1. Ideas and inspiration for high school Character Ed! Maryland Character Education on the Web: www.MarylandPublicSchools.org

2. Character efforts at the high school level must be appropriate for the age and intellect of the high school student. High school students need information and guidance to help them develop good character, be productive citizens and community members, and make ethical decisions. High schools face unique challenges in character education.

3. Three Characteristics of Successful Character Education in High Schools 3.Some measure of evaluation is in place. For example, decreases in suspension or dropout rates, increased service- learning participation, improved school climate, etc. 2. The character education effort addresses a problem or issue at the school, e.g., bullying, dropout rates, freshman initiation, etc. 1. Students and teachers “buy in” to the character education effort.

5. Tip: Identify clear expectations for the mentoring program.

6. The need for positive role models and relationships between students and adults. Through the use of “character coaches,” schools can help students develop positive character traits. Issue that mentoring addresses:

7. The bottom line for kids Potential outcomes are many:  Improved attendance and academics  Lowered dropout and suspension rates  Improved school climate for teachers and students.

8. Through the use of “character coaches,” schools can help students develop positive character traits. Next, how one Maryland high school uses Character Coaches…

9. Identify Target Audience and Gather Materials and Resources  Ninth grade students  Recruit “Character Coaches”—Caring adults who are dynamic speakers and able to connect with students.  Character Coaches range in ages and professions and may include realtors, legislators, bank employees, and local artists.  Coaches should be established in the community and willing to make a multi-year commitment.  Identify regular opportunities for Character Coaches to meet with students, such as during a homeroom or advisory period. Do this first!

10. How to make it happen!  Start in ninth grade and continue through students’ high school careers.  Character Coaches visit the same group of students (about 20) each month.  Character Coaches lead discussions on topics that include character traits and ethics, often presented through current events of interest to students.  Over time, students build authentic relationships with the Character Coaches; some relationships even continue past graduation.  To help achieve student and staff buy in, consider allowing students to vote each year on whether the program should continue.  Allow teachers to evaluate the coach’s effectiveness.  Remember that staff buy in is critical. One Maryland school implementing the Character Coaches strategy reports that the relationship between coach and teacher is a key component to the coach being successful in the advisory. Then follow these steps!

11. Leadership training can enhance the developmental assets and leadership skills of a core group of students in order to reduce student conflict, improve student involvement in extra-curricular activities, and develop a more positive school climate for all students. Next, how one Maryland high school uses Leadership Training…

12. Identify Target Audience and Gather Materials and Resources  Define the purpose of the initiative as engaging students on all grade levels in the character education effort.  Develop program and “buy-in” among staff.  Sell the program to students. IT MUST BE ATTRACTIVE TO STUDENTS!! Selling points may include: the close friendships that develop within the club, being able to help younger students,making the school a more positive, friendly place, and leadership experience.  Solicit funding for planned activities, such as a “lock in,” outdoor challenges, and any other planned leadership and team-building activities that require funding. Also, consider funding for shirts or other items with the leadership group’s name. Do this first!

13. How to make it happen!  Recruit and select a diverse group of upperclassmen for leadership training through an application process. Students are required to write an essay and provide written recommendations from teachers. Find students who want to make the school a better place.  Hold a “lock in” event at the school, develop a focus for the school year. Also develop in students a sense of responsibility for helping others.  Students receive leadership as well as peer mediation trainings.  Establish a code of conduct for the student leaders. They are expected to lead by example. If the code is broken, a discussion takes place.  Arrange weekly meetings between each student leader and his or her underclass mentees.  Provide ongoing trainings and social opportunities. Then follow these steps!

14. High school students work with middle school students to improve their grades and social interactions. Next, how one Maryland middle/high school uses the student- to-student approach.

15. Identify Target Audience and Gather Materials and Resources  About a month into the school year, high school teachers identify students as potential mentors.  Students can also apply to be mentors, but they must obtain a teacher’s endorsement.  Mentors must be a positive role model and have at least a 2.0 GPA.  The Dean of Discipline coordinates the program, matching mentors with middle school mentees based on similarities. Mentees get parent/guardian permission to participate.  Character education “how to” books can provide ideas for lessons. Do this first!

