Elementary School Valrico, Florida Hillsborough County Public Schools Endeavour Elementary Magnet School of Technology Cocoa, Florida Brevard Public Schools MASSACHUSETTS Kansas State Department of Education Hudson Public School District, Center for the Advancement of Ethics and Character at Boston University, and Massachusetts Department of Elementary and Secondary Education Hesston Unified School District 460 Col. John Robinson School2 KANSAS State Sponsor: Hesston, Kansas Westford, Massachusetts Westford Public Schools Fuguitt Elementary School1 Largo, Florida Pinellas County Schools Sarasota Middle School Sarasota, Florida Sarasota County Schools Seminole Elementary School1 Seminole, Florida Pinellas County Schools GEORGIA State Sponsor: Kennesaw State University West Hall Middle School Oakwood, Georgia Hall County Schools 1 2009 National Schools of Character Finalist 2 2009 National Schools of Character Winner 44 2009 National Schools of Character Students at Long Elementary School “get into the act” as the school receives its Missouri SSOC award. 2009 SSOC MICHIGAN State Sponsor: Michigan Department of Education Barth Elementary School Romulus, Michigan Romulus Community Schools Beverly Elementary School1 Beverly Hills, Michigan Birmingham Public Schools Greenfield Elementary School2 Beverly Hills, Michigan Birmingham Public Schools West Maple Elementary School Bloomfield Hills, Michigan Birmingham Public Schools MINNESOTA State Sponsor: Center for Academic Excellence Blake School, The2 Hopkins, Minnesota Schumann Elementary School Long Lake, Minnesota Orono Public Schools MISSOURI State Representative Dean Urdahl presides at Minnesota’s SSOC awards ceremony in the State Capitol Rotunda along with the State Commissioner of Education. NEW JERSEY NEW YORK State Sponsor: State Sponsor: Center for Social and Character Development at Rutgers University and New Jersey Department of Education Academy for Character Education at The Sage Colleges State Sponsor: Brigantine Elementary School1 CHARACTERplus Brigantine, New Jersey Brigantine Public Schools Bayless Elementary School1 St. Louis, Missouri Bayless School District Hamilton Township School District Fox C-6 School District2 Lake Riviera Middle School1 Arnold, Missouri Brick, New Jersey Brick Township School District Fox Middle School Lore Elementary School1 Arnold, Missouri Fox C-6 School District Kehrs Mill Elementary School 1 Chesterfield, Missouri Rockwood School District Long Elementary School2 Crestwood, Missouri Lindbergh School District Nike Elementary School Catawissa, Missouri Meramec Valley R-III School District Uthoff Valley Elementary School Fenton, Missouri Rockwood School District Uniondale, New York Uniondale Union Free School District NORTH CAROLINA 1 Hamilton, New Jersey Walnut Street Elementary School1 State Sponsor: North Carolina Department of Public Instruction Beverly Woods Elementary School2 Charlotte, North Carolina Charlotte–Mecklenburg Schools Ewing, New Jersey Ewing Township Public Schools OHIO Lawrence Intermediate School Lawrenceville, New Jersey Lawrence Township Public Schools Ohio Partners in Character Education, Ohio Department of Education, and Ohio Better Business Bureaus Lawrenceville Elementary School Ashland High School1 State Sponsor: Lawrenceville, New Jersey Lawrence Township Public Schools Ashland, Ohio Ashland City School District Liberty Corner School Sentinel Career Center Liberty Corner, New Jersey Bernards Township Public Schools Tiffin, Ohio Vanguard–Sentinel Career Centers Northfield Middle School Northfield, New Jersey Northfield School District 1 2009 National Schools of Character Finalist 2 2009 National Schools of Character Winner 2009 National Schools of Character 45 2009 SSOC PENNSYLVANIA State Sponsor: Center for Leadership and Ethics Alta S. Leary Elementary School2 The State Schools of Character process enables schools to measure the progress of their programs against national standards and then provides a focus that energizes school staffs for continued improvement and real growth. —Dr. Phil Brown, New Jersey SSOC Coordinator and Director of the Center for Social and Character Development at Rutgers University Warminster, Pennsylvania Centennial School District Aston Elementary School Aston, Pennsylvania Penn–Delco School District Fell Charter Elementary School Simpson, Pennsylvania First Philadelphia Charter School for Literacy1 Philadelphia, Pennsylvania UTAH State Sponsor: Eunice Kennedy Shriver National Center for Community of Caring at the University of Utah Alpine Elementary School Alpine, Utah Alpine School District Tinicum Elementary School Pipersville, Pennsylvania Palisades School District VIRGINIA Wilson Southern Junior High School Greater Roanoke Valley Character Coalition Sinking Spring, Pennsylvania Wilson School District SOUTH CAROLINA State Sponsor: South Carolina Department of Education State Sponsor: WEST VIRGINIA State Sponsor: College of Education and Human Services, Marshall University Berkeley Elementary School WISCONSIN Moncks Corner, South Carolina Berkeley County School District State Sponsor: Blythewood Middle School Blythewood, South Carolina Richland School District Two Wisconsin Character Education Partnership Milwaukee College Prep School2 New State Sponsors Beginning in 2010 Sponsors in participating states receive a grant of $6,000 to set up and execute the process for soliciting and screening applications for SSOC awards. CEP provides that funding for initiation of the project, and the sponsor agrees to support the SSOC program in future years. Two new state sponsors will begin the project in 2010. Virginia had a change in sponsorship. Louisiana—LSU AgCenter 4-H Youth Development Virginia—School of Education, Regent University Washington—Leadership Innovations Team For more information, contact Janice Stoodley, Director, National Schools of Character. Milwaukee, Wisconsin Pineview Elementary School West Columbia, South Carolina Lexington School District Two SOUTH DAKOTA State Sponsor: Technology and Innovation in Education (TIE) TEXAS State Sponsor: Houston, Dallas, and Klein Independent School Districts Duncan Elementary School Ft. Hood, Texas Killeen Independent School District 1 2009 National Schools of Character Finalist 2 2009 National Schools of Character Winner 46 2009 National Schools of Character PTA Representative Jenn Payne, Character Education Chairperson Holly Robinson, Principal David Stephenson, and Professional Development Director for the Eunice Kennedy Shriver National Center for Community of Caring, Penny Keith, proudly hold Alpine Elementary School’s SSOC banner. 