cep’s state and national schools of character a training session for ssoc coordinators and...

CEPs State and National Schools of Character www.character.org A Training Session for SSOC Coordinators and Evaluators November 2012

2 Whats in Store for YOU: The Role of State Sponsors, Coordinators, and Reviewers Understanding the 11 Principles Scoring Simulated Practice Scoring an Actual Application Timeline of the SSOC-NSOC Process Overview

3 Why Schools of Character?

Students in schools of character feel safe, respected, and connected to those around them, allowing them to thrive academically and socially and be motivated to give back to their communities. 4 Schools of Character: Purpose Positive results: Academics Behavior Culture/climate OUR PURPOSE: To bring these dramatic improvements to as many schools as possible.

CEPs State and National Schools of Character program offers K-12 public, private, and charter schools and districts across the U.S. a path to school improvement and excellence through high-quality character education. When schools engage in the schools of character process and seek to implement CEPs framework for success (11 Principles), they: Bring stakeholders together to identify a common set of core values and a unite around a common purpose Go through a process of reflection and self-assessment that helps the school community identify strengths and next steps Receive free professional feedback on their programs as well as suggestions for growth 5 Schools of Character: Benefits

Summary of NSOC Program Changes NSOC 1998 - 2010NSOC 2011 and beyond Awards programSchool improvement process 3+ years of character edNo eligibility requirements CompetitiveNon-competitive Approx. 20 diverse FinalistsAll who meet the standard Approx. 10 distinctive modelsAll who meet the standard Quality StandardsRevised 11 Principles All Finalists receive site visitsSite visits not required for all Blue Ribbon PanelNational evaluation process WinnersNational Schools of Character One time awardRe-apply after 5 years SSOC NSOC

7 The Role of State Sponsors

The organizations that sponsor the SSOC program differ in each state. Sometimes several organizations will partner to sponsor the program. In other cases, networks of volunteers create alliances that manage the program and support schools. State coordinators serve as the point of contact for the sponsoring organization or group of partner organizations within each state. 8 State Affiliates Participating States

State sponsors agree to: Publicize the SSOC/NSOC program in their states; encourage schools to enter the process. Assist schools as they go through the SSOC/NSOC application and school improvement process. Review applications and provide feedback and select state schools of character, sending these applications to the national level. Recognize winners and encourage them to take on leadership roles in their states. 9 Role of State Sponsors State Sponsors hold the key to sustaining the NSOC program.

SSOC sponsors are expected to provide meaningful coaching and consultation to prospective applicants and to applicants who apply but are not successful in achieving SSOC or NSOC status, insofar as their resources allow. Technical assistance will not include writing or editing actual applications. At a minimum, technical assistance will include: At least one orientation training session on the application process or simply directing applicants to CEP webinars/resources. Information for aspiring applicants (sources for networking, examples of SSOC and NSOC schools to contact, and feedback on their application regarding programs, activities, or missing evidence). 10 Technical Assistance

Recognize ALL SSOC applicants that submit eligible applications 3.3 and above: State School of Character 2.7 to 3.2: Honorable Mention 2.6 or below: Emerging School of Character Possible recognition: Awards ceremony as part of conference or stand-alone Visit school to present award Celebrate on-line via Website Write about school in state-level or organizational publication 11 State Level Recognition

12 Both SSOC and NSOC are expected to serve as models to others. Use them in your own outreach and training efforts! NSOC outreach menu of options: Contributing to CEP website (school profile, lesson plans, video) Contributing to the NSOC magazine Presenting at CEPs National Forum and other conferences Conducting outreach session, workshop, conference, or in-service in home state or district Developing a mentoring relationship with another school or district Contributing to CEP online community: CEP blog, Facebook, Twitter, electronic newsletter, and/or webinars SSOC/NSOC Outreach

13 The Online Application

All information is entered online at www.character.org.www.character.org The 2013 application opened Summer 2012. The deadline is December 3, 2012. State reviewers will receive PDFs that contain narrative responses and links to portfolio evidence stored online. 14 2013 Online Application NOTE: If you use an older version of Internet Explorer as your web browser, you may have difficulty opening the links to supporting documents that are .docx files. Simply update your version of IE, use a different browser such as Firefox, or save portfolio files as .docx on your desktop to view them.

