SchoolS of CharaCter... First Amendment Center Newseum ... David M. Abshire President Center for the Study of the ... Education, Hudson Public School District

SchoolS of CharaCter

Building Strong Communities One Child

at a Time

a Publication of the Character education Partnership FaLL 2012

7 StePS to help your school be the best it can be p12

Schools where eVerY child feels special p18

Strategies to make learning FUN p32

Students such as safety patrols have a positive impact as they lead by example at Mockingbird Elementary.

Schools that embrace character education become places where people want to be, because they bring out the best in everyone. While not a quick fix, character education provides effective solutions to ethical and academic issues that we all care about, such as bullying, cheating, truancy, and dropout rates. When our schools are healthy and strong, so are our families and communities.

Join the movement. Contact CEP today to find out how to get started.

CEP provides the vision, leadership, and resources for schools, families, and communities to develop ethical citizens committed to building a just and caring world.

PROVEN FRAMEWORKUse CEP’s Eleven Principles of Effective Character Education to guide and evaluate your school’s character development efforts.

TRAININGCEP offers professional development for educators—focused on school-wide change and tailored to meet your needs—as well as live and recorded webinars.

NETWORKINGCEP hosts a topnotch annual conference, The National Forum on Character Education, as well as an online community of character

educators and concerned parents, students, and community members.

FEEDBACK AND RECOGNITIONThrough CEP’s National Schools of Character program, any K–12 school in the U.S. can receive free professional feedback as well as possible state and national recognition.

RESOURCESCEP provides the latest resources for educators, parents, students, and community members interested in creating ethical communities, including publications, toolkits, lesson plans, best practices, and research summaries.

Visit www.character.org today!Character Education Partnership | 1025 Connecticut Avenue, NW Suite 1011, Washington, DC 20036 | (202) 296-7743

Features

8 We are FAMILYIn schools with a warm, inclusive, family feel, students are engaged, parents feel welcome, and teachers want to stay. Learn how schools can create caring communities.

14 Call on the Village Folks to add zest to your familyIf it takes a village to raise a child, schools must reach out to that village, early in the game. See how Schools of Character do it.

18 Do your best to make every child feel SPECIALIt’s not just the special needs students who need to be included. Learn how schools make both special needs youngsters and regular students feel part of the school community.

24 Help kids practice the art of getting along gracefullyGetting along with others is not an innate skill; students need to be taught and to practice ways of resolving conflicts. Gain new ideas for teaching conflict resolution skills.

32 Never forget that learning should be FUNLearning is an active, not a passive act. When students take charge of their learning, they are more successful. Explore how strategies such as project-based learning, cooperative groups, learning targets, and mastery learning foster success.

38 Let kids show you the joy of helping othersService learning is the great equalizer since students of all ages and ability levels can participate and see results. Follow the stories of schools in which students lead the way to changing the world.

Departments

4 In MemoriamWe celebrate the life of inspirational character education leader Sandy McDonnell.

6 National Schools of CharacterCEP congratulates the 24 schools and one district featured in this issue.

7 Teachers’ LoungeWhy do you do character education? The 2012 National Schools of Character explain.

12 In ServiceGetting started on your character education journey: Seven steps you can take to make your school the best it can be.

30 Ask the ExpertsWhen is it okay to reward kids for doing the right thing? Three experts weigh in on this hot topic.

37 Beyond the ClassroomThe Leaders of Character Camp pairs college and high school students for a week of summertime leadership development.

44 State Schools of CharacterState-level networks of passionate volunteers spell success for schools in four states.

48 Promising PracticesEducators across the country and around the world are changing the climate of the future, one practice at a time.

Contents8

24

18

2 | 2012 Schools of Character

CEP BOARD OF DIRECTORSCharles C. Haynes, Chair Director, Religious Freedom Education Project Senior Scholar, First Amendment Center Newseum

Frank A. Keating, Vice ChairFormer Governor, Oklahoma President and CEO, American Bankers Association

Maryanne Lavan, SecretarySenior Vice President and General CounselLockheed Martin Corporation

Marvin W. BerkowitzSanford N. McDonnell Professor of Character EducationUniversity of Missouri—St. Louis

Michele BorbaEducational Psychologist and Author

Anne L. BryantExecutive Director (ret.)National School Boards Association

Jeffrey K. CordesManaging PartnerHuman Capital Results and The Center for Character-Based Leadership Development

Charlotte K. FrankSenior Vice President, Research and DevelopmentMcGraw–Hill Companies

Marilyn HintonSchool Board Trustee/SecretaryPlano Independent School District

Mark HyattPresident and CEOCharacter Education Partnership

Randy McDonnellPresidentAdvanced Aerospace Technologies, Inc.

Linda J. McKayNational Advocate for Character Education in America’s Schools

Patrick NiemannOffice Managing Partner, Greater Los AngelesErnst & Young LLP

Eileen SantiagoPrincipal (ret.)Thomas A. Edison School

Arthur SchwartzFounding Executive Director, Oskin Leadership InstituteWidener University

Susan SclafaniVice President, ProgramsThe Pearson Foundation

Michael ShreveRegulatory Compliance ManagerSavannah College of Art and Design

Betty SiegelPresident EmeritusKennesaw State University

Scott SillersFormer PartnerLevensohn Venture Partners

Richard Teerlink Former Chairman and CEOHarley–Davidson Motor Company

Glenn WilkeExecutive DirectorMidtown Educational Foundation

CEP PRESIDENT’S ADVISORY COUNCILDiane BerrethChief Planning Officer (Ret.), Association for Supervision and Curriculum DevelopmentCo-founder and first President, Character Education Partnership

Avis GlazePresidentEdu-quest International Inc.

Thomas LickonaDirector, Center for the 4th and 5th RsSUNY Cortland

Richard PieperNon-Executive ChairmanPPC Partners, Inc.

Hal UrbanTeacher, Author, Speaker

CEP EDUCATION ADVISORY COUNCILAnne L. Bryant, ChairExecutive Director (ret.)National School Boards Association

Marvin W. BerkowitzSanford N. McDonnell Professor of Character EducationUniversity of Missouri—St. Louis

Jonathan CohenPresidentNational School Climate Center

Matthew L. DavidsonPresident and Director of EducationInstitute for Excellence & Ethics

Charles ElbotPrincipal CoachDenver Public Schools

Maurice EliasProfessor, Department of PsychologyRutgers University

Kristin D. FinkSecondary English Language Arts/Literacy SpecialistGranite School District

Karen GellerAssistant PrincipalUpper Merion Area Middle School

Darcia Narváez Director, Collaboration for Ethical EducationUniversity of Notre Dame

Clark PowerProfessor, Psychology and Liberal StudiesUniversity of Notre Dame

Clifton L. TaulbertPresident, The Building Community InstitutePresident, The Freemount Corporation

Philip Fitch VincentDirector, CharacterDevelopment Group

David WangaardDirector, The School for Ethical Education

Bradley Alan WarnerProfessor, United States Air Force Academy

CEP NATIONAL LEADERSHIP COUNCILDavid M. AbshirePresidentCenter for the Study of the Presidency and Congress

Norman R. AugustineChairman and CEO (ret.)Lockheed Martin Corporation

Zbigniew BrzezinskiSenior AdvisorCenter for Strategic and International Studies

Barbara BushFormer First Lady

Stephen L. CarterWilliam Nelson Cromwell Professor of LawYale Law School

William H. DanforthChancellor EmeritusWashington University

Archie DunhamChairman and CEO (ret.)ConocoPhillips

Earl G. GravesChairman and CEOBlack Enterprise Magazine

J. Barry GriswellChairman, President, and CEO (ret.)The Principal Financial Group

Walter IsaacsonPresident and CEOThe Aspen Institute

William S. KanagaFormer ChairmanU.S. Chamber of Commerce

Peter S. LynchVice ChairmanFidelity Management & Research Company

Robert J. MazzucaChief Scout ExecutiveBoy Scouts of America

Harold McGraw IIIChairman and CEOMcGraw–Hill Companies

John E. PepperChairman and CEO (ret.)Procter & Gamble

Colin L. PowellGeneral (ret.), U.S. ArmyFormer Secretary of State

Richard W. RileyPartner, Nelson Mullins Riley & Scarborough LLPFormer Secretary of Education

Harold T. ShapiroPresident Emeritus andProfessor Princeton University

Special ThanksCEP would like to thank the following for their work in support of character development and for making the State and National Schools of Character program possible.

2012 Schools of Character | 3

Ralph W. ShraderChairman and CEOBooz Allen Hamilton Inc.

John M. Templeton, Jr.PresidentJohn Templeton Foundation

Kathleen Kennedy TownsendFormer Lieutenant GovernorState of Maryland

James S. TurleyChairman and CEOErnst & Young LLP

William H. WebsterChairmanHomeland Security Advisory Council

Clifton R. Wharton, Jr.Former Chairman and CEOTIAA-CREF

2012 NATIONAL SCHOOLS OF CHARACTER EVALUATION TEAMRon AxelrodFormer Staff Development CoordinatorEunice Kennedy Shriver National Center for Community of Caring at the University of Utah

Christopher Briggs-HalePrincipal, Ute Pass Elementary SchoolLeadership Consultant, Waterfall Learning, LLC

Eileen DachnowiczSenior Consultant, Character Education Partnership Former Supervisor of Academic Affairs, Cranford High School

Carol DreibelbisFormer Marketing CoordinatorCharacter Education Partnership

Kristin D. FinkSecondary English Language Arts/Literacy SpecialistGranite School District

Lisa GreevesPromising Practices ManagerCharacter Education Partnership

Barbara GruenerCounselor and Character Coach, Westwood–Bales Elementary School

Judy JonesCounselor (ret.)Cross Bayou Elementary School

Penny KeithProfessional Development DirectorEunice Kennedy Shriver National Center for Community of Caring at the University of Utah

Barbara LutherProfessional Development DirectorCharacter Education Partnership

Lara MaupinNational Schools of Character DirectorCharacter Education Partnership

Linda MorrisFormer Principal, Cornelius Elementary SchoolAssistant Superintendent (ret.), Charlotte–Mecklenburg Schools

Judy OwensConsultantCHARACTERplus

Richard PuppioneFormer Senior Director, Pupil ServicesPleasanton Unified School District

