CEP’s State and National

Schools of Character

Summary of 2011

Program Changes

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Overview of Program Changes

New Program: • Non-competitive: numbers of Finalists and Winners are not limited; all who meet the standard can win• Not all Finalists will receive site visits – other sources of data may be used by National Evaluators• Hold SSOC designation for 3 years; NSOC for 5 years – past winners can reapply

New Application:• Up to 25 pages for schools; 30 for districts• Artifacts are inserted throughout application; proportion of narrative and artifacts is up to applicant (at least 25% each)

New Scoring Rubric:• The Eleven Principles and Quality standards have been combined into a new, revised 11 Principles document• 11 Principles now outlines key indicators of exemplary implementation

Summary of NSOC Program Changes

NSOC 1998 - 2010 NSOC 2011 and beyondAwards program School improvement

process3+ years of character ed No eligibility

requirementsCompetitive Non-competitive

Approx. 20 diverse Finalists

All who meet the standard

Approx. 10 distinctive models

All who meet the standard

Quality Standards Revised 11 PrinciplesAll Finalists receive site

visitsSite visits not required for

allBlue Ribbon Panel National evaluation

process“Winners” “National Schools of

Character”

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What the application will look like

COMPOSITION: Length: Up to 25 pages for school; 30 pages, district

Cover Page with school information

Page 1 (not scored): WHY is the school doing CE? WHAT makes it SPECIAL to deserve NSOC status?

Pages 2-25 (district: 30): HOW it is implementing CE according to the 11 Principles. Artifacts included in body.Self-evaluation sheet/responses

NEW IN 2011:Narrative Length: Applicant chooses proportion (text or artifacts at least ¼ of total).

Placement of Artifacts: Inserted after claims made or each Principle or at end

Some Changes in Key Indicators: e.g., Academic integrity, using data to shape plans; more SEL

Key indicators now outline exemplary implementation. Appendix/Table of Contents Only if unable to insert artifacts

NOTE: Eleven Principles, not Quality Standards = the Scoring Rubric.

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The Revised Scoring Rubric

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The 11 Principles as the Scoring Rubric

Principle #1: The school community promotes

core ethical and performance values as the foundation of good character.

Each Principle has 2 to 4 numbered Scoring Items.1.1 Stakeholders in the school community select or assent to a set of core values

Key Indicators of exemplary implementation: A highly inclusive representative group of stakeholders (professional and other staff,

parents, students, and community members) have had input into or at least assented to the school’s core ethical and performance values. If the district selected the values or if the values have been in place for some time, current stakeholders have been involved in ongoing reflection on the values.

Staff understand how and why the school selected its core values.

Each Scoring Item lists:

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Promotes core ethical and performance values

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: 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

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Defines “character” comprehensively to include thinking, feeling, and doing.

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

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Uses a comprehensive, intentional, and proactive approach

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 plan3.2: Can demonstrate integration with lessons3.3: Academic integrity added3.4: Artifacts should demonstrate

Principle 3

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Creates a caring community.

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 programs4.4: Applies to all adults, including parents

Principle 4

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Provides students with opportunities for moral action.

Provides students with opportunities for moral action.

5.1: Clear expectations5.2: Moral action within school5.3: Moral action in community

NEW:Overall: Moral action is more broadly defined and service learning is clearly defined and expected5.1: Artifacts demonstrate expectations; moral action includes conflict resolution, academic integrity, sportsmanship; school has service learning expectations5.2: Service tied to curriculum and core values5.3: All students given opportunities and time to identify community needs and plan projects; service tied to curriculum and core values

Principle 5

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Offers a meaningful and challenging academic curriculum that respects all learners

Offers a meaningful and challenging academic curriculum that respects all learners

6.1: Challenging curriculum

6.2: Meeting student needs

6.3: Performance character

NEW: 6.1: Students are challenged and have voice and choice6.2: Teachers identify needs and differentiate; schools work to close achievement gap6.3: Performance character clarified; academic integrity added

Principle 6

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Fosters students’ self-motivation

Fosters students’ self-motivation

7.1: Motivation and rewards

7.2: Behavior management and discipline

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

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Staff is an ethical learning community that adheres to core values

Staff is an ethical learning community that adheres to core values

8.1: Staff modeling

8.2: Staff development

8.3: Staff planning and reflection

NEW:Old 8.1 and 8.2 were switched so that staff modeling now comes first8.2: Ethical learning community created through staff development

Principle 8

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Fosters shared leadership Fosters shared leadership

9.1: Leaders champion effort

9.2: Leadership group plans

9.3: Student leadership

NEW: Clarified overallMust be able to show artifacts

Principle 9

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Engages families and community members as partners

Engages families and community members as partners

10.1: Engages families

10.2: Communicates with families

10:3: Involves community

NEW: Clarified overall10.2: Survey parents

Principle 10

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Assesses school culture/climate, staff’s functioning, and students’ character

Assesses school culture/climate, staff’s functioning, and students’ character

11.1: Assesses culture/climate

11.2: Staff report on progress

11.3: Assesses student progress / behavior

NEW: 11.1: New emphasis on culture/climate, ethical learning community, and using data to make changes11.2: More concrete examples of reflection given11.3: Changes attributed to data collected

Principle 11

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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

.

NEW IN 2011:Items are scored from 1 to 4 (no 0). Use the key indicators of exemplarypractice as a guide:1 Lacking evidence2 Good implementation3 Highly effective implementation4 Exemplary implementation

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NOTE: 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; 11.2

Scoring Districts

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:

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SSOC serve as models within the state and are available for mentoring.

SSOC automatically become nominees for the NSOC award.

SSOC sponsors provide technical assistance and feedback to applicants and/or refer them to CEP resources.

During those three years, SSOC apply for NSOC status by sending their applications to the SSOC sponsors for feedback and to be sent on to CEP.

Beginning in 2011, SSOC hold their status for three years.

New Guidelines for State Schools of Character