16. How to make it happen!  Mentors/mentees meet monthly during a class period.  The program coordinator provides activities that focus on academics and social skills.  High school students are encouraged to touch base with their middle school students weekly.  Evaluate the program. Interview mentors, mentees, and teachers. Also, determine if grades, attendance, and behavior have improved as a result of the mentoring relationship.  Make adjustments to the program and enrollment as a result of your evaluation findings. Then follow these steps!

17. An intensive teacher- student mentoring relationship involving daily monitoring and interactions focused on individual student needs, such as attendance, behavior, and academics. Next, how one Maryland school system uses mentoring to build confidence.

18. Identify Target Audience, Gather Materials and Resources  Designate a coordinator for the initiative.  Identify a core group of teacher advocates.  Train involved staff in the components of mentoring.  Identify students who need an advocate to address attendance, behavioral, and academic issues.  Plan mentoring, tutoring and career planning activities. Do this first!

19. How to make it happen!  Incorporate life skill lessons through daily conversations, class work assistance, and crisis management.  Focus lessons on areas where students can experience success.  Train mentors to build upon these successes to further improve students' academic achievement, behavior, and self-esteem.  Provide incentives to mentors for their mentees’ successes.  Assess effectiveness of advocacy each quarter by measuring attendance, grades, and behavior of students being mentored.  Remove/replace students who have not shown improvement in 2 quarters.  Add students who would benefit from teacher advocacy. Then follow these steps!

20. TIP For mentoring programs, consider "on-the- fence“ kids rather than severely at-risk students. Why? Because at-risk students often need more intense intervention than mentoring can provide. Also, many at-risk students are already regularly receiving counseling and other support services.

21. “Character Education by Design” by Maryland educators A blueprint for character education initiatives at the district and school levels, this book is available by request from the MSDE Character Education Specialists. See pages 61 and 74 for mentoring information. “Smart and Good High Schools” Integrating Excellence and Ethics for Success in School, Work, and Beyond Thomas Lickona, Ph.D. & Matthew Davidson, Ph.D. Smart & Good High Schools is national study of American high schools - including site visits to 24 diverse schools, hundreds of interviews, a comprehensive research review, and the input of a National Experts Panel and a National Student Leaders Panel. The report offers a vision of educational excellence and nearly 100 promising practices designed to foster human flourishing over a lifetime. RESOURCES for mentoring “Taking Up the Mentoring Challenge” by Marian White-Hood in Educational Leadership Concern over low student achievement led to the creation of a mentoring program that involved not only school staff but the larger community. “Humility Among Adolescent Purpose Exemplars” by Kendall Cotton Bronk, The Journal of Research in Character Education, Volume 6, Number 1, 2008, pp. 35-51. This article discusses the value of mentoring. Students with long-term mentoring relationships are more likely to demonstrate humility and purpose, two characteristics that support positive youth development.

22. Graduation Success from News Observer, August 30, 2011 This letter to the editor from the Chairman of Communities in Schools North Carolina, an initiative that supports mentoring in public schools, cites improved graduation rates as a result of his organization’s efforts. Pittsburgh Public Schools Teachers’ Task: Make schools safer” by Rachel Weaver, Pittsburgh Tribune- Review, August 30, 2011 The school system instituted a mentoring program to help students feel safe and to provide mentoring, promote conflict resolution, and reduce bullying. RESOURCES for mentoring

23. Through service- learning, students show respect for and give back to the school and community. Service –learning activities build relationships and trust.

24. Making kids feel like they belong and are connected to the school and to the larger community Character education through service-learning helps make the kids better people and the school and community a better place. The Issue that service- learning addresses:

25. The bottom line for kids Potential outcomes are many:  Improved attendance  Lowered suspension rates  Improved school climate for teachers and students.  Increased sense of belonging to the school and community.  Students gain service- learning hours.