2009 Promising Practices The 2009 Promising Practices Awards Each year, CEP gives Promising Practices awards for unique and specific exemplary practices that encourage the ethical, social–emotional, and academic growth of K–12 students through character education. In 2009, CEP is giving 200 awards to 170 schools and districts from across the United States as well as one each from Mexico, Puerto Rico, and Brazil. These practices were selected from a record 368 applications received. Each winning practice addresses one or more of CEP’s Eleven Principles of Effective Character Education. Winning practices include creative ways to help students give back to their schools and communities, raise academic expectations and achievement, cut down on bullying, and increase tolerance. By publicizing these awards, CEP hopes to recognize educators for their efforts and to encourage others to learn from and even replicate these successful programs. In order to help schools and districts find practices that may help them meet their specific challenges or enhance their character initiatives, CEP has once again organized these practices according to the Principle they best exemplify, and categorized them by topic within each Principle. In the pages that follow, this year’s winning practices are listed and briefly described. A more detailed description of each Promising Practice, along with school or district contact information, is posted on CEP’s Web site, www.character.org, where practitioners may search the 2006–2009 Promising Practices for ideas. Promising Practices That Promote Core Ethical and Performance Values (Principles 1, 2, 3) ASSEMBLIES Berkeley Elementary School Grades PreK–2 • Moncks Corner, South Carolina Grades 6–8 • Parlin, New Jersey Breast Cancer Awareness Project Teachers connect breast cancer awareness to language arts, health, and the P.E. curriculum. Springview Elementary School Grades PreK–5 • Miami Springs, Florida “Wisdom with Character” Bee Teachers use a bee puppet to help them make character connections in their classes. TEACHING/LEARNING/DEFINING/ REFLECTION/PRACTICE American School of Brasilia Grades PreK–12 • Brasilia, Brazil Character Animal Hats Babler Elementary School Peninsula Heritage School Grades K–5 • Rolling Hills Estates, California Words of Wisdom Quotations on character traits assigned for homework are shared during assemblies. Stanton Elementary School A weekly school-wide morning meeting helps cut down on inappropriate behavior. Grades K–5 • Fenton, Missouri Grades 2–5 • Islip, New York Sayreville Middle School Primary students learn character traits through animal friends that represent special values. Peaceful Monday Morning Meeting Commack Road Elementary School Commack Road Elementary School Grades K–5 • Glencoe, Missouri Student-Created Expectation Videos A school uses videos and other media to teach school-wide expectations. Team Rally All-school celebrations incorporate skits and multimedia presentations that recognize quarterly accomplishments. A Celebration of Patriotism Monthly town meetings address character traits and community events, uniting a school and its community. Lawrence Intermediate School Grades 4–6 • Lawrenceville, New Jersey Monday Morning Meeting The entire fourth grade meets weekly to address character-related issues, celebrate accomplishments, and build community. INTEGRATION INTO CURRICULUM Alta S. Leary Elementary School Grades K–5 • Warminster, Pennsylvania Character by Design: Systematic Curriculum Development Teachers create a curriculum resource that enables their colleagues to infuse character education into their lessons. American School of Brasilia 2009 National Schools of Character 47 2009 Promising Practices WORKSHOPS/CLASSES/ DISCUSSION GROUPS Parkside Primary Center Grades K–3 • Bethalto, Illinois Character Camp Days Students engage in special character education activities with a buddy from another class on early-dismissal days. Valley Park Middle School Grades 6–8 • Valley Park, Missouri “Hawk Time” Advisory A school further integrates character education into its advisory periods with specific goals for each weekday. Vilonia Primary School Grades K–4 • Conway, Arkansas Branson Junior High School “Mapping the Future” Career Day Branson Junior High School Through career awareness activities, students learn about the connection between good character traits and future career choices. Grades 7–8 • Branson, Missouri Character Camp/Character Champs Students lead character-related activities during a special day outside the classroom. Harmony Hill School Grades K–5 • Cohoes, New York Character Counts Week Parents, teachers, staff and community members plan a week-long program filled with special character-related events and activities. Liberty Corner School Grades K–5 • Liberty Corner, New Jersey The Principal’s Journal The principal posts character-themed messages at main school entrances, prompting students to reflect. Medina Elementary School Grades K–5 • Medina, Washington The Virtue Game A parent volunteer creates a game to teach virtues. Oakhurst Elementary School Grades K–5 • Largo, Florida Character Book of the Month The principal delivers a character-related book to every classroom each month to encourage reading and discussion. St. Veronica School Grades K–8 • Cincinnati, Ohio Kindness Journals Journals are used as a way to assess the knowledge and practice of good character values. 48 2009 National Schools of Character VISUAL DISPLAY Hamilton Township School District Grades PreK–12 • Hamilton, New Jersey Character Bank A district finds a creative way to gather and display information on character education efforts in its schools. Miami Lakes Middle School Grades 6–8 • Miami Lakes, Florida The Promise Garden Students build a garden which stands for a “drugfree” future. Pontiac Junior High School Grades 7–8 • Fairview Heights, Illinois Code of Ethics Staff and students create a code of ethics that is then displayed as a visual reminder of core values. Portage Central Middle School Grades 6–8 • Portage, Michigan Sporting the Colors Staff wear t-shirts that correspond to the Character Counts six pillars. Salam School Grades K–10 • Milwaukee, Wisconsin Honoring the Salam Way Honor Code Stakeholders pledge daily to work together to create an ethical learning community. West Hall Middle School Grades 6–8 • Oakwood, Georgia Character Tree A decorated “character tree” displays character quotes and celebrates random acts of kindness. Promising Practices That Help Create a Caring School Community (Principle 4) BULLYING/PEER CRUELTY PREVENTION Beverly Elementary School Grades K–5 • Beverly Hills, Michigan Beverly Bobcat Bully Busters Fourth- and fifth-grade students act as playground role models and helpers for younger students. Bingham Farms Elementary School Grades PreK–5 • Bingham Farms, Michigan Fifth-Grade Community Building Students engage in reflection and simulation activities to create caring classroom communities and cut down on bullying. Kingston Elementary School Grades K–5 • Cherry Hill, New Jersey Lunch and Learn Students engage in structured activities during their lunch recess in order to cut down on bullying. Pinellas Central Elementary School Grades PreK–5 • Pinellas Park, Florida Mikey and Me Students learn character traits through a school-wide news program that aims to cut down on bullying. Ridge Meadows Elementary School Grades K–5 • Ellisville, Missouri School-Wide Expectations Staff work together to create behavioral expectations for all aspects of school in order to prevent bullying. 