Rebecca SiposDirector of CommunicationsCharacter Education Partnership

Steven C. SuessCoordinator of Graduate Education StudiesLindenwood University

David WangaardDirectorThe School for Ethical Education

2012 STATE SCHOOLS OF CHARACTER COORDINATORS

Gregg AmoreAssociate Dean of Students for Student DevelopmentDeSales University

Mary Andres RussellExecutive DirectorCharacter Council of Greater Cincinnati and Northern Kentucky

Barbara BergsethConsultantSynergy & Leadership Exchange

Lisa BurtonAssistant ProfessorMarshall University

Andrew ConwaySpecialist, Office of Integrated ServicesIndiana Department of Education

Floyd Coppedge Former Secretary of EducationState of Oklahoma

Millie CorderTeacherCentennial Arts Academy

Vivian DeliaIndependent Education Management Professional

Ed DeRocheDirector, Character Development CenterUniversity of San Diego

Joan DickinsonDirectorPalmetto Character Council

Aine DonovanExecutive DirectorEthics Institute at Dartmouth College

Karelyn Farrand4-H Youth Character Education Field SpecialistSouth Dakota State University Extension

Lucy FronteraExecutive DirectorOhio Partners in Character Education

Philip FuscoAssociateAcademy for Character Education at The Sage Colleges

Elaine GehringPrincipal (ret.)Richards Elementary School

Fay GoreSection ChiefNorth Carolina Department of Public Instruction

Timothy Patrick HaydenSupervisor, Office of School CounselingBaltimore County Public Schools

Kirsten HundDirector of ProgramsTexas Elementary Principals and Supervisors Association

Kimberly Y. JonesInstructorLouisiana State University Agricultural Center 4-H

Samuel JonesDean of Student AffairsJones County Junior College

Penny KeithProfessional Development DirectorEunice Kennedy Shriver National Center for Community of Caring at the University of Utah

Nina KempsSchool Librarian (ret.)Rosa International Middle School

Sue KiddProgram CoordinatorKansas State Department of Education

Heather KnightCo-PresidentLeadership Innovations Team

Mary LasrisFormer Project ManagerPioneer Regional Educational Service Agency

Mary H. McCarthyPrincipal, C. R. Hubert Kindergarten CenterDirector, Community Relations and Character Education, Hudson Public School District

CJ MoloneyProgram Coordinator, Character Development CenterUniversity of San Diego

Madonna MurphyProfessor of EducationUniversity of St. Francis

Jim OlmsteadDirector of Strategic PartnershipsFoundation for Character Development

Scott RaeckerExecutive Director, Character Counts in Iowa

Rebecca Sapora-DayFormer Project CoordinatorRutgers University

Betsy SteckerCommunications DirectorJaphet School

Helen R. Stiff-WilliamsProfessorRegent University

Joyce SwensonDirector of Program AdministrationSynergy & Leadership Exchange

Suzy WardMember District FacilitatorCHARACTERplus

2012 DonorsCEP would also like to thank the Centene Corporation for its support of the NSOC program, and the John Templeton Foundation for its support of the CEP website, as well as all the generous individuals who voluntarily give of their time, energy, and resources to help further CEP’s mission.


At CEP we mourn the passing of our inspirational leader and strive to live up to his legacy. Sandy McDonnell founded CEP and served as Chairman of the CEP Board for 12 years, and then as Chairman Emeritus until his death on March 19, 2012, at the age of 89. Under his leadership, CEP developed the Eleven Principles of Effective Character Education, the National Forum, and the National Schools of Character program.

“No other single American citizen has had a bigger impact in the field of character education than Sandy McDonnell,” said CEP’s President and CEO, Mark Hyatt. “He changed and improved the lives of thousands and thousands of people, young and old, through his selfless service and leadership.”

As the nation’s leading advocate for improving the culture and social climate in schools, McDonnell dedicated over 25 years of his life to creating safe and caring environments that foster and reinforce

integrity, respect, responsibility, hard work, and academic excellence. His legacy is particularly prominent in Missouri, where he founded and served as board chairman of CHARACTERplus, a regional network of character educators that now extends to over 600 schools, across more than 75 districts throughout the state.

McDonnell was also instrumental in redefining the concept of character in America’s schools. Drawing on the work of scholars and researchers, he helped to expand the traditional view of moral character to include what is now widely known as “performance character,” which comprises supportive dimensions of human development such as diligence, perseverance, a positive attitude, and the pursuit of excellence—in school and in all areas of life. Most recently, McDonnell was the driving force behind a CEP white paper that makes the case for character and leadership development during the college years.

SANDY MCDONNELLFounder and Chairman Emeritus of CEPFounder and Chairman of CHARACTERplusChairman of United Way of Greater St. LouisNational President of Boy Scouts of AmericaChairman and CEO of McDonnell Douglas

The many amazing schools that have been inspired by CEP are your lasting gift to our country. More importantly, the students of character who graduate from these schools will be a tremendous force for good, in America and around the world.

—Charles C. Haynes, Director, Religious Freedom Education Project at the Newseum,

and CEP Board Chair

All of us can best honor him by pledging to follow his example and doing all that we can to live good and decent lives ourselves. I believe we should also commit to continuing the important work he started and led for most of his life: developing good character in young people.

—Joseph Mazzola, Vice President, Character Education Partnership

CEP dedicates this issue to the memory ofSanford “Sandy” N. McDonnell (1922–2012)

It is a sad time for all of us. And yet what an inspiring

reminder of what a difference one person can make and the ripple effect they can have on

others and the world!

—Suzy Ward, Missouri State Schools of Character Coordinator, CHARACTERplus

I N M E M O r I A M

To see more tributes to Sandy or to post your own, visit www.character.org/about.

www.character.org/about


CEP is a nonprofit, nonpartisan, nonsectarian coalition of organizations and individuals committed to fostering effective character education in schools and communities. We envision a nation and world in which all young people are educated, inspired, and empowered to be ethical and engaged citizens.

PUBLICATION CREDITS

EDITOR IN CHIEF Lara Maupin

LEAD WRITER Eileen Dachnowicz

COPy EDITING Georgia A. Martin

ART DIRECTION/GRAPHIC DESIGN Veronica Vannoy and Jennifer Moffatt VC Graphics, Inc.

PRINTING Don Bladen, Doyle Printing

All members of the CEP staff contribute to this publication in some way. Special thanks go to Katie Hood and Lisa Greeves for additional content development; Megan Jones for editorial assistance; Xinying Chen (intern), Carol Dreibelbis (former marketing coordinator), and Brian McManamy (intern) for research assistance; and Sweta Haldar, Brian Lee (intern), and Q Miceli for advertising assistance.

CEP STAFF

ACCOUNTANT Bryan Eddins

PROMISING PRACTICES MANAGER Lisa Greeves

EDUCATION AND RESEARCH FELLOW Sweta Haldar

WEB CONTENT COORDINATOR Katie Hood

PRESIDENT AND CEO Mark Hyatt

SENIOR ADMINISTRATOR Megan Jones

TRANSFORMATION AND STRATEGIC INITIATIVES DIRECTOR Dave Keller

PROFESSIONAL DEVELOPMENT DIRECTOR Barbara Luther

NATIONAL SCHOOLS OF CHARACTER DIRECTOR Lara Maupin

VICE PRESIDENT Joseph Mazzola

EDUCATION AND RESEARCH FELLOW Q Miceli

COMMUNICATIONS DIRECTOR rebecca Sipos

LEADERSHIP DEVELOPMENT DIRECTOR russ Sojourner

ADVANCEMENT, MEMBERSHIP, AND PARTNERSHIPS DIRECTOR Jan Stump

DATABASE MANAGER Iris Wyatt

Schools of Character is a benefit of membership in CEP. Schools of Character is intended primarily for educators and parents of K–12 students, but also for anyone interested in character education, educational best practice, school climate, and educating the whole child. The views expressed in this publication are not necessarily official positions of CEP.

Published and distributed by Character Education Partnership. Copyright ©2012 Character Education Partnership

Printed in the United States of America. Portions of this publication may be reproduced for educational purposes.

Character Education Partnership 1025 Connecticut Avenue, NW, Suite 1011 Washington, DC 20036 | (202) 296-7743

[email protected] | www.character.org

Coming Home

Those of us fortunate enough to have spent any time in a School of Character, even a short while, have felt something almost magical. Simply walking into a school where everyone is on the

same page about what matters most feels like coming home. It’s that feeling that is celebrated and explored in this issue of Schools of Character—the sense of family that includes every person in a school community.

Schools that come together around shared values and shared leadership are not just places that feel comfortable and safe—they are places were kids thrive academically and socially, family and community members volunteer regularly, and teachers stay, year after year. They are successful institutions, able to meet the ever-changing challenges of our modern, diverse society, in spite of increased demands and decreased resources. How do they do it? Find out in the Feature stories written by Eileen Dachnowicz about the K–12 schools designated National Schools of Character by the Character Education Partnership (CEP) in 2012. Explore how educators and dedicated volunteers are creating regional and state-level networks of schools helping schools. Read about classroom lessons, resources, and best practices that really work—and try some of them at your school or in your home or community!

To better tell the story of the character education journey and the tremendous impact it can have, and to reach a wider audience that includes families and communities, we changed the format of our annual publication this year. We’ve moved away from school profiles and a more academic style to a full-color, reader-friendly magazine that we hope conveys the magic felt in the hallways and classrooms of every School of Character. We have also included more connections to our redesigned website (www.character.org) and our growing online community, in order to extend the topics explored in this issue online—and to better engage and involve you, the reader. Let us know what you think. Write to us, visit our website, post to our blog, attend our webinars. At CEP, we’re here to serve you as you build a stronger community, one child at a time.