26. Students need to feel welcome in the school and that they belong. When every student participates in service- learning, it reinforces their place in the school community. Next, how one Maryland high school involves students so that they feel they “belong”…

27. Identify Target Audience, Gather Materials and Resources  Encourage every student to participate in at least one service-learning activity. The activity may be as part of a club or sports group, or it may be a classroom project, but the focus is on the contribution to the community.  Decide which character traits will be a focus for the school, and share these traits with student organizations for them to embrace and promote. One Maryland high school that has been successful promoting character through service-learning has concentrated on the character traits of responsibility, self-control, gratitude, integrity, and respect. Do this first!

28. How to make it happen!  Allow students to lead activities, for example, the Student Government Association might lead the charge for large- scale service activities, such as food or clothing drives. Other student groups should plan activities as well.  Encourage student groups to have a motto that connects to the community. From one high school’s Young Researchers organization: “We could have cared less, but we decided to care more.”  Provide repeated and varied opportunities for students to engage in ethical action in the larger community.  A few examples of service-learning activities in one Maryland high school include blood drives, clothing drives, toy drives, litter pick-ups, and a Cystic Fibrosis walk.  Plan a reflection activity for each service-learning activity. Then follow these steps!

29. The character activities at one high school are all related to service to others. The service activities are planned by students within their clubs, sports teams, or sometimes classes during a designated “club time.” Next, how one Maryland high school uses “Club Time”…

30. Identify Target Audience, Gather Materials and Resources  Determine specific character traits to be developed through service-learning.  Solicit staff buy-in. Although activities are student-led, teachers are needed to guide students.  Interested teachers organize a club based on their own interests.  Establish one “club day” per month when students will have 45 minutes during the school day to meet and plan service activities. Do this first!

31. How to make it happen!  All students belong to a club or sports team with whom they plan and carry out service- learning activities.  During club time, students plan service activities.  Some meetings may also occur after school.  Examples of club activities include blood drives and food drives.  Students lead the activities. For the blood drive, for example, students helped set up, sign in donors, serve snacks to donors, and escort donors back to class.  After each service learning activity, provide time for reflection. Then follow these steps!

32. One school created a “Virtue of the Month” program that acknowledges students demonstrating the school’s defined core ethical virtues. As part of the program, students, staff, and the school community demonstrate understanding of the virtues by participating in service activities. Next, how one Maryland high school uses “Virtue of the Month”…

33. Identify Target Audience, Gather Materials and Resources  Identify and define the school’s core ethical virtues.  Project coordinators (teachers) are needed to organize the community outreach projects, to communicate the Virtue of the Month to faculty and staff, and to recognize Virtues that are displayed by the faculty and students. Do this first!

34. How to make it happen!  Create a planning committee to identify service learning activities.  Invite students and faculty to planning events. The language of the Virtues is used in the invitations and during the planning events.  Promote the attitude among students that to give of oneself is the right and the “cool” thing to do!  Despite the lower economic status of many families in the community, the money and resources delivered by this school reflect total student buy-in and intrinsic character. Over the past 5 years, students have raised close to $40,000 for charity. Race for the Cure, The Polar Bear Plunge, and Adopt a Family were a few of the events. Then follow these steps!

35. Maryland State Department of Education Service-Learning in Maryland Web site www.msde.maryland.gov/ MSDE/programs/service learning/ Building Character Through Service Learning by Kathy Winings, Character Development Group, 2002 This book offers an in-depth look at the integral role service-learning plays in the development of character. It offers insight and practical information on how to connect service-learning with civic, family, or character education. RESOURCES for building character through service learning How does current research in character education support service-learning? National Service-Learning Clearinghouse Fact Sheet This fact sheet cites a number of research studies supporting the benefits of and links between character education and service- learning. For example, a 2005 study found that students participating in a character education project integrating service-learning components reported greater increases in prosocial behaviors, such as altruism, caring, respect, and ability to choose between right and wrong, than their peers in the comparison group. “Character Education by Design” by Maryland educators Available by request from the MSDE Character Education Specialists. “Smart and Good High Schools” Integrating Excellence and Ethics for Success in School, Work, and Beyond Thomas Lickona, Ph.D. & Matthew Davidson, Ph.D. Smart & Good High Schools is national study of American high schools - including site visits to 24 diverse schools, hundreds of interviews, a comprehensive research review, and the input of a National Experts Panel and a National Student Leaders Panel. The report offers a vision of educational excellence and nearly 100 promising practices designed to foster human flourishing over a lifetime.