2009 Promising Practices Uthoff Valley Elementary School Harlan Elementary School Wylie E. Groves High School Grades K–5 • Fenton, Missouri Grades K–5 • Bloomfield Hills, Michigan Grades 9–12 • Beverly Hills, Michigan STOP (Start Telling Other People) Student Infomercials “Links” Peer Program Big Brothers/Big Sisters Program Students and their peer buddies on the autistic spectrum participate in activities that form bonds and build understanding. Upper-class students mentor incoming students. House Springs Elementary School LINKS Program Grades K–4 • House Springs, Missouri Students collaborate on common goals with peers who have disabilities, building friendships in the process. Teachers and students create video infomercials that inform students of specific strategies to use when they see others being bullied. CLASS MEETINGS/COOPERATIVE LEARNING Boone Elementary School and Lincoln Elementary School Grades K–4 • Troy, Missouri Boone and Lincoln Elementaries Focus on Peace Two schools sharing one campus work together to implement a student’s idea for a shared cooperative event. First Philadelphia Charter School for Literacy Building Pride at HSE Students meet once a month in cross-gradelevel groups to participate in character-building activities and service projects. Wylie E. Groves High School Grades 9–12 • Beverly Hills, Michigan ORIENTATIONS/WELCOMING Kuser Elementary School Blythewood Middle School Grades K–5 • Hamilton, New Jersey Grades 6–8 • Blythewood, South Carolina Elementors Peer Ambassadors Fourth graders model caring and responsibility for kindergarten students through personal contacts. Peer ambassadors help orient new students to school expectations and procedures. Grades PreK–8 • Philadelphia, Pennsylvania Northern Highlands Regional High School Class Meetings: Opportunities to Build Community and Support Student Achievement Grades 9–12 • Allendale, New Jersey Students build classroom unity, solve problems, and explore issues through class meetings. Transition Project: Outside the Fishbowl CONFLICT RESOLUTION/PEER MEDIATION Ramapo–Indian Hills High School District Crestwood Elementary School Grades 9–12 • Oakland, New Jersey Student ambassadors prepare freshmen for the high school experience. Freshmen Transition Program Grades K–5 • St. Louis, Missouri A school uses unstructured playtime as an opportunity to teach good character and cooperation. Student ambassadors lead activities designed to assist new students in making a successful transition to high school. St. Louis Charter School Sullivan Primary School Crestwood Character at Play Grades PreK–1 • Sullivan, Missouri Grades K–8 • St. Louis, Missouri Color Our Character Middle School Challenge Days Students learn to value and respect one another through Challenge Day class meetings. MENTORING/BUDDIES/CROSS-AGE GROUPS Babler Elementary School Ocean City Elementary School Ocean City Elementary School Grades PreK–4 • Ocean City, Maryland Grades K–5 • Glencoe, Missouri Buddy Readers “Flashlight Reading” Buddy-Day Activity Fourth graders pair up with first graders once a week for reading and encouragement. Monthly buddy-day activities incorporate service components. Endeavour Elementary Magnet School of Technology Grades PreK–6 • Cocoa, Florida Garden Mentors Third graders become science mentors as well as models of good character through gardening with kindergartners. Floresville Primary School Grades 1–2 • Floresville, Texas Classroom Buddies Second graders serve as role models for their first-grade buddies as they participate in regular character-related activities. Ross Elementary School Grades K–5 • St. Louis, Missouri Multi-Age Families Students use art and technology during an after-school program to create guidebooks for new students. Susquehannock High School Grades 9–12 • Glen Rock, Pennsylvania “Link Crew” Freshman Transition Program Positive upper-class mentors are “linked” to incoming freshmen. RELATIONSHIP BUILDING Abraham Lincoln Elementary School Cross-age groups of students are paired with a teacher in monthly meetings to complete service projects and develop character skills. Grades K–6 • Belleville, Illinois Willow Brook Elementary School Arundel High School Grades PreK–5 • St. Louis, Missouri TEAMS (To Encourage Appreciation of Myself and School) Multi-age groups meet monthly to address ethical issues such as bullying awareness. All-Star Breakfast Students participate in a biweekly morning breakfast hosted by faculty. Grades 9–12 • Gambrills, Maryland Connecting Arundel Teachers and Students A daily advisory helps nurture caring attachments between faculty and students. 2009 National Schools of Character 49 2009 Promising Practices Ashland High School Jefferson High School Reservoir High School Grades 9–12 • Ashland, Ohio Grades 9–12 • Jefferson, Wisconsin Grades 9–12 • Fulton, Maryland Lunch Bunch Freshman Academy Project CommUNITY Teachers facilitate lunch games and activities that allow high school students to interact positively and share their interests. Selected teachers help freshmen get more involved in campus activities. A retreat promotes open dialogue in order to build a more supportive school community. Kehrs Mill Elementary School Robinson Elementary School Grades K–5 • Chesterfield, Missouri Grades K–5 • Hamilton, New Jersey Bus Drivers’ Breakfast PEACE IN/PEACE OUT Program Bus drivers, teachers, and students collaborate to promote positive student behavior. Third- and fourth-grade girls take part in mini-workshops on bullying, peace, and unintentional aggression. Neosho High School Grades 9–12 • Neosho, Missouri West Junior High School “I Pick You” Apples Grades 7–8 • Belleville, Illinois A school-wide effort links every student with a teacher to ensure that all feel