15 The PDF application (approx. 8 pages) will contain the following sections. Basic contact and demographic information Overview: brief overview of school and CE journey; advice from principal; photo Implementation of 11 Principles: 1/3 page (2000 characters) of narrative per principle plus 1 page of portfolio evidence per principle (more for Principles 3 & 11; more for districts). The reviewer clicks on the portfolio evidence separately. Self-assessment scores; information about changes made since last application NOTE: Applicants no longer send their applications to you! What the Application Will Look Like

Applicant Tips will be available to applicants during the online process. Narrative tips will give applicants questions drawn from the key indicators to consider in order to help applicants determine if they have addressed all the key indicators. Evidence tips will give applicants examples of supporting evidence they might include for each of the Principles. 16 Applicant Tips

CEP offers a wide range of resources for applicants at www.character.org. These include:www.character.org CEPs 11 Principles of Effective Character Education (free download) This is the scoring rubric used to evaluate applications. Use it as a guide when compiling your application.11 Principles of Effective Character Education 11 Principles Score Sheet (Excel sheet that calculates scores automatically) Use this score sheet to enter the scores from your stakeholder self-assessment. 11 Principles Score Sheet 2013 NSOC Application (PDF) This document includes all the questions asked in the online application, character limits, and tips for applicants. 2013 NSOC Application Webinar on the 2012 online application process (pre-recorded, approx. 40 minutes) Check back in September for updated recorded webinars and in November for live webinars! Webinar on the 2012 online application process Sample applications: Public Elementary School, Public Middle School, Public High School, Private School, Charter School, Public School DistrictPublic Elementary SchoolPublic Middle SchoolPublic High SchoolPrivate SchoolCharter SchoolPublic School District 2013 Application TimelineApplication Timeline Key Indicators for Districts (PDF) This document lists the items that apply specially to district applicants. Key Indicators for Districts Climate Surveys Climate Surveys PowerPoint on Application Process Resources for Applicants

18 11 Principles Training for Application Reviewers

19 The Scoring Rubric You score each scoring item from 1 to 4 by matching up with the key indicators of exemplary practice.

20 The 11 Principles as the Scoring Rubri c Principle #1: The school community promotes core ethical and performance values as the foundation of good character. Each Principle has 2 to 4 numbered Scoring Items. 1.1 Stakeholders in the school community select or assent to a set of core values Key Indicators of exemplary implementation: A highly inclusive representative group of stakeholders (professional and other staff, parents, students, and community members) have had input into or at least assented to the schools core ethical and performance values. If the district selected the values or if the values have been in place for some time, current stakeholders have been involved in ongoing reflection on the values. Staff understand how and why the school selected its core values. Each Scoring Item lists:

The Role of a Reviewer Promising Practices are unique and specific strategies in character education that others may learn from and even replicate. 1. Read the text and supporting artifacts. 2. Assign a score of 1 to 4 for each scoring item. 3. Average the scores for each Principle. 4. Average total score. 5. Write a short summary of strengths and areas of growth 6. Point out Promising Practices.

22 The Scoring Process Items are scored from 0 to 4: 0 Not evident or visible; poor 1 Some implementation 2 Good implementation 3 Very good implementation 4 Exemplary implementation. NOTE: (Change from pre-2010.) Items are scored from 1 to 4. Use the key indicators of exemplary practice as a guide: 1 Lacking evidence 2 Good implementation 3 Highly effective implementation 4 Exemplary implementation

23 Tips on Scoring Districts Districts are required to demonstrate additional evidence of character implementation that shows an explicit commitment to building character in its students, staff & community. The following list of scoring items apply to districts: 1.3; 3.1; 3.2; 4.4; 5.1; 7.1; 8.2; 8.3; 9.1; 9.2; 10.3; 11.1; 11.2 The district incorporates core values in its community and public relations efforts. The district establishes core values as part of its vision, mission, goals, objectives, regulations, and policies and seeks to promote a community of adults and students based on a commitment to excellence and ethics. Principle 1.3 Example:

As you read the narrative & accompanying artifacts, use the exemplary implementation examples as a guide. 24 Some evaluators use the 11 Principles Capsule Summary Sheet to jot down notes. Wow! This is a great help!