Lara MaupinEditor in Chief

I N T H I S I S S U E


Allen Creek Elementary SchoolRochester, New York Public • Suburban • Grades K–5 Pittsford Central School District

Berkeley Elementary SchoolMoncks Corner, South Carolina Public • Rural • Grades PreK–2 Berkeley County School District

Blessed Sacrament Catholic SchoolSandy, Utah Private • Suburban • Grades PreK–8

Brentwood Middle SchoolBrentwood, Missouri Public • Suburban • Grades 6–8 Brentwood School District

California Avenue SchoolUniondale, New York Public • Suburban • Grades K–5 Uniondale School District

Charles M. Russell Middle School of the Performing Arts and SciencesColorado Springs, Colorado Public • Urban • Grades 6–8 Colorado Springs School District 11

Cimino Elementary SchoolValrico, Florida Public • Suburban • Grades PreK–5 Hillsborough County Public Schools

Colegio Radians, Inc. Cayey, Puerto Rico Private • Rural • Grades PreK–12

Eagle Rock School and Professional Development CenterEstes Park, Colorado Private • Rural • Grades 9–12

Ellisville Elementary School Ellisville, Missouri Public • Suburban • Grades K–5 Rockwood School District

Hamilton City School District Hamilton, Ohio Public • Urban • Grades PreK–12

Henry Raab School Belleville, Illinois Public • Urban • Grades K–6 Belleville District #118

Lake Bluff School Shorewood, Wisconsin Public • Urban • Grades PreK–6 Shorewood School District

Lawrenceville Elementary School Lawrenceville, New Jersey Public • Suburban • Grades PreK–3 Lawrence Township Public Schools

Lyles–Crouch Traditional AcademyAlexandria, Virginia Public • Urban • Grades K–5 Alexandria City Public Schools

Mockingbird Elementary SchoolCoppell, Texas Public • Suburban • Grades K–5 Coppell Independent School District

Mountainville AcademyAlpine, Utah Charter • Rural • Grades K–9

North Boulevard School Pompton Plains, New Jersey Public • Suburban • Grades PreK–5 Pequannock Township Public Schools

Northview High SchoolFlorissant, Missouri Public • Suburban • Grades 9–12 Special School District of St. Louis County

Plattin Primary SchoolFestus, Missouri Public • Rural • Grades PreK–2 Jefferson R-VII School District

Richard Stockton Elementary SchoolCherry Hill, New Jersey Public • Suburban • Grades K–5 Cherry Hill Public Schools

Ross Elementary SchoolSt. Louis, Missouri Public • Suburban • Grades K–5 Parkway School District

Shades Cahaba Elementary SchoolHomewood, Alabama Public • Urban • Grades K–5 Homewood City Schools

Southern Middle SchoolSinking Spring, Pennsylvania Public • Suburban • Grades 6–8 Wilson School District

Trautwein Elementary SchoolSt. Louis, Missouri Public • Suburban • Grades K–5 Mehlville School District

NATIONAL FINALISTS

Carmel Elementary School Woodstock, Georgia Public • Suburban • Grades K–5 Cherokee County School District

Central Junior High School Belleville, Illinois Public • Suburban • Grades 7–8 Belleville District #118

Imagine Schools Arlington, Virginia National Charter Network • Grades PreK–12

The 2012 National Schools of CharacterThe Character Education Partnership (CEP) named 20 public schools, 3 private schools,

1 charter school, and 1 school district as 2012 National Schools of Character (NSOC). All

demonstrated through a rigorous evaluation process that character development has had a

positive impact on academics, student behavior, and school climate. They are now expected

to serve as models for other schools, helping them to achieve the same results. To learn more

about these exemplary schools, read the articles that follow and visit www.character.org/

schools-of-character.

Become a 2013 National School of Character!Apply online at www.character.org by December 3, 2012.


Why do you do character education?

T E A C H E r S ’ L O U N G E

SEE MORE of what the

2012 NSOC had to say

at info.character.org/

blog, in “Why Do You Do

Character Education?”

Join the conversation!

Let us know why

character education is

important to you. Add

your comments to the

blog.

CEP Web Content Coordinator Katie Hood asked our 2012 National Schools of Character this question, and here is what they told her:

Character education is an essential part of life. How can you find peace, happiness, and empathy toward others without character education? . . . I know it makes a difference for the children and families in Moncks Corner, South Carolina, and therefore it can make a difference in any place, at any time. Character education simply makes the world a better place, and that is why I live it every day.

—Tracy Gaskins, PrincipalBerkeley Elementary School

Character education gives students the necessary tools that they will be using more frequently than those that they learn from academic subjects. It also helps students to [awaken] the gift within them, the virtues and values that people intrinsically have. Character education is not an “add on”; it’s a “hands on!”

—María Cristina Alvarez, Librarian Colegio Radians

We teach character education because we aim to teach the whole child. To be successful in life, you have to have strong morals [and] values and understand the value of helping . . . others.

—Matthew DeVoll, Principal Blessed Sacrament Catholic School

Character education helps to create a culture and climate within a school that forms the foundation [for] everything else. Character education is the fabric of our school. It is good for students, staff, and families. It provides all of us with lifelong skills. [It] allows us to think beyond ourselves, to deepen our critical thinking skills, to grow, learn, and develop without fear.

—Stephanie Valleroy, Principal Northview High School

The bottom line is, our society needs it. Character education helps to build morally responsible adults. Our kids spend an enormous amount of their childhood lives in our classrooms. It only makes sense that character education needs to be embedded [in] the school curriculum.

—Tina Basler, Principal Plattin Primary School

Character education is critical in the development of the whole child. If we don’t take on this responsibility, then our school, neighborhoods, and communities will suffer. The key to our nation’s success depends on the character of all of us.

—Dr. Stephen Burnham, Principal Southern Middle School

As a teacher, I know that academics are important, but teaching students to be good citizens is equally, if not more, important. Giving students the desire to make the world a better place ensures that our future is bright!

—Rebecca Smith, Teacher Shades Cahaba Elementary School

We do character education to instill within our students the moral fiber to serve them [for] a lifetime.

—Dr. Patricia Zissios, Principal Lyles–Crouch Traditional Academy

We don’t do character education. It is inside us. It is who we are. It is what we are. It’s our very essence and core, from which we build and do everything else.

—Dr. Julie Sperry, Principal Brentwood Middle School


WE ARE

FAMILY

“It’s like being at Grandma’s house. You are free to take a risk, ’cause that’s okay at Grandma’s house. You are accepted and respected at Grandma’s house. You get unconditional love at Grandma’s house.”

—Mary McKnight, Physical Education Teacher, Mockingbird Elementary School


“Students consciously work to show kindness,” says kindergarten teacher Patricia Badillo, who praises “the direct teaching of good character” and “the very real family atmosphere” of the school. “Being kind and respectful and thoughtful is not just expected; it’s the cool way to behave and the norm for our students.”

Mockingbird is not alone in creating a “very real family atmosphere” to teach respect, responsibility, kindness, and empathy. The other 23 schools and one district honored as 2012 National Schools of Character (NSOC) consistently describe their schools as families. Size, grade level, geographical location, and socioeconomic conditions do not matter. The ability to transform a school into a caring family—one that accepts and loves every member but still requires adherence to family values—emerges as the strongest determinants of success in the building of character.

“Where Everybody Knows Your Name”California Avenue School (grades K–5) in Uniondale, New York, some 1,600 miles away, differs from affluent Mockingbird in many ways. Unlike Mockingbird’s twenty-year-old structure, California Avenue’s classical building dates back to 1928, and the percentage of economically disadvantaged students

(70 percent) is ten times as large as that of Mockingbird. Yet California Avenue, the fourth largest elementary school in Nassau County and the largest elementary school in Uniondale, has the warmth and feeling of the friendly Texan school.

Principal Jennifer Bumford and assistant principals Amy Dirolf and Bryan Bruno know each of the 738 students by name, and programs such as Morning Meetings, Second Step training, mentoring, class buddies, and the Green Light visual character program help to develop caring attachments. Fourth grader Anjalie captures the spirit of California Avenue: “This school is like a big house where kids learn. It’s just like home.”

recognizing Each Child as an Individual

Recognizing each child as an individual with distinct needs and abilities is also an essential element in creating a sense of family. Teachers at Blessed Sacrament Catholic School (grades preK–8) in Sandy, Utah, differentiate instruction so consciously and know their pupils so well that they can recall individual students years later.

The Blessed Sacrament staff not only integrate character into their daily lessons but also toil side by side with the students in performing service projects. Cori Napoli, parent of two children who attend

Describing a school as Grandma’s house might seem an unlikely comparison, but to physical education teacher Mary McKnight and the rest of the staff at Mockingbird Elementary School (grades K–5) in Coppell, Texas, the portrayal is right on target. Parent Teacher Organization president Maureen Pranske agrees: “At Mockingbird

there’s such a family atmosphere. We’re all in this together.” In fact, the notion of togetherness rules each day as students demonstrate remarkable caring and compassion for one another as well as confidence in making right choices. Whether it’s using the Conflict Resolution Wheel to settle differences, planning service learning projects together, or learning from each other in buddy classes, students here live the school motto: Hand in hand, together we can.

Teachers approach their work with missionary zeal and como familia. “We do it because it’s really more of a calling, a vocation.”

Mockingbird students explore how their actions impact the world through Pinwheels for Peace.


the school, observes, “Each teacher builds a bond with the students in the class that lasts for a lifetime. I have seen alumni come back to the school to enroll their children, and the teachers still remember them!”

Teacher commitment, another critical ingredient in cementing the family bond, is very evident at Colegio radians, Inc. (grades preK–12), a private school in Cayey, Puerto Rico, and the first school in that U.S. territory to be named an NSOC. Opened 35 years ago on a back patio with just 15 students, this school, now occupying majestic grounds, boasts of an enrollment of close to 700. A leader in character education on the island, this school adopted the Character Counts framework in 2004 to enrich the Socrates Project, their first values-based initiative.

Teachers approach their work with missionary zeal and como familia (as a family). Luis Sánchez, a nineteen-year veteran teacher, declares that he would “actually do it without a paycheck.” José Caballero, another highly popular teacher, agrees: “We do it because it’s really more of a calling, a vocation.” Parent Mario Candamo tells a story illustrating how the entire staff goes the extra mile: “Everyone cares for my children as if they were their own. When my son was new [at Colegio Radians], he would climb a tree [instead of going] to school. The traffic guard would climb the tree and get him to come to class.”

Transforming Middle School Life

Middle school is often called “the mean years,” because it’s the level at which bullying escalates and students tend to experience loneliness and isolation. Such is not the case at two middle schools named 2012 NSOC: Brentwood Middle School (grades 6–8) in

Brentwood, Missouri, and Southern Middle School (grades 6–8) in Sinking Spring, Pennsylvania.