connected to at least one adult in the school. Diversity Awareness Lunch Bunch New Horizons High School Grades 9–12 • Troy, Missouri Ashland High School Duncan Elementary School Grades PreK–5 • Fort Hood, Texas Deployment Support Group A weekly support group enables students with a deployed parent to understand and express their feelings while lessening their sense of anxiety and helplessness. Floresville High School Grades 9–12 • Floresville, Texas “Boomerang” Advisory–Tutorial A daily advisory period offers students opportunities to make connections outside their normal peer groups. Fontana Joint 8 School District Grades PreK–8 • Fontana, Wisconsin Character Community Groups All staff and students participate in monthly cross-age “community group” discussions led by eighth graders. Green Pines Elementary School Grades K–5 • Wildwood, Missouri Starfish Program: Making a Difference Students and adult mentors work together on students’ journals, developing supportive relationships. James H. Johnson Elementary School Grades K–5 • Cherry Hill, New Jersey Lunch Bunch Students on the autistic spectrum and their peers eat lunch and talk in a quiet, controlled environment to practice social skills. 50 2009 National Schools of Character Monday Morning Mentor Group Each child in an alternative school is paired with a staff mentor to foster a sense of community. Northwest Valley 7th and 8th Grade Center Student groups meet twice a month to share their understanding of diversity. Promising Practices That Provide Students with Opportunities for Moral Action (Principle 5) SERVICE TO COMMUNITY/ SERVICE LEARNING Grades 7–8 • House Springs, Missouri Alpine Elementary School Student Mixers Grades PreK–6 • Alpine, Utah Quarterly mixers promote a sense of belonging, build community, and raise funds for charity. Meals for Miles: A Practice in Caring, Responsibility, and Citizenship SOCIAL ISSUES/DIVERSITY/TOLERANCE Students walk instead of ride to school in order to protect the environment, foster a healthful lifestyle, and raise donations for students in Africa. Bayless Elementary School Grades PreK–2 • St. Louis, Missouri We Are Family Alta S. Leary Elementary School A school-wide activity fosters belonging, understanding, and empathy. Character Coins Building Moral Equity Bayless High School Grades 9–12 • St. Louis, Missouri Grades K–5 • Warminster, Pennsylvania Students help the poor in Haiti by saving play money. Diversity Club Bayless High School A club enables students to learn tolerance through understanding of diverse cultures and religions. Roll Back Malaria Hialeah Senior High School Grades 9–12 • Hialeah, Florida Grades 9–12 • St. Louis, Missouri Students lead a service project to help prevent malaria. Humane School Initiative Blake School, The A student-oriented Humane Alternative Club organizes activities that raise awareness of ethical consumerism. Six Billion Paths to Peace Linwood Middle School Grades 6–8 • North Brunswick, New Jersey READS Together (Recognizing Eminent African-American Day Story Time) African-American eighth graders return to their elementary school to read and discuss stories about famous African-Americans. Grades PreK–12 • Hopkins, Minnesota All members of the school are inspired to consider how they can make a difference in the world. Bowles Elementary School Grades K–5 • Fenton, Missouri Three of Hearts Students create their own businesses and donate profits to charity. 2009 Promising Practices Cherry Hill High School East Grades 9–12 • Cherry Hill, New Jersey It All Began with a Pop Tab A district-wide collection of soda tabs for the Ronald McDonald House inspires a school community to cook meals at the local branch. East Hanover Middle School Grades 6–8 • East Hanover, New Jersey Kids Care Club Students are trained in leadership techniques and participate in a variety of service activities throughout the school year. Ellis Middle School Grades 6–8 • Austin, Minnesota Art Connections to Austin through Character Counts Art teachers encourage character building through service-related art projects that are donated to aid community groups. Marjory Stoneman Douglas Elementary School Joseph H. Brensinger School (P.S. #17) Oakville Elementary School Grades PreK–8 • Jersey City, New Jersey Grades K–5 • St. Louis, Missouri We Can “Change” the World Art for Habitat for Humanity Students collect money to purchase solarpowered cookers for women in Darfur. Students refurbish chairs in art class for donation to Habitat for Humanity. Lake Riviera Middle School Pembroke Elementary School Grades 6–8 • Brick, New Jersey Grades PreK–5 • Troy, Michigan Lil’ Scientists Harvest Hike Eighth graders develop positive relationships with kindergartners by planning science lessons and activities for them. Students collect money and canned goods for charitable organizations by hiking through the school neighborhood. Students identify the needs of a school devastated by a hurricane and take action. Lalor Elementary School Pinellas County Schools Transportation Department Hoboken Charter School Meeting the Needs of Animals through Service Learning Grades K–12 • Largo, Florida While learning science, kindergarten students collect items to help homeless animals. Bus drivers encourage students to help those impacted by the economic recession by collecting canned goods. Forder Elementary School Grades PreK–5 • St. Louis, Missouri “Giving from the Heart” Carnival Fifth-grade classes host an annual carnival, raising donations for a neighborhood food pantry. Harry S Truman Elementary School Grades K–5 • St. Louis, Missouri “Truman Odyssey” School-Wide ServiceLearning Project Grades K–12 • Hoboken, New Jersey Healing Choir Students go to local homeless shelters and hospitals to sing songs. Grades K–5 • Hamilton, New Jersey Marjory Stoneman Douglas Elementary School Driving Away Hunger Renfro Elementary School Grades PreK–5 • Miami, Florida Grades PreK–4 • Collinsville, Illinois Caps for Chemo Build-a-Bear Service-Learning Project In partnership with a university sorority, students collect bottle caps to help provide free chemotherapy treatments to children with cancer. Students make teddy bears and donate them to a local children’s hospital. Marjory Stoneman Douglas Elementary School Grades 7–8 • Arnold, Missouri Grades PreK–5 • Miami, Florida Students plan a celebration to honor veterans while teachers make curricular connections. Rice to the Occasion Students collect over 5,000 pounds of rice to be distributed to Haitians in need while teaching younger students about the needs of others. Northwest High School Grades 9–12 • Cedar Hill, Missouri Turn the Lights Out on Cancer