36. During advisory time, “activities should be provided … that lead to the development of positive attitudes, values, and emotional control” (Connors, 1990, p. 165). Advisories should help students develop meaningful relationships.

37. Advisory periods provide students an outlet to express concerns, discuss school-related and personal issues, and celebrate each other. Successful advisories set the stage for a positive school day and help students connect with peers and adults in their school. The Issue that advisory addresses:

38. The bottom line for kids Potential outcomes are many:  Improved relationships with adults and peers.  Improved behavior and social interactions.  Increased sense of belonging to the school.  Improved school climate.

39. During the advisory period, teachers and students study specific traits that lead to success in school and in life. Examples of possible attributes are courage, respect, honesty, preparation, empathy, and leadership. Next, how one Maryland high school uses an advisory period to focus on traits.

40. Identify Target Audience, Gather Materials and Resources  Assign a character trait to each month during the school year.  Provide monthly character trait signs to each teacher to display in classrooms.  Develop a mini-lesson for each monthly trait.  In the mini-lesson, define the trait, introduce a famous role model that exemplifies that trait, and plan an activity around this trait.  Provide a quotation for the lesson that embodies the trait. Do this first!

41. How to make it happen!  Teach the lesson during an extended advisory period.  Try to engage the entire class in the lesson.  Guide students in examing their own behavior in relation to the trait of the month.  Encourage students to identify appropriate behavioral responses associated with the trait being discussed.  Evaluate student understanding of the trait at the the end of the lesson. Then follow these steps!

42. Schools identify issues that can be addressed by strengthening specific positive character and performance traits. Lessons that emphasize these traits and behaviors are developed for delivery during an advisory time. Next, how one Maryland high school uses an advisory period to deliver need- based lessons.

43. Identify Target Audience, Gather Materials and Resources  Counselor surveys students to determine perceived needs.  Identify school issues that can be addressed with advisory lessons.  Examples of possible needs: respect among students, responsibility for schoolwork, compassion for others, or showing caring for your community  School counselor generates a monthly lesson around a need.  Make the lesson relevant by linking it to current events through news articles.  Emphasize any additional character traits which relate to the need. Do this first!

44. How to make it happen!  Teachers decide when they can incorporate the month’s lesson into their schedule. (There is not a regular, designated advisory period in this example school.)  Teachers can adjust or enhance the lesson based on the needs of their students  Students and teachers provide feedback via a survey on the impact of the lesson  Display posters of trait being discussed which are provided by the counselor  Counselor collects follow-up information and resources from the lesson to ensure the lesson was completed  If a community need is addressed, responses from the people who were served are communicated to the school. Then follow these steps!

45. A dedicated advisory period is used to deliver lessons on traits and behaviors that will improve the school climate. The advisory lessons are tied to a school-wide, multi-year initiative to improve school climate. Next, how one Maryland high school uses an advisory period to improve the climate.

46. Identify Target Audience, Gather Materials and Resources  A big-picture, long-term timeline and a detailed school year agenda guide the overall school climate intiative of which the tenth through twelfth grade advisory periods are a critical part.  The guidance department chair coordinates the initiative and is the point of contact. Strong support from the administration strengthens the entire effort.  All stakeholders have input into the topics of the lessons: students, teachers, guidance, administrators.  A faculty committee suggests specific lesson topics. Students were also consulted and revealed deep issues they wanted addressed. Staff and parent surveys also inform the effort.  Topics focus on a climate of civility and are relevant to current events. Do this first!