Just ask any Brentwood student about the incidence of bullying, and you are bound to get an immediate—and refreshing—response. “Not here,” says seventh grader Lolo. “Here it’s like a family. Eighth graders talk to sixth graders, and everyone gets along.” Jordan, another seventh grader, agrees: “Here we talk to people who are sitting alone. No one gets bullied.”

Strategies such as a fifth-grade orientation, multi-grade family groups, mentoring by older students, room grandmothers, and class meetings provide support to the youngsters at this critical age. Parent Nikki Bierman says her daughter had a fear of middle school, but after Brentwood welcomed the fifth graders who would be soon be entering, the girl changed her mind: “She comes home happy every day.”

You always have a home at Southern Middle School is more than a catchy slogan displayed in this school; it defines the very character of a caring school that has had to adjust to major student body shifts in the last two years. First, the school was transformed from a traditional junior high (grades 7–9) into a middle school (grades 6–8), causing changes in the faculty, the student population, and the curriculum. Last year the economic woes of nearby Reading brought about demographic swings and an increase in the free or reduced-price lunch (FRPL) population from 18 percent to 27 percent.

During this time, staff and students united as a family. Principal Dr. Stephen Burnham, who has spearheaded the character education effort, says, “Like any good family, we worked with each other to smooth out the wrinkles.” PTO president Lisa Lasky observes, “Seldom will you find a school in which the teachers know their students so personally. They really

The average daily attendance rate at the 2012 NSOC was 96%, compared to 94% nationwide. Source: National Center for Education Statistics

Each day at Eagle Rock begins with a school community meeting called “Gathering.” Staff and students discuss topics, make announcements, and present live music.


care here.” Students, following the lead of their teachers, have readily embraced the Olweus Anti-Bullying program held every sixth day in advisory. Through round-table discussions, role plays, and common readings, students have assumed leadership of the initiative. Seventh graders Alex and Katelyn are justly proud of their participation: “We don’t take bullying as a game here. We try to prevent it!”

Engaging the Disengaged through 8 + 5 = 10

Eagle rock School (grades 9–12) and Professional Development Center in Estes Park, Colorado, has embarked on the daunting mission of engaging troubled teens 15–17 years of age who have dropped out of school elsewhere. The brainchild of the American Honda Motor Company, its benefactor, this amazing school is a year-round, residential, and full-scholarship school that guides 96 teenagers to develop emotionally and personally while mastering academic skills. Bucking all odds, Eagle Rock has a proud record of having over 80 percent of its students eventually obtain high school diplomas.

“It is the grist of human interaction that is our curriculum,” says head of school Robert Burkhardt, who points out “the inherent challenge in trying to create community” with students who have a track record of clashing with it. Associate director of professional development Dan Condon adds, “A lot of these kids were in gangs. They don’t have the tools to pick themselves up.”

The Eagle Rock staff (the professional development center and the school exist side by side on the campus) has thought long and hard about how to create that needed sense of community. Learning to “live in respectful harmony with others” is the first commitment of the school’s credo,

captured in its unusual slogan, 8 + 5 = 10, which signifies 8 themes, 5 expectations, and 10 commitments. With Rocky Mountain National Park as a backdrop, students first learn to “live in respectful harmony with others” through a 25-day wilderness therapy trip. Living, working together, and sharing feelings in 25 alpine-inspired cottages gradually creates a strong bond with their peers and house parents.

Beth Ellis, instructional specialist and house parent, adds, “The strength of our house culture lies in how we strive to live our stated values: unity and family. We use these values to help students to create relationships, work through conflicts, and find common ground with [one another] as well as with adults.”

The family bonding, the sense of community that Ellis describes at Eagle Rock, is happening at all the other 23 schools and one district honored this year as National Schools of Character. Daily, their staffs toil unselfishly to foster in all children the feeling that they are treasured and belong to a caring school family. Granted, Blessed Sacrament School in Utah looks quite different from Eagle Rock, but the appreciation uttered by

Blessed Sacrament parent Napoli applies equally to the magic occurring at Estes Park: “Every child is welcomed and loved as a member of the family. Every child feels respected and cared for.”

—Eileen Dachnowicz

rEFErENCESCHARACTER COUNTS! Los Angeles, CA: Josephson Institute. Website: www.charactercounts.org.

Olweus Bullying Prevention Program. Center City, MN: Hazelden Foundation. Website: www.violencepreventionworks.org

Responsive Classroom Morning Meetings. Turners Falls, MA: Northeast Foundation for Children, Inc. Website: www.responsiveclassroom.org.

Second Step. Seattle, WA: Committee for Children. Website: www.cfchildren.org.

Learn more about these 2012 National Schools of Character at www.character.org/schools-of-character.

Blessed Sacrament Catholic School (Grades PreK–8), Sandy, UT

Brentwood Middle School (Grades 6–8), Brentwood, MO

California Avenue School (Grades K–5), Uniondale, Ny

Colegio radians, Inc. (Grades PreK–12), Cayey, Puerto Rico

Eagle rock School and Professional Development Center

(Grades 9–12), Estes Park, CO

Mockingbird Elementary School (Grades K–5), Coppell, TX

Southern Middle School (Grades 6–8), Sinking Spring, PA

For more information about the impact of character education on school climate, visit Key

Topics at www.character.org/key-topics.

Online NSOC profiles feature data and results, best practices, photos, and contact information.

www.character.org/key-topics


1. Imagine your dream destination.Leaders of schools of character almost universally refer to character education as a journey or a path. It is important to think of “doing” character education as just that: a journey that doesn’t end but will offer you some amazing sights along the way. In order to start your journey, you have to imagine where you want to go. As the late Stephen Covey advised, “Begin with the end in mind.” Take the time to create a shared vision of your school, the way you hope and dream it could someday be. Involve all staff as well as students, families, and community members in these discussions. How would it feel to learn and work in the ideal school? What is your ideal school? Once you have a shared vision of your destination, it’s time to get started on your journey.

2. Find a guide.All schools of character have leaders who guide them on their journey. Typically, these are groups or committees of volunteers who share a passion for character. If you don’t already have such a group, pull together a representative group of dedicated leaders to champion your efforts and plan your events. Ideally, this group will include teachers, parents, community members, and even students. Start with those who really care about what you are doing, and others will soon follow.

3. Get a good map.Use CEP’s Eleven Principles as your roadmap. “The principles will truly guide you to the development of an authentic and meaningful program,” according to Kimberly Fitzpatrick of Joseph J. Catena School in Freehold, New Jersey. Start by reading and discussing the 11 Principles document (available free at www.character.org) in your leadership group. Then use it to figure out where

your school is on the road to becoming the kind of school you want it to be. This self-assessment will help you to see what you are already doing, what you do well, and where you might focus your improvement efforts. As much as possible, ask a diverse group to be part of your Eleven Principles self-assessment.

4. Take small steps.It can be daunting to think about your dream school and then get a reality check when you review the Eleven Principles. You may have a long way to go to reach your dream school destination—but there is only one way to get there, and that is to start. NSOC veterans advise not trying to do it all at once. Start small. Decide what is most important for your community right now, and start with that. You might, for example, wish to create an anti-bullying program or establish service learning projects in your school in order to build empathy

among students. Or you might survey your community about what core values or issues are important to them, and perhaps create a new touchstone or motto to unite and guide you. When you try something and it works, be sure to apply for a Promising Practice award in order to share it with other educators.

5. Check your progress.In the hustle and bustle of busy school

Getting Started on Your Character Education Journey

I N S E r V I C E

Seven Steps You Can Take to Make Your School the Best It Can Be

Each year we ask our National Schools of Character (NSOC) what advice they have for school leaders thinking about implementing character education

or submitting an NSOC application. At the conclusion of their award year (2011–12),

the 2011 NSOC had this advice.


To schedule a free consultation on your training needs, call (202) 296-7743 or e-mail [email protected].

Visit www.character.org/training for more helpful information.

days, it can be hard to stop and check where you are, to be sure you are still on the right path. However, feedback and data are a crucial part of the journey—a part that must not be overlooked. It is reflection on data that separates National Schools of Character from other schools that care about character but have yet to achieve deeper implementation. Collect data on the academic growth of students, as well as on behavior and discipline, and conduct climate surveys. Examine this information in your leadership group and in meetings with staff, parents, and students. What does it tell you? Are there any areas of concern? Successes that should be celebrated? “Identify and celebrate your strengths so that areas of weakness don’t seem insurmountable,” offers Madison Tomlinson, a counselor at Oklahoma’s Muskogee High School. Reflect on the data you’ve collected, in order to understand what is happening in your school and why. Look for lessons learned, in order to plan your next steps.

If you feel ready and you are able to devote time to the process, submitting an SSOC/NSOC application is a great way to assess your progress. Not only will the application process help you to conduct a thorough self-assessment, but you will get written feedback from outside experts that can help you to plan next steps. “The feedback, win or lose, is an invaluable tool in assessing and improving your character education program,” according to Aaron Wilken, the principal of Fox Middle School in Arnold, Missouri.

6. Call on those farther down the road.Don’t forget that others have traveled this same path before you, and don’t hesitate to call on them for advice and support. State and National Schools of Character serve as models and mentors to other schools interested in improving through character education. They open their campuses to visitors and frequently give workshops on their best practices. “Take time and go visit existing Schools of Character,” suggests Danielle Vogelsang, the principal of Bowles Elementary in Fenton, Missouri. If you are not able to visit a State or National School of Character, then reach out by phone or e-mail, or attend conferences where they are presenting. Find out more about schools near you or like yours, by visiting www.character.org or by contacting your state coordinator.

7. Stop for more supplies when needed. Never forget that CEP is here to help you along on your journey, whether you are just starting out or are well on your way. CEP offers:

Resources and assistance through • state sponsors in participating statesFree, professional feedback through • the SSOC/NSOC application processNetworking and best practices • through our annual National ForumCustomized trainings and webinars • led by national experts Lessons, best practices, and other • resources through our website: www.character.org.

—Lara Maupin

Begin by surveying school stakeholders (students, staff, and parents) to identify areas for improvement. Identify one or two simple character-related initiatives to implement. Collect data to monitor progress; then share the impact on behavior and academic achievement with the staff.

—Michael Moss, Principal, Fuguitt Elementary School, Largo, FL (2011 NSOC)

Professional Development Opportunities with

Transform Your School through CEP TrainingsCEP’s certified trainers help schools improve their culture.

