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CEP’s State and National Schools of Character Summary of 2011 Program Changes.

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Presentation on theme: "CEP’s State and National Schools of Character Summary of 2011 Program Changes."— Presentation transcript:


2 CEP’s State and National Schools of Character Summary of 2011 Program Changes

3 2 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

4 Summary of NSOC Program Changes NSOC NSOC 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 “Winners”“National Schools of Character”

5 4 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.

6 5 The Revised Scoring Rubric

7 6 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 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:

8 7 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 is now about core values guiding all (common language, staff ownership, hiring) Principle 1

9 8 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

10 9 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

11 10 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

12 11 Provides students with opportunities for moral action. 5.1: Clear expectations 5.2: Moral action within school 5.3: Moral action in community 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

13 12 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 choice 6.2: Teachers identify needs and differentiate; schools work to close achievement gap 6.3: Performance character clarified; academic integrity added Principle 6

14 13 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 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

15 14 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 first 8.2: Ethical learning community created through staff development Principle 8

16 15 Fosters shared leadership 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

17 16 Engages families and community members as partners 10.1: Engages families 10.2: Communicates with families 10:3: Involves community NEW: Clarified overall 10.2: Survey parents Principle 10

18 17 Assesses school culture/climate, staff’s functioning, and students’ character 11.1: Assesses culture/climate 11.2: Staff report on progress 11.3: Assesses student progress / behavior NEW: 11.1: New emphasis on culture/climate, ethical learning community, and using data to make changes 11.2: More concrete examples of reflection given 11.3: Changes attributed to data collected Principle 11

19 18 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 exemplary practice as a guide: 1 Lacking evidence 2 Good implementation 3 Highly effective implementation 4 Exemplary implementation

20 19 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:

21 20 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

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