47. How to make it happen!  Create and distribute faculty advisory notebooks that cover the advisory theme, advisory goals, schoolwide behavior expectations, teacher tips for a safe and civil classroom, and bullying prevention information.  Create posters, classroom “cheat sheets” for teachers and other materials to support the initiative.  Teacher-generated lessons completed in summer. Delivered during regular advisory periods to groups of about 18. Larger groups are supported by an para-professional.  In addition to teaching the advisory lessons, teachers act as an advisor to students and will alert the school counselor when students need support.  Schoolwide, special activities and school clubs reinforce topics introduced during advisory. Then follow these steps!

48. The Teen Talk program uses small groups to encourage healthy relationships and build a sense of belonging to the school. Teen Talk is similar to mentoring, but takes place in a group setting. It is an afterschool advisory time. Next, how one Maryland high school created an afterschool advisory program.

49. Identify Target Audience, Gather Materials and Resources  The initiative at this example school is funded through a grant from the Department of Social Services (DSS) Healthy Marriages.  Teen Talk uses the"Love You Too" curriculum from DSS, with teen input.  Day school staff are group facilitators.  Facilitators are trained on what community resources are available in the area.  Facilitators receive domestic violence training (DSS requirement).  Staff recommend students for Teen Talk.  Students are prescreened and grouped according to their needs.  Ground rules for the Teen Talk groups are established, such as confidentiality, reportable information, and respect for others. Do this first!

50. How to make it happen!  Groups of 16 students meet weekly after school for 90 minutes.  First groups engage in a craft activity or service-learning to facilitate communication in the group.  Groups discuss topics related to healthy relationships, communication and trust, relationship building, and parenting skills for teen parents.  To foster a sense of connection or belonging, students are given something that identifies them as a Teen Talk member.  Each semester a Parent Night is held. Parents attend the Teen Talk and are given information on healthy relationships. Then follow these steps!

51. RESOURCES for building character through advisory time “Character Education by Design” by Maryland educators Available by request from the MSDE Character Education Specialists. “Smart and Good High Schools” Integrating Excellence and Ethics for Success in School, Work, and Beyond Thomas Lickona, Ph.D. & Matthew Davidson, Ph.D. Smart & Good High Schools is national study of American high schools - including site visits to 24 diverse schools, hundreds of interviews, a comprehensive research review, and the input of a National Experts Panel and a National Student Leaders Panel. The report offers a vision of educational excellence and nearly 100 promising practices designed to foster human flourishing over a lifetime. Institute of Education Sciences USED An initiative of the U.S. Department of Education, this website houses the search engine for education research, evaluation, assessment, development and statistics. This site is linked to the What Works Clearinghouse. http://ies.ed.gov/ What Works Clearinghouse USDE An initiative of the U.S. Department of Education, this subsection of the Institue for Education Sciences website contains program evaluations from programs that were reviewed for evidence of effectiveness. The evaluators identified 93 studies of 43 programs and found that 13 programs met standards for evidence of effectiveness. They looked at behavior, knowledge, attitudes, values and student achievement. Visit the site for information on specific programs. http://ies.ed.gov/ncee/wwc/ http://www.eric.ed.gov/ERICWebPortal/d etail?accno=ED360078

52. Tip Schedule regular opportunities or events for this reinforcement to occur.

53.  The need to acknowledge and celebrate students of good character.  The need to identify students as models of character for their peers. The Issue that character recognition addresses:

54. The bottom line for kids Potential outcomes are many:  Improved behavior at school and home.  A feeling of belonging to the school and community.  A feeling of success in the school setting, which will enhance academic achievement.

55. Students are recognized and celebrated school wide for demonstrating good character. The program both rewards deserving students and designates them as examples of good character for the rest of the school. Next, how one Maryland high school uses character awards to recognize good character.