We integrate character content and strategies necessary to support academic, social, and ethical growth within school communities.

CEP tailors professional trainings to meet individual school needs:

3 Eleven Principles Foundational Trainings

3 Leadership Institutes3 Curricular Integration

Institutes3 Site Visits3 Workshops on Class

Meetings, Service Learning, and Other Selected Topics

3 Action Planning3 Keynote Addresses3 Motivational Speaking3 Coaching/Mentoring3 Consultations3 Customized Trainings3 Collegial Follow-Ups

Webinars on hot topics by national

experts


Call on the Village Folks to Add Zest to Your family

“Those kids just make us feel so good! I don’t care what activity we do, whether it’s singing, Bingoor Trivia, as long as they are with us, sitting next to us, what comes from them is love. . . .They give their love; we give our hearts to them.”—Glenda Boyer, Orchid Terrace Resident, St. Louis, MO

Trautwein students celebrate the 100th day of school by collecting 100 items for families staying at the Ronald McDonald House.


If it takes a village to raise a child, this year’s National Schools of Character have been busy recruiting those

village folks. Gone are the days when parents and teachers were the only role models. Schools are finding out that many others—grandparents, custodians, cafeteria staff, retirees—can play strategic roles in helping them build students of character.

A school that has reaped the rewards of intergenerational bonding is Trautwein Elementary School

(grades K–5) in St. Louis, Missouri. Monthly visits by the children to Orchid Terrace, a local retirement home, although originally planned to be lessons in caring, have achieved much more. Students do bring comfort to the residents, but they also receive comfort and understanding. Angela, a third-grade student, shares, “My grandparents died, but now Orchid Terrace grandparents have adopted me.”

Trautwein students also hearken to the advice of their ever-growing family. During the school’s Morning Message, they now take turns in interviewing members of the teaching staff as well as bus drivers, custodians, cafeteria workers, and volunteers. A popular question is, If you could give one piece of character advice to the students of Trautwein to help them be better Tigers of Integrity (a school theme), what would that be? Fifth-grade teacher Karen Stuckmeyer, co-chair of the Character Education Cadre, points out that students look forward to these exchanges that have “strengthened relationships within the building.”

recruiting Senior Citizens

Growing old in Missouri brings opportunities galore to help children. For example, Ellisville Elementary School (grades K–5) in Ellisville, ross Elementary School (grades K–5) in St. Louis, and Plattin Primary School (grades preK–2) in rural Festus look to the senior members of their communities for assistance in improving student attitude and achievement.

Ellisville, a school with over 600 students, found it essential to create a sense of belonging within its large student body. To achieve this, the school has created Tiger Families, cross-grade-level groups that meet monthly to develop friendships and build close ties. Each Tiger Family adopts a grandparent from the community.

School bus driver John Barnett, who also serves as an Oasis tutor to help struggling students, explains his role as an adopted grandfather: “Grandparents write about experiences they had as kids, and the kids respond with things they are doing now, allowing all of us to connect and learn about the past and present.” Barnett concludes, “I think the kids are really enjoying the experience. I know I am.”

Ross Elementary, a school with a diverse population—25 different flags in its cafeteria hail the heritages of its student body—also relies on its senior citizens. Richard Mock, a retired engineer whose grandchildren have attended Ross since 2003, muses that his taxes are “well spent” because this “wonderful school” creates “a very positive environment for a diverse group of students.” As an Oasis volunteer, Mock can be found happily teaching computers to third graders and doing tutorials with individual students.

Plattin Primary, according to lifelong community member Lynne Jackson, is “the cornerstone of the community” and provides “a beautiful beginning for a child.” Realizing that its little ones also need positive male role models, the school created the Watch Dog program in which dads and grandfathers volunteer at the school. Enthusiasm for the program runs high. The men “enjoy the interaction so much,” says principal Tina Basler, that “they come back repeatedly for the positive experience.”

Watch Out for Grandma

But Missouri is not the only state to realize the power of an extended family, and volunteering is not just man’s work, particularly at Lyles–Crouch Traditional Academy (grades K–5) in Alexandria, Virginia. Built in 1958, the school was once the elementary school for Alexandria’s black students. Today, with an


incredibly diverse student body, the school tries hard to recognize the individuality of each student through fulfilling the motto When families are involved in the education of children, everybody learns!

Grandmothers play strategic roles in the Lyles–Crouch family. Once each month, the Grandmothers’ Group brings together about 12 grandmothers of diverse backgrounds who not only assume multiple roles within the school but also take an active part in district presentations. Last spring, they joined Marvin Chase, the district’s cultural competency coordinator, in a program on the importance of engaging at-risk children.

The custodial and food service staffs

also are supportive family members. Jamesetta Edgerton, the manager of food and nutrition services, says, “We all work together as a family. I can say I belong to a family with 450 kids! We do our best to make them feel comfortable. We like to learn their names and make them feel at home. They know we are looking out for them and that we care.”

Interviews with the children show they realize that they are surrounded by a circle of loving adults. For example, when third grader Elle is asked “What do you like best about your school?”, she responds, “I like that my school feels safe and comfortable. I like that Ms. Jamie in the cafeteria and Dr. Zissios, the principal,

know my name and always say hello to me when they see me.”

Honoring Nate the Great

Nate the Great is not just a fictional boy sleuth but also the very real custodian—Nate Maxwell—at Cimino Elementary School (grades preK–5) in Valrico, Florida. This large suburban school with over 800 students personalizes the experience of its pupils through a creative character theme, Color our world with great character. Intrinsic to its success is intensive professional development for all staff so that everyone strives to be a role model.

Maxwell “loves the kids” and is clearly a beloved role model, one who helps foster good manners in the students through daily interactions. The students, in turn, love him, and even honored him with a “Nate the Great” Day last year. He exclaims, “Everyone makes me feel like I am part of a family, and I love my job for it!”

Assistant principal Amber Norris describes Cimino’s journey over the past 10 years as “taking time to get from a vision to a way of life.” School counselor Deborah Minichbauer describes the school as a “family” in which everyone—

88%of the 2012 NSOC reported high levels of respect among staff and parents (85% or higher on climate surveys).

PArENT ACADEMY NIGHTOne successful strategy many National Schools of Character use to engage families is

Parent Academies. Once or more per year, in the evening, teachers and other staff members

make presentations to parents on topics directly related to the school’s character initiative

or on academic topics of interest to parents. At Lyles–Crouch, the event lasts for an hour,

with two 25-minute sessions. Recently, the focus of Parent Academy at that school has been

on helping parents learn strategies to assist their children in becoming more successful in

math and language arts. In 2012, the event was run by Stephanie Hope Chlebus, a third-

grade teacher at Lyles–Crouch, and 12 teachers participated.

ProcedurePlace one teacher or staff member in charge of running the 1. program, to aid communication between teachers.

Determine the needs of the parent community, and ask 2. each teacher to plan two 25-minute sessions for parents that are related to these needs. Courses should focus on teaching parents strategies to assist their child at home, such as building fact fluency, or on imparting to parents the importance of read alouds.

Send parents a “course catalog” prior to the event, so that 3. they can select the sessions they would like to attend.

Evaluate the effectiveness of the program with a quick paper 4. or online survey, and ask families what topics they would like

to learn more about in the future.

MaterialsPrIOr TO THE EVENT:• flyers to send home to publicize the event that include a detachable sign-up form (in

order to get an estimate of how many parents will be in attendance)

ON THE EVENING OF THE EVENT:• sign-in sheets (to determine trends in attendance)• maps of the school (if there are no parent volunteers to direct traffic)• materials or handouts that are needed by each individual instructor (varies)• surveys (in order to evaluate the program and determine topics for future events)

LCTA Parent Academy Night!

Join us on January 18th from 6:30-7:30pm Learn strategies to assist your child in reading and mathematics by taking classes from their teachers!

The homeroom with the most parents in attendance

will win a dress down day! *Free child care will be available in the MPR if necessary*

--------------------------------------------------------------------------------------------

Let us know you’re interested: (Cut off and return) Parent(s) Name: ____________________________________

Student Grade Level: _______________________________

For more information about how to engage community members—or become an active community member—visit the “Community” portal at www.character.org.

www.character.org


principal, teachers, parents, custodians, cafeteria workers, and others—does his or her part to promote “that way of life.” Norris points out that “everyone takes an active role, even our bus drivers.”

Finding More Extended Families

It is hard to imagine that the central office administrators of Colorado Springs School District 11, a huge sprawling district with an enrollment of more than 30,000, can make a personal connection with each of its 60 schools. Recognizing this difficulty but realizing the importance of including the district personnel in its extended family, Charles M. russell Middle School of the Performing Arts and Sciences (grades 6–8) has taken pains to welcome them and get to know them as distinct individuals.

Katherine Tapia-Griego, the district’s executive director of K–12 schools, says, “There is a sense of belonging [at Russell]. When I visit here, the kids know me. They don’t know me at the other schools I visit.” Furthermore, she says, “I get invited to everything. They know how I like my coffee. They extend—and you belong!” She pauses, smiles, and then adds, “They go the extra mile.

Russell extends a hearty welcome each Friday to some six or seven soldiers from the 71st EOD (Explosive Ordnance Disposal) unit from Fort Carson, the nearby Army base, who have “adopted” Russell. Everyone looks forward to their visits, since they help in the classrooms and mingle with the students. Assistant principal Derien Latimer says this unit “really bonds with the kids,” particularly during unstructured time. Not only do they serve as highly popular “big brothers,” but since the EOD unit is essentially a “bomb squad,” they also provide great hints to Russell’s award-winning robotics team.

Calling on Businesses and College KidsShades Cahaba Elementary School (grades K–5) in Homewood, Alabama, achieving the honor of being named a National School of Character for the second time, has a long tradition of including an extended family in its character journey. A sure-fire slogan that has achieved buy-in from the town’s businesses and community organizations is the Shades Cahaba Way, the six standards by which the school lives and learns daily. The first five are typical school rules; the sixth is unique: Have fun. Life is a gift! The spirit of sheer joy in life has proved contagious, inspiring many businesses to join the character effort.