Your 11 Principles Training Activity Packet 25 First, we will do simulated responses in your Activity Packet. Have ready

26 Activity Packet Practice Exercises 11 Principles of Effective Character Education 11 Principles Capsule Summary Sheet Blank Activity Packet Answer Sheet A Call to Check your Materials:

27 Practice Exercises from Your Activity Packet First, we will give a brief explanation of the Principle. Next, you read the Activity Text and answer the questions.

28 Check your responses for each exercise with those in the Suggested Answers packet. (Participants at live session receive Suggested Answers later) Practice Exercises

29 Promotes core ethical and performance values 1.1: Stakeholders select core values 1.2: Core values guide everything 1.3: Core values are visible NEW in 2010 Revision: Observable behaviors moved from 1.2 to 1.3 1.2 is now about core values guiding all (common language, staff ownership, hiring) Principle 1 Core Values Shape EVERYTHING.

30 Activity: Look at each of the scoring items for Principle 1. Which of the three items is the strongest? Why? To what degree does the school address the other scoring items? Principle 1: Promotes core ethical and performance values as the foundation of good character.

31 Defines character comprehensively to include thinking, feeling, and doing. 2.1: Thinking (understanding) 2.2: Feeling (reflection, appreciation) 2.3: Doing (behavior, students practice) NEW: Principle 2 was simply clarified and specific examples were added. Principle 2

32 Activity: Your state is highlighting school districts that promote character education so that kids really think, feel, and act it. Using this response as the basis for selection, would you choose this district as a good model? Base your response on Principle 2. Principle 2: Defines character comprehensively to include thinking, feeling, and doing.

33 Uses a comprehensive, intentional, and proactive approach 3.1: Intentional at all grade levels 3.2: Integrated into academic content 3.3: Integrated into classroom routines 3.4: Integrated throughout total program NEW: 3.1: Should have a CE plan 3.2: Can demonstrate integration with lessons 3.3: Academic integrity added 3.4: Artifacts should demonstrate Principle 3

34 Activity: Look at scoring items 3.1, 3.2, 3.3 and 3.4. Which would receive higher ratings? Why? Which are lower? Can you identify a possible Promising Practice in this schools account? Principle 3: Uses a comprehensive, intentional, and proactive approach to character development.

35 Creates a caring community. 4.1: Student staff relationships 4.2: Student student relationships 4.3: Peer cruelty prevention 4.4: Adult relationships NEW: 4.3 is stronger: students report bullying is infrequent, all students participate in programs 4.4: Applies to all adults, including parents Principle 4

36 Activity: Time for practice in filling out the 11 Principles Capsule Summary. Write the information you would for each of the 4 items. Fill in evidence for each of the items. Write down questions you have about practices you have NOT found. How helpful was the evidence to you? Principle 4: Creates a caring community.

37 Provides students with opportunities for moral action. 5.1: Clear expectations 5.2: Moral action within school; tied to the curriculum 5.3: Moral action in community; tied to the curriculum NEW: Overall: Moral action is more broadly defined and service learning is clearly defined and expected 5.1: Artifacts demonstrate expectations; moral action includes conflict resolution, academic integrity, sportsmanship; school has service learning expectations 5.2: Service tied to curriculum and core values 5.3: All students given opportunities and time to identify community needs and plan projects; service tied to curriculum and core values Principle 5

38 Activity: It is not too difficult to figure out which response is better. Use this opportunity to frame a politic sentence suggesting an Area of Growth for A, and another commending the Strengths for B. Any Promising Practice found here? Principle 5: Provides students with opportunities for moral action.

39 Offers a meaningful and challenging academic curriculum that respects all learners 6.1: Challenging curriculum 6.2: Meeting diverse student needs 6.3: Addresses Performance character NEW: 6.1: Students are challenged and have voice and choice 6.2: Teachers identify needs and differentiate; schools work to close achievement gap 6.3: Performance character clarified; academic integrity added Principle 6

40 Activity: Look carefully at the scoring items for Principle 6 for this private K-12 school. Is there any item in which the school rates a 4? Why? If you were a site visitor for this school, which questions related to Principle 6 would you ask? Principle 6: Offers students a challenging and meaningful academic curriculum that respects all learners, develops their character, and helps them to succeed.