56. Identify Target Audience, Gather Materials and Resources  Develop selection criteria for the Titans of Character award. For example: Is the student a good person? Does the student set a good example for others? Does this student exemplify the school's character traits?  Secure support for the program from the administration and teachers. Principal earmarks necessary funds.  Teachers nominate students for the Titans of Character each quarter.  There is no limit on the number of students to be nominated. Do this first!

57. How to make it happen!  Teacher nominations are submitted to the Character Committee, which selects students to be recognized as Titans of Character.  School administrators recognize students during morning announcements.  Art/Graphics students design indivdiual certificates as well as posters featuring the students.  School system central office handles the printing of student-designed posters, which are then displayed in each classroom.  Students receive a frame-worthy Titan of Character certificate.  The names and photographs of the students are featured in the school newspaper. Then follow these steps!

58. Selected students are invited to a character recognition event where they are recognized and celebrated for demonstrating good character. Next, how two Maryland high schools use a recognition event to recognize good character.

59. Identify Target Audience, Gather Materials and Resources  The Character Education Committee is one of four teams meeting monthly to improve student achievement.  The Committee creates a recognition event to celebrate students who demonstrate exemplary character. The students are deemed “Local Heroes,” “Cougars of Character,” or some other special designation.  Students are nominated for the award by teachers. Criteria include doing good deeds, being helpful, assisting teachers and peers, working hard in class, and other activities that display good character. Do this first!

60. How to make it happen!  Nominated students and their parents are invited to a special meal, where students are recognized for good character and awarded a certificate and pen.  The event is part of “Pride Week” activities throughout the school, such as: Photography students take photos of the honored students and large posters are displayed in school hallways. Honored students are recognized on the morning announcements, on bulletin boards throughout the school, and during school meals. Journalism students write "Stall Stories" about character that are posted in school bathrooms. Then follow these steps!

61. Selected guests are invited to a formal character recognition event where students, teachers, and parents are recognized and celebrated for demonstrating good character. Next, how one Maryland high school uses a student, staff, and parent recognition event.

62. Identify Target Audience, Gather Materials and Resources  Teachers and students nominate students to be recognized for exemplary character at an annual Character Brunch.  School staff members nominate peers to be recognized for character.  Make the Character Brunch a formal, high profile event. Send formal invitations. In addition to inviting school staff and students, invite the students’ parents, a guest speaker, and leadership from the school system and community. Do this first!

63. How to make it happen!  At the Character Brunch, recognize students indivdiually by reading a brief statement about why they were selected.  Recognize parents for their contributions in helping their children develop into people of character.  Recognize the annual staff member of character.  Invite a guest speaker to talk about living a life of character, overcoming hurdles, and other relevant topics appropriate to a high school audience. Then follow these steps!

64. RESOURCES for building character through character recognition “Character Education by Design” by Maryland educators Available by request from the MSDE Character Education Specialists. See pages 61 and 74 for mentoring information. “Smart and Good High Schools” Integrating Excellence and Ethics for Success in School, Work, and Beyond Thomas Lickona, Ph.D. & Matthew Davidson, Ph.D. Smart & Good High Schools is a national study of American high schools - including site visits to 24 diverse schools, hundreds of interviews, a comprehensive research review, and the input of a National Experts Panel and a National Student Leaders Panel. The report offers a vision of educational excellence and nearly 100 promising practices designed to foster human flourishing over a lifetime. http://www.eric.ed.gov/ERICWebPortal/d etail?accno=ED360078 “Character Education Year One, Grades K-6” John Heidel and Marion Lyman-Merereau, Incentive Publications, Inc., 1999 From the publisher’s review: One in a series of four books “which encompasses a complete two year program of character education. Each year encompasses nine universal values - one value for each month of the school year.” “Evaluating Character Development, 51 Tools for Measuring Success” Edward F. DeRoche, Ph.D., Character Development Group, 2004. From the publisher’s review: “Now that you've established a character education program in your school or district, how do you measure its success? Edward F. DeRoche, co-director of the International Center for Character Education and professor in the School of Education at the University of San Diego, has developed a much-in-demand and invaluable collection of assessment tools for calculating and benchmarking your character development initiative's progress.”