Basketball players sell t-shirts to raise money for cancer research. Ridgewood Middle School Veterans Celebration Robert R. Lazar Middle School Grades 6–8 • Montville, New Jersey Senior Moments: Connections with Senior Citizens Students and staff find numerous creative ways to connect with senior citizens. East Hanover Middle School 2009 National Schools of Character 51 2009 Promising Practices Wohlwend Elementary School Grades PreK–5 • St. Louis, Missouri Kids Who Care Student leaders plan service projects that are integrated into lessons. SPORTSMANSHIP Lindbergh School District Grades PreK–12 • St. Louis, Missouri Sports with Character Coaches and athletes adhere to a district code of character as they reflect on sportsmanship and recognize it in opposing teams. Seckman High School Grades 9–12 • Imperial, Missouri “Sportsmanship with Dr. Seuss” Day Renfro Elementary School High school student-athletes promote sportsmanship among elementary students. Samsel Upper Elementary School Woodcrest Elementary School Grades 4–5 • Parlin, New Jersey Grades K–5 • Cherry Hill, New Jersey Hugs from Home Thanksgiving Baskets of Care A school community honors its principal as well as soldiers serving in Iraq by making quilts to send to them. Fifth graders give up an annual treat to help needy families at Thanksgiving. Promising Practices That Challenge and Respect All Learners (Principle 6) SERVICE TO SCHOOL/ SCHOOL BEAUTIFICATION DIFFERENTIATION/ PERFORMANCE CHARACTER Kids Helping Kids Colegio Radians An entire school gets involved in making items for local children’s hospitals. Ellis Middle School Grades PreK–12 • Cayey, Puerto Rico Grades 6–8 • Austin, Minnesota Building Character by Promoting Service Mind Mapping By requiring participation in service projects, a school is able to encourage its students to maintain the desire and the will to serve. Character “mind maps” created by students are displayed to encourage and celebrate good character. Schumann Elementary School Grades K–2 • Long Lake, Minnesota Seckman High School Grades 9–12 • Imperial, Missouri “Books of Hope” Service-Learning Project Students write and illustrate books for children in Uganda. Seckman Middle School Grades 7–8 • Imperial, Missouri Paw Pals Project Students connect across grade levels to find homes for animals in need. St. Veronica School Grades K–8 • Cincinnati, Ohio Adopted Grandparent Program Students visit two local senior citizen facilities every month. Sullivan Elementary School Grades 2–5 • Sullivan, Missouri SES Kids Care Students reflect on what families in need might require and then plan and assemble care packages. Woerther Elementary School Grades K–5 • Ballwin, Missouri Kosovo Service-Learning Project Kindergarten students collect school supplies for children in Kosovo and reflect on their service. 52 2009 National Schools of Character Lindbergh Early Childhood Education Center Horseshoe Trails Elementary School Grades PreK–5 • Cave Creek, Arizona Age 2–PreK • St. Louis, Missouri Equine-Facilitated Cognitive-Therapy Program Helping Others: Memorable Character Lessons A therapy program uses horses to teach character traits to students who need extra help. Service projects are closely tied to core values as young children learn to help others. Pond Elementary School Kehrs Mill Elementary School Grades K–5 • Chesterfield, Missouri Grades K–5 • Wildwood, Missouri “4As” Club Caring School Community Buddy Days Various activities help improve academic performance and cut down on inappropriate behavior among at-risk inner-city students. Monthly buddy projects aligned with character words provide students opportunities for service and reflection. West Hall Middle School Lake Riviera Middle School Grades 6–8 • Brick, New Jersey Grades 6–8 • Oakwood, Georgia The Laker Delivery System Patriot Pride Eco-Pond Students learn to be good environmental stewards by caring for the pond at their school. Special needs students distribute classroom supplies to staff, building confidence and relationships. Wilbur Trimpe Middle School Lawrenceville Elementary School Grades 6–8 • Bethalto, Illinois Grades PreK–3 • Lawrenceville, New Jersey “Creating a Community” Service-Learning Project Bridging the Achievement Gap: An After-School Program That Works Students participate in a community clean-up service day. An after-school program based in an economically disadvantaged neighborhood helps close the achievement gap. 2009 Promising Practices McMullen–Booth Elementary School Jefferson County R–VII School District Orono Middle School Grades PreK–5 • Clearwater, Florida Grades K–9 • Festus, Missouri Grades 6–8 • Long Lake, Minnesota Cooperative School Store Students’ Constitutional Convention Pledge for Change Fifth graders and their autistic peers practice their social skills and learn responsibility by working together in a school store. Eighth graders write a constitution for a new high school about to open. Students reflect on ways in which they can make a positive impact. Paul M. Dorman High School Grades K–5 • Cherry Hill, New Jersey Grades 10–12 • Roebuck, South Carolina Paws of Supplies Operation Fairytale Fourth-grade classes learn about how to run a charitable community business. Prom dresses and other needed items are given to female seniors in need in return for community service and good attendance. Kingston Elementary School Mill Pond School Grades 4–6 • Westborough, Massachusetts Promising Practices That Develop Students’ Self-Motivation (Principle 7) BEHAVIOR MANAGEMENT/ POSITIVE DISCIPLINE Pineview Elementary School United Nations Summit Cypress Woods Elementary School Grades K–5 • West Columbia, South Carolina Student learning culminates in a special day of role playing that inspires service. Grades K–5 • Palm Harbor, Florida Summer Reading Caravan “The Clipboard” and “The List” Physical education teachers teach caring, cooperation, and conflict resolution through recess. A school supports summer reading through a “Reading Caravan” staffed and promoted by school staff. Sayreville Middle School Business Project Floresville Middle School ENGAGING/INTERACTIVE CURRICULUM Sixth graders conduct research, create their own businesses, and donate the profits to charity. Grades 6–8 • Floresville, Texas Grades 6–8 • Parlin, New Jersey Aventura City of Excellence School (ACES) Grades K–8 • Aventura, Florida “ART” of Building Character Program STUDENT AUTONOMY/EMPOWERMENT CHIL (Character Helps Influence Learning) A 15-day intensive after-school program helps students learn about good character and demonstrate what they learn through community service. Students enjoy character-building cultural learning