41 Fosters students self-motivation 7.1: Students intrinsically (NOT extrinsically) motivated. 7.2: Behavior management and discipline tied to core values; academic integrity stressed. NEW: Old 7.1 is gone and folded into 7.2, creating a new 7.1 and 7.2 7.1 now focuses on intrinsic vs. extrinsic motivation and use of material rewards and more clearly explains expected outcomes 7.2 now focuses on behavior management and discipline, academic integrity added Principle 7

42 Activity: Time to start scoring. Look closely at each of the scoring items. With your partner, score items 7.1 and 7.2. Discuss your answers so you arrive at one score for each. What did you learn about the scoring process? Principle 7: Fosters students self- motivation.

43 Staff is an ethical learning community that shares responsibility for character education and adheres to core values 8.1: Staff modeling 8.2: Staff development for ALL; staff is ethical learning community 8.3: Staff planning and reflection; enough time for character education. NEW: Old 8.1 and 8.2 were switched so that staff modeling now comes first 8.2: Ethical learning community created through staff development Principle 8

44 Activity: Its scoring time again! With your partner, score items 8.1 through 8.3. Be ready to substantiate your answers by referring to the exemplary implementation listed for Principle 8. Principle 8: The school staff is an ethical learning community that shares responsibility for character education and adheres to the same core values that guide the education of students.

45 Fosters shared leadership and long-range support of the character initiative. 9.1: Leaders champion effort 9.2: Leadership group plans 9.3: Student leadership NEW: Clarified overall Must be able to show artifacts Principle 9

46 Activity: Youre in the drivers seat. First, individually rate the districts performance in Principle 9 in EACH of the scoring items. Note bulleted items for 9.1 and 9.2 that apply to a district. Then, confer with your partner to arrive at a consensus. Principle 9: Fosters shared leadership and long-range support of the character education initiative.

47 Engages families and community members as partners in the character-building effort 10.1: Engages families 10.2: Communicates with families 10:3: Involves community NEW: Clarified overall 10.2: Survey parents Principle 10

48 Activity: Three scoring items here. Youre on your own. Rate each. What would your final score be for the Principle? Principle 10: Engages families and community members as partners in the character-building effort.

49 Assesses school culture/climate, staffs functioning, and students character 11.1: Assesses culture/climate 11.2: Staff report on progress 11.3: Assesses student progress / behavior NEW: 11.1: New emphasis on culture/climate, ethical learning community, and using data to make changes 11.2: More concrete examples of reflection given 11.3: Changes attributed to data collected Principle 11

50 Activity: This time we have not provided the supporting portfolio evidence. What specific proof would you look for in the supporting evidence? If it contained such evidence, what would be your scores? If the application lacked this evidence, what would you write under Areas of Growth? Principle 11: Assesses the character of the school, the school staffs functioning as character educators, and the extent to which students manifest good character.

51 How well did you do when you compared your responses with the Suggested Answers?

52 Scoring an Actual Application Contact/demographic information and overview give you context and background information. The 11 Principles Capsule Summary Sheet provides a quick guide to the scoring items. Use it. The scoring process is the same at both the state and national level. Set aside at least 1-2 hours to read and score each application.

53 Scoring an Actual Application Score each principle sequentially; check the supporting evidence. Pencil in scores on the Capsule Summary Sheet. Do not be afraid of giving a low score to items if implementation is not present. Transfer scores to the electronic score sheet. On the score sheet, fill in Strengths, Areas of Growth, and Possible Promising Practices. Give your final score for each application to the State Coordinator or Lead Evaluator. VERY IMPORTANT: Strengths & Areas of Growth should be helpful, specific suggestions, consonant with your actual scoring, that will guide the applicant in improving.

54 Once you have scored an actual application, compare your scores with those of national reviewers. The Capsule Summary Sheet provides an explanation. Will you change any scores?

55 Listening to Other Voices The reviewers who have read the same application compare each item and discuss score disparities. Reviewers agree on a score for each item, and then determine the final score for the application. If the two reviewers dont come to consensus, give the application to a third reviewer. The Lead Reviewer records the scores of each application on Excel spreadsheet.