65. Essential to the character trait strategy is that staff consistently model and reinforce helpful traits for students to observe and learn. Tip: Using student and staff input, clearly define the traits and what they look like behaviorally.

66.  The need for students to conduct themselves in ways that will enable them to be successful in school  The need for students to examine and improve their own behavior. The Issue that character traits address:

67. The bottom line for kids Potential outcomes are many:  Improved behavior in the classroom and throughout the school  Improved school climate  Improved academic achievement

68. A county resource for all education stakeholders containing ideas for character lessons, quotations, projects and more. Next, how one Maryland school system uses a Tip-a- Day Calendar to promote character traits.

69. Identify Target Audience, Gather Materials and Resources  Design a school system wide daily calendar of tips to help parents, teachers, and community members promote character and leadership in students.  Collaborative effort between Student Leadership and School Counseling Offices  Gather character lessons, activities and websites, quotes, and other resources to be included in the calendar. Look for activities that can be integrated into the curriculum. The tips must be relevant for high school students.  Ensure easy access to the calendar. Do this first!

70. How to make it happen!  Post on the school system web site. (Link to AACPS calendar: http://www.aacps.org/admin/templates/cra sc.asp?articleid=531&zoneid=20 ) http://www.aacps.org/admin/templates/cra sc.asp?articleid=531&zoneid=20  Present to school counselors, student government advisors, principals, and central office staff.  Monthly themes: acceptance/diversity, teamwork, citizenship, service, diligence, respect, perseverance, resilience, and honesty/integrity  Evaluation: Solicit feedback from stakeholders on whether they are using the calendar, how they are using it, and whether the techniques have been effective. Then follow these steps!

71. By focusing on students’ strengths and positive qualities, teachers and parents can help students further develop character, leadership, and academic success. Next, how one Maryland high school is Focusing on the Positive to promote character traits.

72. Identify Target Audience, Gather Materials and Resources  Review and share with staff members and parents research that shows the asset development approach is effective in promoting good decision making in students.  Hold trainings for staff, community members, and agencies on asset development.  Communicate asset development to parents in person and provide information on the school website.  Obtain baseline data (attendance, academics, discipline) to compare quarterly after asset development has been instituted. Do this first!

73. How to make it happen!  Students identify their own assets, especially those they can use to improve their academic achievement.  Teachers use the student's assets to focus their educational goals.  School staff use students’ individual assets to address discipline and academic conerns and during student-parent conferences.  Assets are promoted on hallway posters and announcements throughout the school.  Students are rewarded with "I saw you..." notes for displaying their assets.  Administer a post-test to students to guide their re-evaluation of their assets. Then follow these steps!

74. RESOURCES for building character through the teaching of character traits “Character Education by Design” by Maryland educators Available by request from the MSDE Character Education Specialists. See pages 61 and 74 for mentoring information. “Smart and Good High Schools” Integrating Excellence and Ethics for Success in School, Work, and Beyond Thomas Lickona, Ph.D. & Matthew Davidson, Ph.D. Smart & Good High Schools is national study of American high schools - including site visits to 24 diverse schools, hundreds of interviews, a comprehensive research review, and the input of a National Experts Panel and a National Student Leaders Panel. The report offers a vision of educational excellence and nearly 100 promising practices designed to foster human flourishing over a lifetime. “Character Education Year One, Grades K-6” John Heidel and Marion Lyman-Merereau, Incentive Publications, Inc., 1999 From the publisher’s review: One in a series of four books “which encompasses a complete two year program of character education. Each year encompasses nine universal values - one value for each month of the school year.” “Evaluating Character Development, 51 Tools for Measuring Success” Edward F. DeRoche, Ph.D., Character Development Group, 2004. From the publisher’s review: “Now that you've established a character education program in your school or district, how do you measure its success? Edward F. DeRoche, co- director of the International Center for Character Education and professor in the School of Education at the University of San Diego, has developed a much-in-demand and invaluable collection of assessment tools for calculating and benchmarking your character development initiative's progress.”