Principal Sue Grogan is quick to point out how students from the two nearby universities, the University of Alabama at Birmingham and Samford University, “have enriched the lives of Shades Cahaba students.” As mentors/tutors—known as Blazer Buddies and Bulldog Buddies,

respectively—they have assisted the pupils academically.

“But the personal stories that these successful college students share,” continues Grogan, “is even more meaningful. They show our students the importance of teamwork, determination, and resilience, whether it is in shooting baskets or taking a difficult test. That is the true blessing of their joining us.”

The ancient proverb It takes a village to raise a child appears to be a call to action for this year’s National Schools of Character. Because of their creative exploration of new horizons and new relationships, countless boys and girls are thriving, learning to master academics and overcome personal hurdles, and finding solace in the realization that they don’t have to look too far to find a friendly ear or a soothing voice. Family is all around them.


rEFErENCEOASIS Tutoring. St. Louis, MO: OASIS Institute. Website: www.oasisnet.org.


Charles M. russell Middle School of the Performing Arts and

Sciences (Grades 6–8), Colorado Springs, CO

Cimino Elementary School (Grades PreK–5), Valrico, FL

Ellisville Elementary School (Grades K–5), Ellisville, MO

Lyles–Crouch Traditional Academy (Grades K–5), Alexandria, VA

Plattin Primary School (Grades PreK–2), Festus, MO

ross Elementary School (Grades K–5), St. Louis, MO

Shades Cahaba Elementary School (Grades K–5), Homewood, AL

Trautwein Elementary School (Grades K–5), St. Louis, MO



“Have you ever had a bad feeling about going to a new school? Well, it’s different when you walk into Allen Creek. You don’t have to fit into the school; the school fits into you.”

—Nate, Fifth Grader, Allen Creek Elementary School

Do your best to make every child feel special


Although Nate is just in fifth grade at Allen Creek Elementary (grades K–5) in Rochester, New York,

he already has the wisdom of a venerable sage. Nate colorfully captures his school’s special talent for welcoming all students into its family. Some 800 miles to the west, Leon Cluck, a speech pathologist at Northview High School (grades 9–12) in Florissant, Missouri, says the same thing but in more formal language: “At Northview the environment is built to the students’ needs, rather than trying to fit the students to the environment.”

What is interesting is that the two schools are so different. Allen Creek, located in the prestigious Pittsford Central School District in upper New York State, is a local elementary school with a special needs population of 5 percent. At Northview, on the other hand, every student requires special education services. And yet both schools aptly deal with the thorny issue of how to make every child feel special and included.

What is the magic that occurs at these schools? We all know through the media how student alienation has brought about drastic consequences that run the gamut from dropping out of school, joining gangs, or exacting mass revenge, to the self-destructive patterns shown in truancy, depression, and suicide. Too often, the term “inclusion” is construed to mean following the letter of the law by providing services for special needs students. But the issue is much larger than that. All students yearn to feel accepted into a close-knit and caring family. The question is, How do these schools do it?

To explore what effective schools do to include everyone, we looked at what is happening in six of our 2012 National

Schools of Character (NSOC). In addition to Allen Creek and Northview, we chose North Boulevard (grades preK–5) and Ellisville Elementary (grades K–5), schools that have been dealing with special groups of newcomers, as well as Henry raab (grades K–6) and California Avenue (grades K–5), two schools with significant populations of minority and low-income students.

Finding That Everyone Is Your Friend“Everyone is your friend here. You never have to feel left out,” says fifth grader Noah in describing Allen Creek. Although the school draws from an affluent neighborhood, it is a Title I school because of a significant economically disadvantaged population. The school works hard to meld all students into a cohesive family. Through structures such as the collaborative writing of class compacts, Morning Meetings, class meetings, role plays, cross-grade tutoring, bucket filling, lunch buddies, and conflict resolution, students learn to work with, understand, and genuinely care for one another.

Named for the colors in the Autism Awareness logo, the Colors Program

at North Boulevard School trains fourth- and fifth-

grade students to tutor and play with autistic children

in their spare time.

Daily class meetings provide a vehicle for student voice at Allen Creek.


Allen Creek’s efforts have been fruitful, and its students do exhibit extraordinary acceptance of others. Second grader Nora says, “I’ve never seen any bullying in my two years here, and they teach you what to do if it happens.” According to fourth grader John, “Everyone is friendly here, and we learn how to treat others nicely. You’re never afraid here.” Climate surveys substantiate what these students say about school culture.

Ted Aroesty, parent of a third grader and twin daughters who graduated from the school, comments that there is no difference between the “haves” and the “have-nots” here, and that Allen Creek students stand out in the district because of their fine sportsmanship. He adds, “I came to live here by chance, but I would choose to live nowhere else.”

Forming a Happy Family

“It’s like a family here. All the teachers know your child. And they want them to be as independent as possible,” says parent Diane Hibler of Northview High School, which has united its 180 special needs students seamlessly into one proud family. Parent Suzanne Falvey agrees: “It feels like a regular high school. They even make a prom work.”

Parents and students alike relate how coming to Northview ended years of frustration with school. Parents Ron and Marge Oliver tell of the change in their daughter. When they visited her at her previous school, Katie, with head down, was doing nothing while the teacher and aide just conversed. During visits at Northview, they find their daughter busily working, and the other students greet them warmly: “You’re Katie’s mom and dad.”

“This school made me a better person. They help you out and make you work even harder,” says graduating senior Derrion, who is joined by countless other students eager to tell how Northview has changed their lives. Sophomore Hannah says she was a “tornado” when she first arrived, but the school has helped her to calm her storm.

Orlando, a senior who is now “proud of going to Northview,” admits that he told people he went to a private school in St. Charles when he was first assigned to the school. He was not alone in being ashamed. But all that has changed, now that these students have experienced a new sense of competency and belonging.

In addition to promoting the values of the Eagle Way, the school works hard to empower its students. Teachers even use scented markers and sample pictures to help nonverbal students record their choices. Student leadership opportunities are plentiful: leading class meetings, making morning announcements, participating in the student council,

Northview students team up with students from a nearby school to take part in activities to commemorate 9/11.

Drum circles build teamwork at Henry Raab.

North Boulevard students work with high school art students to create ceramic medallions for wounded veterans.

Ellisville buddies create over 700 care packages for veterans.

“I’ve never seen any bullying in my two years here, and they teach

you what to do if it happens.”


and implementing service projects. Students also help one another academically through the Reading Buddies program. Of course, creating an environment that fosters success for all requires incredible dedication and planning from the staff. Principal Stephanie Valleroy smiles: “We make it look easier than it really is.”

Learning from Autistic Children

“I learned as much from them as I taught them,” says fifth grader Lauren, an active member of the Colors Club at North Boulevard School in Pompton Plains, New Jersey. Her experience in working with autistic children in the SNAPP (Special Needs among Pequannock Peers) program has been so meaningful that she now wants to pursue a career in teaching children with autism.

The school, currently a site for three classes of self-contained autistic learners, has created an unusual service learning opportunity. Alexis Somers, the preschool SNAPP teacher, calls the project “reverse inclusion,” one in which students in the traditional curriculum are “included” in the autistic world. Somers continues, “It’s remarkable to see our students work with the little ones, teaching them skills and reinforcing what we have been doing in class. The autistic children respond to them better than they do to adults.”

Dan, another fifth grader, observes, “Our school just doesn’t leave anybody out.” Retiring principal Jerry Cammarata praises initiatives like the Colors Club that give students “the chance to practice caring and empathy, values that will guide them in life.”

Welcoming Transfer Students

Another school that “doesn’t leave anybody out” is Ellisville Elementary. Like North Boulevard, it faces a challenge in welcoming newcomers, especially as a result of its election to participate in the Voluntary Student Transfer (VST) program in which students from inner city St. Louis choose to attend Ellisville.

To create a bonding experience, the administration made certain to connect every VST participant with another student and family in the school. As a result, VST students have a home to go to after school whenever there is an evening function, thus eliminating long bus rides to and from the city. Strong, natural friendships have developed between VST students and those who live within the school boundaries. Parent Melissa Golder says, “My son’s best friend is in the VST program. He isn’t seen as a city kid. It is easy, nothing forced.”

Realizing they needed to connect better with the parents of VST students, the teachers thought creatively and came up with the idea for City Tour (a 2010 Promising Practice). The entire teaching staff partnered with their VST students and accompanied them home on the bus. Not

CITY BUS TOUrMany of the State and National Schools of

Character in the St. Louis area participate in the

Voluntary Student Transfer (VST) program that

brings students from the inner city to schools

in the suburbs. Each has found unique ways to

ensure that these students are fully included

in the school community. Among these is

Ellisville’s City Tour, an effort to deepen teachers’

understanding of their students’ backgrounds.

The school made arrangements for the entire

teaching staff to pair up with their students

and accompany them home on the bus at the

conclusion of a school day. Teachers learned

firsthand about the length and discomfort of the

bus ride and got a view of students’ homes and

the communities in which they live and play.

Teachers also met family members who might

never visit the school. Following the student

drop-off, a debriefing session was held at a local

restaurant, where teachers sampled ethnic foods

while reflecting on their experience. Teachers

found that they gained important insights into the

lives of their VST students that not only helped

strengthen home–school communications but

also provided background information for the

teachers as they worked to meet the academic,

social, and emotional needs of their students.


4% 4%6% 5%12%

13%

65%

White Other Hispanic/Latino Black/African American Asian/Pacific Islander

53%

15%

23%

Students attending 2012 NSOC

The 2012 NSOC reflect the diversity of our nation’s public schools.

Students attending U.S. public schools

Source: National Center for Education Statistics


Allen Creek Elementary School (Grades K–5), Rochester, Ny

California Avenue School (Grades K–5), Uniondale, Ny

Ellisville Elementary School (Grades K–5), Ellisville, MO

Henry raab School (Grades K–6), Belleville, IL

North Boulevard School (Grades PreK–5), Pompton Plains, NJ

Northview High School (Grades 9–12), Florissant, MO

only did the teachers experience firsthand the length and discomfort of the bus ride; they also had a chance to meet parents who might not have visited Ellisville Elementary.

Tiger Families, a monthly cross-age grouping that fosters learning as well as social skills among all Ellisville students, also nurtures VST students. A common remark heard at this school: “I [used to] make friends [only] in my own class. Now I make friends everywhere!”