56 Feedback for Applicants

Use sample Score Sheets as models. Be positive and respectful. Commend schools for commitment to CE and growth. Give clear guidance about where evidence is lacking or questions are unanswered by referring to the Principles/Scoring Items. Suggest questions they might reflect on or practices they might consider adopting that would help them to address their areas for growth. Comments should explain scores. Send Honorable Mention and Emerging schools their composite score sheets as quickly as possible. 57 Giving Good Feedback

Curricular integration (Principle 3) Service LEARNING (Principle 5) Intrinsic motivation (use Principle 7 Toolkit) Providing actual data and use of data to plan next steps (Principle 11) 58 Common Areas for Growth

59 QUESTIONS?

60 Annual Program Cycle

61 Round One Review of Applications (December early January) State coordinators lead the evaluation and scoring of all applications from their states. Previous SSOC that were not named NSOC are validated by the state coordinator and forwarded to CEP. New applications with scores of 3.3 and above are named State Schools of Character for a period of 3 years and forwarded to CEP for consideration as NSOC. CEP reviews applications from states without affiliates. TIMELINE: Initial Review

62 NOTE: When in doubt, forward the application to CEP for review! Selecting the State Schools of Character The State Sponsor (through the State Coordinator) determines which applicants will be named State Schools of Character based on the scores of state-level reviewers. All applicants with scores of 3.3 or higher should be named SSOC. State sponsors have agreed on the following runner-up awards: Honorable Mention2.7-3.2 Emerging School2.6 or below The State Coordinator informs CEP of which applicants are SSOC and should be evaluated at the national level and provides composite score sheets and any supporting materials. State sponsor plans state-wide celebration to honor SSOC (and other applicants if possible) and/or a celebration at the school or district.

National Review of SSOC Applications and Selection of National Finalists (Round Two) (early January February) CEP national screeners review and score applications that received scores of 3.3 and above in the first round of screening. Those that receive 3.3 and above by the national screeners are named National Finalists. Finalists are announced in early March and informed about the next stage in the process. TIMELINE: National Review

64 Information requested of National Finalists DATA ON ACADEMICS: State test scores, achievement gap, other evidence of academic achievement (grades, failures, honor roll, etc.) DATA ON STUDENT BEHAVIOR: Attendance, suspensions, referrals, graduation / dropout rates DATA ON CULTURE/CLIMATE: Climate survey results that show: bullying rare / students feel safe students respect each other students and teachers respect each other adults respect each other STAKEHOLDER TESTIMONIALS PHOTOS AND CAPTIONS LESSON PLAN The Proof Is in the Data Whats good? What results do we expect? Whats good? What results do we expect?

65 National Evaluation and Validation of Finalists Applications (March April) Finalists are assigned National Evaluators and asked to respond to follow-up questions online. National Evaluators review applications and all available sources of validation and may visit site. National Evaluators make recommendations to CEP in written reports. TIMELINE: National Evaluation

(early May) CEP staff review the reports of the National Evaluators and determine NSOC (may convene review panel). CEP invites state coordinators to inform the NSOC winners. CEP posts winners on the CEP Website. TIMELINE: Selection / Announcement of NSOC

67 (January June) Those that did not go on to the national level screening will receive composite score sheets with strengths and areas for growth from their state coordinators (or CEP). Those that went on to the national level screening but were not named National Finalists will receive composite score sheets with strengths and areas for growth from CEP. All National Finalists receive National Evaluation reports from CEP. (State coordinators are copied.) TIMELINE: Feedback for Applicants

68 (June through following school year) CEP recognizes the NSOC and shares their stories through press releases, the CEP website, and the annual NSOC publication. State sponsors honor SSOC; CEP honor NSOC at the National Forum on Character Education held in October/November. CEP assists the NSOC in planning their outreach efforts and SSOC coordinators may call on SSOC and NSOC to help in their states. TIMELINE: Recognition and Outreach

69 Promising Practices Fall: Online application open Winter: Applications completed online Feb/March: SSOC-NSOC reviewers note possible PPs in feedback to applicants March/April: Applications due online March 17 (SSOC/NSOC applicants have extra time due April 15) April/May: Evaluation of applications; announcement of winners June/July: PP pages posted online Sample PP Page

70 QUESTIONS?

71 Character Education Partnership, 2012 Presentation Developers: Lara Maupin NSOC Director Eileen Dachnowicz CEP Screener, Site Visitor, Trainer, and Book Author

cep’s state and national schools of character a training session for ssoc coordinators and...

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