experiences. Blades Elementary School Goal-Setting Conferences Grades 7–8 • Orange Park, Florida Aventura City of Excellence School (ACES) Individual conferences celebrate the accomplishments of each student and enable students to set new goals. Lakeside Ladies Weekly meetings help a group of female students discuss and develop positive character traits. Students benefit socially by forming caring attachments as they participate in math-related activities. Gerstell Academy Grades PreK–9 • Finksburg, Maryland Leonard A. Gereau Center for Applied Technology and Career Exploration Upper-School Life-Path Portfolio: Freshman Year Choices Cedar Hill Intermediate School Students discover their passion and path in life with the help of a goal-setting portfolio. Grades K–8 • Aventura, Florida Engaging, Interactive Middle-Math Program: Mentoring of Elementary Students Grades 5–6 • Cedar Hill, Missouri Grades K–5 • St. Louis, Missouri Lakeside Junior High School Grades 8–12 • Rocky Mount, Virginia The Choices program provides faculty and students with an alternative to traditional disciplinary action. “Claymation with Character” Project Students work together to define character traits and use technology to demonstrate those traits in real-life situations. Cranford High School Grades 9–12 • Cranford, New Jersey A Differentiated Journey: Connecting Character with the Classroom Selected students take part in a four-year program that promotes academic excellence and the sharing of one’s talents with others. Hoboken Charter School Grades K–12 • Hoboken, New Jersey Blank Slates: Creating an Understanding of Civil Rights Students develop and produce a community mural after participating in interdisciplinary, differentiated civil-rights lessons. Cranford High School 2009 National Schools of Character 53 2009 Promising Practices Learning Express Academy Rensselaer Middle School Grades K–5 • Newark, Delaware Grades 6–8 • Rensselaer, New York Pay It Forward Living a Healthy Lifestyle: College for Every Student Students commended for good deeds recognize other do-gooders in turn by passing wristlets along to them. Sperreng Middle School Grades 6–8 • St. Louis, Missouri O.K. Commendation Students reinforce positive character traits by writing commendations of their peers and submitting them to the school resource officer. Marlboro County High School A school partners with the College for Every Student program to enable students to take steps toward college. Promising Practices That Engage the Staff as a Learning and Moral Community (Principle 8) STAFF DEVELOPMENT Uthoff Valley Elementary School Fox C-6 School District Grades K–5 • Fenton, Missouri Grades PreK–12 • Arnold, Missouri Together We Make a Difference Welcome to Our Traveling Classroom…Our “WHEELS” Roll with Character Students and teachers recognize positive character traits in others. Westridge Elementary School School-bus drivers attend trainings on character traits. Grades K–5 • Ballwin, Missouri Fox High School Grades 9–12 • Bennettsville, South Carolina Celebrate “Me” Grades 9–12 • Arnold, Missouri Youth Court: Character Education through the Judicial Process Students are given the option of how to celebrate their birthday, in an effort to move away from the extrinsic reward of food treats. “The List” Video Presentation Marlboro County High School A school and its community partners use the judicial process as a tool to help students learn to become better citizens. New Underwood Elementary School TEEN PROGRAMS/PERSONAL RESPONSIBILITY Grades K–6 • New Underwood, South Dakota Bayless Junior High School “Golden Trash Can” Award Teachers and custodians develop an award that motivates students to find ways to keep their classrooms clean. Susquehannock High School Grades 9–12 • Glen Rock, Pennsylvania Grades 7–8 • St. Louis, Missouri Dental Health Plan: Tooth Character Students create and follow a dental health contract with their parents to promote health and foster a connection between parents and students. Replacing In-school Suspension with Community Service Crockett Middle School Students select community service in place of in-school suspension, creating an opportunity for reflection and growth. Walk the Talk Union Elementary School Grades K–6 • Belleville, Illinois Student Success Team Staff and parents work together to help students accomplish their goals. SOCIAL RECOGNITION Grades 6–8 • Hamilton, New Jersey A six-day leadership training program provides valuable lessons in etiquette and respect. Lincoln High School Grades 9–12 • Jersey City, New Jersey Teachers reflect on their behaviors and create an anti-bullying video testimonial. Hamilton Township School District Grades PreK–12 • Hamilton, New Jersey The Last-ing Lecture Staff are unified through participation in a voluntary district forum to discuss a powerful best-selling book. Portage Central Middle School Grades 6–8 • Portage, Michigan “Teachers Visiting Teachers” School-Wide Community Sharing Project Teachers visit each other’s classrooms during the school day to learn from one another. Sullivan Primary School Grades PreK–1 • Sullivan, Missouri Flip for Character Teachers create a unique tool to help those new to the building become familiar with their school’s character education strategies. “Journey to Manhood” Symposium A school offers a symposium targeted to young men entering high school. Lindbergh High School Promising Practices That Foster Shared Moral Leadership (Principle 9) Grades 9–12 • St. Louis, Missouri ADMINISTRATORS “Triple A” Award LITE (Learning Individuality Through Experiences) A quarterly award fosters self-motivation by recognizing individual academic growth, positive attitude, and good attendance. Students and staff reflect and unite while learning to enhance positive character traits in themselves and others. Grades 6–8 • Hamilton, New Jersey Cedar Springs Elementary School Grades PreK–4 • House Springs, Missouri 54 2009 National Schools of Character Reynolds Middle School “Summer to Make a Difference” Program Students engage in service projects over the summer and report on their efforts to the principal. 