Feeling Safe and Loved

On the surface, Henry Raab School, a small school in Belleville, Illinois, with only 173 students, and California Avenue School, a much larger one in Uniondale, New York, with over 700 pupils, might seem to have little in common. At both schools, however, more than 70 percent of the students have been identified as economically disadvantaged. Despite many challenges, students in these schools are thriving, disciplinary referrals are down, and performance on state tests has been consistently strong. What is their secret?

These schools have consciously and conscientiously developed a school culture in which no one feels left out. Although Raab’s principal, Kim Enriquez, and California Avenue’s principal, Jennifer Bumford, have never met, their schools have fulfilled their goals of safety and belonging through a similar approach: teambuilding in the first weeks, mentoring of “at-risk” students by staff members, cross-grade buddy classes, class meetings to air concerns, all-school celebrations, and close relationships with the community.

Enriquez adds that elimination of extrinsic rewards has resulted in inclusion for all: “We celebrate after the fact, and everyone is included. No child is left out of the celebration.” California Avenue also makes certain that no student slips

15% of students attending the 2012 NSOC receive special education

services, compared to 13% nationwide.

51% of students attending the 2012 NSOC

are eligible for free or reduced-price lunch, com-pared to 46% nationwide.



through the cracks. A strong mentoring program for students at risk, which began with 15 teachers, now boasts of 50, all of whom give up at least one hour each week to help a child.

Of course, a vital component in the process is an exceptionally dedicated staff, praised endlessly in interviews with parents from both schools. Parent Jill Kraft, who says that Henry Raab is like her “boys’ second home,” comments that there is such a personal touch here that the teachers “pull shades when it storms so Joel isn’t scared” and “they remember Jordan is allergic to bees.” Likewise, Tamika Sandy, mother of three students at the New York school, says that teachers “give of themselves” all the time and recalls a Saturday mentoring field trip when teachers, many of whom had

families of their own, gave up their day “to be with their California Avenue children.”

If Henry Raab sounds like Utopia, so too does California Avenue. Why? These schools, like the other 23 NSOC for 2012, do not leave inclusion to chance. A school’s established culture of caring, enhanced by

the nurturing of adult role models, makes every student feel special, secure, and safe.


rEFErENCESRath, T., and D. O. Clifton. How Full Is Your Bucket? Positive Strategies for Work and Life. New York, NY: Gallup Press, 2009.

Responsive Classroom Morning Meetings. Turners Falls, MA: Northeast Foundation for Children, Inc. Website: www.responsiveclassroom.org

Operation Respect: “Don’t Laugh At Me”

congratulates The Character Education Partnership on its exceptional work and

congratulates all of the winners of the National Schools of Character Award, including

the Henry Raab School in Belleville, IL, who noted that they learned “positive ways to

counteract bullying” through the Don’t Laugh at Me Program.

We also honor the memory of Sandy N. McDonnell and affirm our love and appreciation for Dr. Charlotte K. Frank

our Co-founder and Chair of our Board of Directors who is a gift to educators everywhere.

Fifth graders at Henry Raab work together to meet the Wellness Day challenges devised by the Student Wellness Team.

For more information about ways to increase teacher understanding of student needs

and ensure that all students are welcome members of your school community, visit Promising Practices at www.character.org/schools-of-character.

to obtain a copy of the Don’t Laugh at Me Program, which will be delivered, FREE of charge, courtesy of The McGraw-Hill Companies.

Visit www.operationrespect.org


Help Kids

practice the art of getting along

gracefully

“If I’m in a situation with a bully, it makes it better

knowing some of the character education skills.”

—Isabella

“It makes you feel a little bit more courageous and makes you

want to stand up for someone else and not be a bystander.”

—Mikie Fifth Graders, Richard Stockton Elementary School


Isabella and Mikie may not be recognized as experts in the conflict resolution field, but they certainly are pros in understanding ways to ward off a bully. It is obvious that these fifth graders have learned their anti-

bullying lessons well at richard Stockton Elementary School (grades K–5) in Cherry Hill, New Jersey.

Richard Stockton also recognizes the importance of tying anti-bullying to the larger issue of improving school climate. All the other 2012 National Schools of Character (NSOC) have also used myriad ways to improve school climate—school themes, Morning Meetings, class constitutions, assemblies, cross-grade buddies, compacts for excellence—and, like Stockton, they too are teaching students useful skills for resolving conflicts peacefully and are having them practice responses as “upstanders” rather than as bystanders in bullying situations.

Fifth grader Roni explains why anti-bullying works at Stockton: “Everyone knows each other; no one is left out. There is no bullying.” All students receive Lions Quest training; all classes write class constitutions on the core values of responsibility, respect, and citizenship; and all grade levels receive anti-bullying lessons that include strategies for supporting the victim. In short, Stockton actively teaches getting along gracefully.

Using similar strategies, Henry raab School (grades K–6) in Belleville, Illinois, has taught students positive ways to counteract bullying. From the early grades, boys and girls learn important skills such as maintaining eye contact and using “I messages” to indicate how they feel. Two sixth-grade programs, Don’t Laugh at Me and Bully-Proofing Your School, have been highly effective. By enacting the roles of the bully, the victim, and the bystanders, students learn “when to ignore it, walk away, [or] go get help.”

Settling Differences Amicably

An exemplary conflict resolution practice that has merited statewide and national honors is Peacemakers, a strategy used at North

Boulevard School (grades preK–5) in Pompton Plains, New Jersey. “Classroom Close-up, NJ” highlighted it in its weekly television feature on innovative education, and CEP recognized it as a Promising Practice in 2010.

In the 2009–10 school year, Yvette McBain, an enterprising first-grade teacher, guided a group of first, second, and third graders to use a specific area of the campus called the Peacemaker’s Bridge and to follow visual/verbal prompts to help them resolve conflicts on the playground. Highly successful, the practice is in full swing today for kindergarten through grade 3. It has been further refined with Bridges to Peace, now posted in all classrooms and hallways as well as painted on the playground. Trained Peacemakers take turns in guiding the exchanges.

First-grade teacher Cathy Furia, a long-time veteran at the school, points out that the practice has lasting results: “Children are making thoughtful decisions about their own character that they will carry with them for the rest of their lives.”

The Heart Club (an upper elementary version of Peacemakers) presents lessons on conflict resolution and anti-bullying strategies to the younger grades. Heart Club members not only teach but also visit every class daily during a post-lunch period to see if they can assist in resolving conflicts. Sienna, a fifth-grade Heart Club member, is pleased when she helps classmates resolve a conflict. Lauren, a fellow fifth grader, agrees: “I love to see kids leave happy, not sad the way they were when they came in.”

resolving Conflicts Early

Two primary schools that demonstrate success in early training in caring and conflict resolution are New Jersey’s Lawrenceville Elementary School (grades preK–3) and Missouri’s Plattin Primary School (grades preK–2). Although the two schools are more than a thousand miles apart, a remark made by Dr. Crystal Lovell, Lawrence Township’s superintendent, aptly describes both schools: “Character education is like a second skin, a way of doing things here and


in the community. This is what we do every day.”

What both schools “do every day” is to give their little ones a solid foundation in caring for one another and practice in getting along peacefully. In addition to using Responsive Classroom approaches such as Morning Meetings, creating class rules, working together, and taking turns, Lawrenceville has found success with Growing Buds, a cross-level program that connects third graders with younger students who need additional help. Barrett and Katie, both third graders, are delighted with their Growing Bud roles: “It feels good to know you are helping someone learn.”

Plattin Primary students learn to resolve conflicts peacefully using the Caring Corner, a 2011 Promising Practice. Instead of lashing out or withdrawing when hurt, the children learn to express feelings through phrases such as “I feel ______when you _____. Please ______ .” The response “Next time I will _______” usually defuses the situation.

The teachers, pleased with the success of the practice, have extended it to Plattin’s before- and after-school program as well as to the community’s child care facilities. First-grade teacher Stephanie Heine is grateful that “students now understand what it is that we are instilling in them.”

Promoting the Peaceful Classroom

Peace envelops another primary school, Berkeley Elementary (grades preK–2) in Moncks Corner, South Carolina. Using Naomi Drew’s The Peaceful Classroom in Action as its umbrella for character education, this Title I primary school employs a peace theme in guiding its young charges to get along with one another. And they do get along admirably, despite the school’s wide range of

PEACEMAKErSAs part of a comprehensive conflict resolution and peer mediation program, students

in North Boulevard School’s first through third grades are encouraged to assume

their own leadership role as Class Peacemakers. Students are trained in the language

and steps of conflict resolution using the Peacemaker’s Bridge as a visual aid and

prompt to guide them through the process. This bridge is not only seen in classrooms

and hallways throughout the school; it is also painted outside on the playground.

Supported by staff and parents, Class Peacemakers wearing bright blue vests are

available to help their peers walk the bridge and find a peaceful solution to their

real-life conflicts when they are most likely to occur, at recess. First- through third-

grade teachers have noticed an increase in their young students initiating the conflict

resolution process since the bridge was painted outside. Class Peacemakers realize

that even at their young age they can play a critical role in creating a caring school

community.

For more successful conflict resolution strategies, visit Promising Practices at www.character.org/schools-of-character.

Suspensions: 84% of the 2012 NSOC saw a

decline over the past 3 years or had very few.

Disciplinary referrals: 91% of the 2012 NSOC saw a decline over the past 3 years or had very few.


ethnicities and socioeconomic levels.Practice in becoming a peacemaker begins

early. First, the children learn to distinguish between “amazing” and “disappointing” choices. Monday Morning Meetings, a daily school news program, and practical guidance lessons serve as additional ways of giving children effective peace-building tools. Students learn to become bucket fillers and to solve problems using Stephen Covey’s Win/Win philosophy in the class’s Peace Corner.

With enviable ease, first grader Ellie explains the steps involved in using Win/Win, referring to an occasion when she had used the Peace Corner after a playground spat with Maddie. Asked if going to the Peace Corner had helped, she quickly replies, “Yes! We’re friends again now, so it was a Win/Win!”

Creating Compacts and Touchstones

“We were looking for a strategy that would empower students and reinvigorate character building,” says dynamic Sue Gager, the guidance counselor at Allen Creek Elementary (grades K–5) in suburban Rochester, New York. Spurred on by its connection with the Institute for Excellence & Ethics (IEE) and the teachings of Matt Davidson and Rich Parisi, Allen Creek has implemented compacts for excellence to live up to the school motto: Being our best selves, doing our best work.