75. Tip: Establish a character or discipline committee with students, teachers, and administrators to plan and implement this initiative.

76.  The need to address and reduce problematic behaviors in the classroom and school This strategy can be adapted to the particular needs of a school and expanded as new behavioral issues arise. The Issue that positive behaviors address:

77. The bottom line for kids Potential outcomes are many:  Increased student knowledge of appropriate behavior  Improved behavior  Reduced office referrals and suspensions  Improved school climate  Increased recognition for positive behaviors among all students  Improved academic achievement

78. Use data to identify issues and behaviors in the school that can be addressed through character education. Next, how one Maryland school focuses on an issue to promote positive behaviors.

79. Identify Target Audience, Gather Materials and Resources  Survey stakeholders to determine the issue to be addressed.  Stakeholders should include: parents, students, staff, administration.  Conduct a needs assessment to determine issues to be addressed. Bullying is an example of a high school issue.  Train staff in effective techniques for addressing the issue.  Allow students to share their personal experiences around this issue at the staff training. Do this first!

80. How to make it happen!  Create a plan of intervention and prevention strategies to resolve the issue.  Involve students in the implementation of the plan. For example, theater students can perform a skit around the issue, art students can make posters, and journalism students can write articles.  Develop a method for students to report incidents related to this issue.  Track the number of reports and the effectiveness of the response to the issue.  Continue to revisit the issue and implement strategies to further resolve it. Then follow these steps!

81. School staffs identify a character trait to be cultivated throughout the school, teach the trait and related behaviors to other staff members and to students, and then recognize those who demonstrate the positive behavior. Next, how one Maryland school acknowledges the positive to promote positive behaviors.

82. Identify Target Audience, Gather Materials and Resources  Survey stakeholders to determine a character trait that needs to be addressed.  Develop a chart on this trait that displays the trait’s definition, examples, and expectations.  Expectations: Respect for Self, Others, Learning, and Property  Examine the research on approaching problems from a proactive position.  Create a method of acknowledgement that appeals to all stakeholders.  Make the initiative user-friendly and relevant to high school students.  Ask students and staff how they want to be rewarded. Do this first!

83. How to make it happen!  Plan a kick-off event to introduce and explain this program.  Explain the character trait chart to students.  Acknowledge all stakeholders for positively displaying this trait.  Create a schedule of recognition involving this trait.  Develop a variety of ways to reward students and staff individually or by class.  Offer a variety of rewards to stakeholders.  Solicit regular feedback from staff and students on the effectiveness of this initiative. Then follow these steps!

84. RESOURCES for promoting positive behaviors. “Character Education by Design” by Maryland educators Available by request from the MSDE Character Education Specialists. See pages 61 and 74 for mentoring information. “Smart and Good High Schools” Integrating Excellence and Ethics for Success in School, Work, and Beyond Thomas Lickona, Ph.D. & Matthew Davidson, Ph.D. Smart & Good High Schools is national study of American high schools - including site visits to 24 diverse schools, hundreds of interviews, a comprehensive research review, and the input of a National Experts Panel and a National Student Leaders Panel. The report offers a vision of educational excellence and nearly 100 promising practices designed to foster human flourishing over a lifetime. “Character Education Year One, Grades K-6” John Heidel and Marion Lyman-Merereau, Incentive Publications, Inc., 1999 From the publisher’s review: One in a series of four books “which encompasses a complete two year program of character education. Each year encompasses nine universal values - one value for each month of the school year.” “Evaluating Character Development, 51 Tools for Measuring Success” Edward F. DeRoche, Ph.D., Character Development Group, 2004. From the publisher’s review: “Now that you've established a character education program in your school or district, how do you measure its success? Edward F. DeRoche, co-director of the International Center for Character Education and professor in the School of Education at the University of San Diego, has developed a much-in-demand and invaluable collection of assessment tools for calculating and benchmarking your character development initiative's progress.”