2009 Promising Practices Star Valley Middle School Trautwein Elementary School Brennan Woods Elementary School Grades 7–8 • Afton, Wyoming Grades K–5 • St. Louis, Missouri Grades K–4 • High Ridge, Missouri Making Someone’s Day a Little Brighter “State of the School” Address Veterans Day Breakfast and Celebration Students earn citizenship points by visiting senior citizens in a program supervised directly by the principal. Students give speeches, share their ideas, and impact school culture. Students, staff, and local community members get together to celebrate Veterans Day. West Junior High School Fannie E. Proctor Elementary School Grades 7–8 • Belleville, Illinois Grades K–5 • Northborough, Massachusetts Young Ladies of Distinction Intergenerational Connections and Relationship Building STUDENT LEADERSHIP Bayless Junior High School Grades 7–8 • St. Louis, Missouri Student Expectations Students generate behavioral expectations in response to data that indicated a need to focus on student autonomy. Bethalto West Intermediate School Grades 4–5 • Bethalto, Illinois Character Council A program empowers young women with leadership potential by teaching them leadership skills and building self-esteem. Students interview senior citizens to gain their perspectives on character traits. West Maple Elementary School Kellison Elementary School Grades K–5 • Bloomfield Hills, Michigan Grades K–5 • Fenton, Missouri Service with a Smile Veterans Day Celebration A local eighth grader inspires first and second graders to start their own service projects by sharing a book she wrote about service. Students celebrate Veterans Day and make gifts for the veterans in their community. Student volunteers take the lead in organizing service-learning projects. Mehlville School District Bingham Farms Elementary School Students write essays about their non-parent role models, culminating in a community celebration. Grades PreK–12 • St Louis, Missouri Community Kindness Award Grades PreK–5 • Bingham Farms, Michigan Bingham’s Best: Leaders for Tomorrow A weekly afternoon program teaches fourth- and fifth-grade boys the virtues of gentlemanly behavior and promotes leadership. Nike Elementary School Grades K–5 • Catawissa, Missouri Putting Character and Education into the Community Chesterfield Elementary School Local business leaders support a school’s character efforts. Grades K–5 • Chesterfield, Missouri Celebrating Good Character Students create character education videos in order to teach core values to their peers. Churchill Junior High School Grades 7–9 • Salt Lake City, Utah Student Service Board Student leaders design service projects that allow all students to serve the community. Hamilton Township School District Woerther Elementary School Grades K–5 • Ballwin, Missouri Character Congress Students teach their peers about character traits and have a voice in the selection of character activities. “PRIDE” Club The PRIDE Club offers opportunities for students to become involved in school-wide character education efforts. Rawlins County Junior/Senior High School Grades 7–12 • Atwood, Kansas Fostering Shared Leadership Students help develop school policies as they revise the rules regarding cell-phone use on campus. Ross Elementary School Grades K–5 • St. Louis, Missouri Ambassador Leadership Program Staff supervisors work closely with students to help them develop leadership skills and build character. Grades PreK–5 • St. Louis, Missouri My Friend the Veteran Third graders develop positive relationships with veterans with spinal cord injuries. Sentinel Career Center Grades 9–12 • Tiffin, Ohio Alumni Hall of Fame Liberty Corner School Grades K–5 • Liberty Corner, New Jersey Point Elementary School Promising Practices That Engage Families and Community Members as Partners (Principle 10) Graduates who have demonstrated performance character are recognized at a community assembly. COMMUNITY MEMBERS OLDER STUDENTS Alpha: School of Excellence Greenwood Elementary School Grades 7–8 • Youngstown, Ohio Community Character Speakers Grades K–5 • Hamilton, New Jersey Caring to Love Reading Community guest speakers talk to students during morning meetings. Middle school students serve as reading buddies for elementary school students. Apollo Beach Elementary School Hamilton High School East (Steinert) Grades K–5 • Apollo Beach, Florida Community Connections with Character A school works with its local business partners to build strong character in the community. Grades 9–12 • Hamilton, New Jersey Steinert Tutoring Program High school students volunteer their time to tutor younger students within the district. 2009 National Schools of Character 55 2009 Promising Practices Fox Middle School St. Paul Catholic School Grades 7–8 • Arnold, Missouri Grades PreK–8 • New Bern, North Carolina Valentines Project Student Community Service Parents are asked to write love letters to their middle school children on Valentine’s Day and mail them to school. Families are required to volunteer 30 hours to the school community during the school year. Grant Elementary School and Elementary School for the Arts and Academics Grades PreK–K • Belleville, Illinois Grades K–5 • Sheboygan, Wisconsin Parents and their young children work together on projects that are displayed in the school. Grant School Family “Character Connection” Family Homework Blessed Sacrament School Washington School “School and Home Connection” Projects Monthly meetings and homework assignments connect character education with families at home. Wildwood School Harlan Elementary School Students celebrate Veterans Day with a parade and breakfast for parent veterans. Ages 3–21 • Schenectady, New York Veterans Day Celebration Haynesville Junior/Senior High School Grades K–5 • Bloomfield Hills, Michigan Grades 5–12 • Haynesville, Louisiana Lunch with Dads Teaching Good Character Students share a special moment with their fathers at lunch. Zitzman Elementary School Lewis and Clark Elementary School Students work with their parents on characterrelated projects and bring them back to school to be displayed. Students in grades 8–12 present lessons about character traits to younger students. Roosevelt Primary School Grades K–5 • Wood River, Illinois Grades K–3 • Ferndale, Michigan Spring Fling “Big Brother” Mentor Program An end-of-the-year celebration brings a school community together to showcase the year’s character-related activities. High school football players and primary school boys maintain a personal, ongoing relationship that supports emotional and academic learning. PARENTS AND GRANDPARENTS Arts and Technology Academy Public Charter School, The Grades PreK–6 • Washington, D.C. Family Scavenger Hunt A family scavenger hunt encourages students to explore their city and neighborhood and the Internet during spring break. Blessed Sacrament School Grades PreK–8 • Sandy, Utah Marion T. Bedwell Elementary School Grades PreK–4 • Bernardsville, New Jersey Lego Awards Parents recognize their children for displaying character traits by participating in a school-wide display of character. Ollie E. Culbreth, Jr. School (PS #14) Grades PreK–5 • Jersey City, New Jersey Parent’s SAIL (Seminars and Instructional Links) A school offers a year-long program of learning and dialogue for parents. “New Family” Mentoring Program Sappington Elementary School Parents volunteer to mentor families new to the school community. A Family Night of Shared Fun Bower Hill Elementary School Grades K–3 • Venetia, Pennsylvania Family Game Night An annual event brings over 100 families together to play board games, strengthening family and community bonds. Grades K–5 • St. Louis, Missouri An evening event promotes a sense of caring by building relationships among community members. Secundaria Tecnológico de Monterrey, Campus Zacatecas Grades 7–9 • Guadalupe, Zacatecas, Mexico Family Time Grades K–5 • Vineland, New Jersey Students plan special activities with their families that strengthen family relations. First Day Celebration: Parent and Community Involvement from Day One Somerset Elementary School Dr. William Mennies School A school encourages parental involvement by bringing parents, teachers, students, and community members together in a celebration on the first day of school. 56 2009 National Schools of Character Grades K–5 • Bellevue, Washington “PhD” (Parenthood Development) Program Parents are given learning opportunities in the form of speakers and discussions. Grades K–5 • Pacific, Missouri Home Character Connection Promising Practices That Assess the Character of the School (Principle 11) ASSESSMENT AND ACTION Nike Elementary School Grades K–5 • Catawissa, Missouri Data Wall A “Data Wall” displays a school’s commitment to the Eleven Principles. Salam School Grades K–10 • Milwaukee, Wisconsin Character under Construction: Where Are We Now? Staff use a review and assessment workshop to analyze the impact of the character education initiative. Does your school or district have a Promising Practice to share with others? Visit CEP’s Web site for more information and application guidelines: www.character.org. All 2010 applications are to be completed online by March 15, 2010. Ways to Use CEP’s 2009 National Schools of Character: Award-Winning Practices in Your School or District Making Connections with Fellow Practitioners It is CEP’s hope that educators engaged in character education will work together and learn from one another. The National Schools of Character (NSOC) are expected to serve as models for other schools. Look at the lists of NSOC Winners and National Finalists on page 1 and the list of State Schools of Character (SSOC) on pages 44–46. Are any of these schools in your state or district? Is it possible for you to visit any of these schools––or to have educators from any of these schools visit or communicate with you? If any of the 2009 Winners or National Finalists are located near you, be sure to read their stories. Enhancing Staff Development at Your School: Use of Winner Articles The articles about the NSOC Winners tell the inspiring stories of their character education journeys. Form a group of staff members (and perhaps parents, community members, and even students) and select one of the Winners most like your school or district. Read the article about this Winner, and discuss issues such as the following: ★★ How is this school or district like your school or district? How is it different? ★★ What and who motivated or initiated character education at this school? ★★ What are the distinguishing characteristics of this school’s character education initiative? ★★ How did this school devise an initiative uniquely suited to its needs and population? ★★ How does this school’s initiative exemplify each of the Eleven Principles? Be specific. ★★ What impact has character education had on this school community? Look at the data given in the article. How do you explain the changes in school culture and academic performance? ★★ What specific strategies, programs, resources, or ideas will you take away from the story of this school or district? Could you implement any of these at your school? What would you like to try after exploring this article? What was most interesting or inspiring to you? Addressing Your School’s Strengths and Areas for Growth: Use of Self-Assessment and Promising Practices Think about your school’s strengths as well as aspects of your school’s character education initiative that could benefit from improvement. What do you have to teach others? What aspects would you like to improve or change? If you are unsure, take the Quality Standards self-assessment. Once you identify the areas for growth and improvement that you would like to address, turn to the Promising Practices on pages 47–56. Look under the pertinent Principles or topics, and read the descriptions of practices given there. Do any of these practices sound like something that might work at your school? If so, read more about them online at CEP’s Web site (www.character.org), where you may also search the 2006–2009 Promising Practices for ideas. Discuss some of the things other schools are doing that address your areas of concern. What might your school try? Create an action plan for improving your school’s character education program. Visit CEP’s Web site for the latest character education resources! www.character.org ➤ ➤ ➤ ➤ ➤ ➤ ➤ character education news award application materials best practices and lesson plans professional development opportunities announcements of conferences publications … and more! CEP’s Eleven Principles of Effective Character Education By Tom Lickona, Eric Schaps, and Catherine Lewis Effective Character Education: PRINCIPLE 1 PRINCIPLE 7 Promotes core ethical and performance values as the foundation of good character. Strives to foster students’ self-motivation. PRINCIPLE 8 PRINCIPLE 2 PRINCIPLE 3 Engages the school staff as a learning and moral community that shares responsibility for character education and attempts to adhere to the same core values that guide the education of students. Use a comprehensive, intentional, and proactive approach to character development. PRINCIPLE 9 PRINCIPLE 4 Fosters shared moral leadership and long-range support of the character education initiative. Defines “character” comprehensively to include thinking, feeling, and behavior. Creates a caring school community. PRINCIPLE 5 Provides students with opportunities for moral action. PRINCIPLE 6 Includes a meaningful and challenging academic curriculum that respects all learners, develops their character, and helps them to succeed. PRINCIPLE 10 Engages families and community members as partners in the character-building effort. 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. www.character.org 1025 Connecticut Ave., NW, Suite 1011 • Washington, DC 20036