The school abounds with compacts for excellence; they are found in every classroom, in the hallways, in the cafeteria, and on the buses. These compacts or agreements, alive with the student voice, serve as tangible guides to behavior that shows self-discipline as well as caring. Grace, a fifth grader, says, “The students are really the ones making the compact. If the compact says we treat everyone with respect, that’s what we will do.”

Anna, a fourth grader, says, “If we break the compact, we know that we have to understand the mistake and what we can do to fix it.” Fifth grader Mary Rose joins in, “The students also set goals. Goals help us accomplish a lot. Each student

makes several goals a year, and we write down steps to help reach the goals.”

Another school that uses compacts for excellence, Charles M. russell Middle School of the Performing Arts and Sciences (grades 6–8) in Colorado Springs, Colorado, finds that they serve as effective tools in another way: ensuring that cooperative work runs smoothly. With all individuals agreeing to work to potential at the outset of a project, group work is much more effective. David, an eighth grader, points out how such mutual decision-making works: “When we have a problem, we say ‘Let’s try to solve it.’”

A different form of compact, one that is a schoolwide endeavor, is the collaborative designing of a touchstone that visually displays

a school’s character focus. Such an approach has been embraced by Missouri’s Trautwein Elementary School (grades K–5), where the mantra We’re Tigers of Integrity; we care and we share was chosen by students, faculty, and parents and serves as a rallying call for getting along with one another and engaging in service projects. Dr. Donna Wagener, the school’s principal, points out that it is integrated “into all phases of school life” so that the students can “internalize the meaning of the phrase.”

Breathing New Life into Programs

Hamilton City School District (grades preK–12) in Hamilton, Ohio, the sole district recognized by CEP as a 2012 National District of Character, has breathed new life into its character program with a greater student-centered emphasis in its conflict resolution and anti-bullying efforts.

“We were looking for a strategy that would empower students and reinvigorate character building.”


Instead of adults preaching about anti-bullying, Hamilton High students have become the crusaders. They have designed a two-hour program about bullying—replete with group activities, games, family time, and ethics discussions based on video—that they present to the elementary schools. So far, they have successfully reached over 1800 students. Courtney, a Hamilton High junior who participated in the presentations, says, “This program has really touched me because bullying can be a big factor for kids, and nothing is more amazing than to walk into a school where you feel cared for and respected.”

Staff at all 12 of Hamilton City’s schools report an improvement in student attitude and actions. Derek Thomas, a

mathematics teacher, says, “Our students are willing to share, to make sure other students have what they need. In past years, this wasn’t the case.” Special education teacher Virginia Hensley also sees “the greatest change” as the “students’ willingness to go out of their way to be kinder and more empathetic toward their peers.” She continues, “For example, students that typically lacked the courage to stand up for what is just and what is right are now doing it on a daily basis.”

At a time when our Congressional leaders seem to be in need of conflict resolution skills, it is comforting to note that the 2012 NSOC are actively teaching and promoting these skills in the classroom. Perhaps our leaders should visit

these schools to learn a lesson or two about getting along gracefully with others.


rEFErENCESBully-Proofing Your School. Denver, CO: National Center for School Engagement. Website: www.schoolengagement.org.

Covey, S. R. The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change. New York, NY: Simon and Schuster, 1989.

Drew, N. The Peaceful Classroom in Action: A K–6 Activity Guide on How to Create One and How to Keep It! Fawnskin, CA: Jalmar Press, 1999.

Don’t Laugh at Me. New York, NY: Operation Respect. Website: www.operationrespect.org.

Lions Quest. Oak Brook, IL. Lions Clubs International Foundation. Website: www.lions-quest.org.

Rath, T., and D. O. Clifton. How Full Is Your Bucket? Positive Strategies for Work and Life. New York, NY: Gallup Press, 2009.

Responsive Classroom. Turners Falls, MA: Northeast Foundation for Children, Inc. Website: www.responsiveclassroom.org.

Learn more about these 2012 National Schools of Character at www.character.org/ schools-of-character.

Allen Creek Elementary School (Grades K–5), Rochester, Ny

Berkeley Elementary School (Grades PreK–2), Moncks Corner, SC

Charles M. russell Middle School of the Performing Arts and

Sciences (Grades 6–8), Colorado Springs, CO

Hamilton City School District (Grades PreK–12), Hamilton, OH

Henry raab School (Grades K–6), Belleville, IL

Lawrenceville Elementary School (Grades PreK–3), Lawrenceville, NJ

North Boulevard School (Grades PreK–5), Pompton Plains, NJ

Plattin Primary School (Grades PreK–2), Festus, MO

richard Stockton Elementary School (Grades K–5), Cherry Hill, NJ

Trautwein Elementary School (Grades K–5), St. Louis, Missouri

For more information about anti-bullying strategies that work, visit Key Topics at www.

character.org/key-topics.




Lesson Plan:WOrDS HUrTGrades 6–845–50 minutes

OBJECTIVEStudents are sometimes hurt as a result of other students’ comments, even if these comments were meant to be “funny” rather than hurtful. This lesson enables teachers and students to explore how words can negatively impact others and to help students move away from the use of phrases such as “No offense, but ________________________,” “Just kidding,” and “I didn’t mean anything by it.” In this lesson, students will become aware of different points of view about hurtful words and of the effect these words can have. This lesson may be conducted schoolwide or in a single classroom.

MATErIALS Copies of a Words Hurt anonymous survey with the following items:

List some words or phrases that you have heard around school that might be hurtful.

What are some things that have been said to you that have hurt your feelings or that have made you feel uncomfortable at school?

List some of the typical “names” you hear people being called at school.

A folder for each group containing:

7 index cards

A sheet of directions for the procedure outlined below, for the group leader

A blank sheet of paper

7 copies of an evaluation survey with the following questions:

Do you feel that this activity will help • make a difference in the ways people speak with each other at our school? Why or why not?

What did you learn about the things • people say and why they say them?

Did this activity help you to realize • that sometimes you might say some things to others that could be hurtful?

Was your student leader effective in • facilitating the discussion? How could he/she have been more effective?

Did you feel this was a worthwhile •

activity? Why or why not?

PrOCEDUrEPass out the Words Hurt survey to 1 students. Collect responses, and write one word, phrase, or ”name” from the survey on each index card. Make enough cards for each student in the class to have one.

Break up the class into heterogeneous 2 groups of 5–7 students. Each group will need a leader. (At Brentwood Middle School, these are the school’s “Diversity Leaders.”) you may select leaders from your class, use student leaders from existing leadership groups in your school, or have each group select their own leader. As student leaders run the small groups throughout the room, the teacher should circulate to provide support and assistance. Student leaders may need assistance with any difficult issues that arise.

Have students sit with their group. Then 3 say, “The purpose of this activity is to encourage students to see different people’s points of view about hurtful words,” and review the expectations for this activity:

Be open to different opinions•

Listen to what people have to say • without interruptions

Don’t be critical•

Don’t laugh or dismiss the ideas of • other people

Be truthful and brave in your • discussions

No put-downs•

No using specific examples with • people’s names

Group leaders pass around the blank 4 sheet of paper and ask group members to write down on it words that hurt. When it has been passed around to the entire group, the leader says, “Think about the saying Sticks and stones may break my bones, but words will never

hurt me. Is that true? Do words hurt?” Allow the group to discuss.

The leader then crumples up the paper 5 and says, “This is what hurtful words do.”

The leader then smoothes out the paper 6 and says, “Even when you smooth the paper out, it will never be the same again. It’s always going to have marks and scars.”

Group leaders pass out an index card 7 (already prepared with a hurtful word from the survey) to each person in the group. Ask students to take a moment to read their word and think about ways that it might affect people and why. Allow a minute for reflection.

Group members take turns sharing the 8 words on the index cards. Discuss how they could affect a person and why. Here is a prompt you may use:

“My word is ____________. I think it could make someone feel ____________ because ________________________.”

Leaders should encourage students to build on someone’s discussion with expressions such as “I agree because ________________” and “I disagree

because___________________.”

ASSESSMENTAt the end of the discussion, the group leader should pass out the evaluation survey and say, “This evaluation will help us know if this activity was a success. Please answer honestly. you do not need to put your name on it.” Ask leaders to collect the evaluations but not to read through them. They should go directly into the folder, to be discussed at a later time, such as a student leadership meeting or whole-class discussion. Leaders should then thank the students in their groups for their thoughtfulness and care during the activity and turn the folders in to the teacher.

This lesson was developed by Nancy Queathem-Haupert and Mary Lipic, the faculty facilitators of Brentwood Middle School’s Student Diversity Leadership Group.

For more classroom ideas or for copies of the handouts mentioned in this lesson, visit

Lessons at www.character.org/lessons.


A. School-wide positive behavior supports (PBS) involve the systematic collection of data to identify problem areas in schools as well as the implementation of interventions. These interventions may include procedural manipulations, clarifications or adaptations of rules, adjustments in staffing levels, changes

in schedules or traffic patterns, an elevation in the level of praise, and instruction of students in regard to proper behavior. In a school that is implementing PBS, data are collected prior to and after any intervention to understand its impact

on student behavior.As PBS are implemented, many schools incorporate school-wide token

economy systems into their plans. Typically, this consists of giving tickets or tokens to students who are demonstrating desirable behavior. When should

schools consider rewarding students? In general, the number of reward opportunities should increase whenever students are not displaying the desired

behavior. Such situations may include:Problem times of the day (e.g., before or after lunch) ★

Problem times of the year (e.g., immediately before winter break or after standardized ★

tests have been administered)Problem places (e.g., on the playground at the beginning of the day) ★

Individual students whose behavior is disruptive ★

Conceptually, it is important to note that PBS systems are designed to provide environments where learning can be maximized. Whether a school is teaching reading, math, social skills, or character education, the environment must promote positive behavior and discourage disruptive behavior. Depending on the school’s population, a team may find that rewards are an effective component of a larger behavioral management system. The following situations should be avoided:

Using rewards as the only behavioral management strategy ★

Providing rewards without collecting behavioral data to understand their effect on ★

student behaviorGiving rewards that are not considered age appropriate ★

Giving rewards in a situation where they may subject a student to negative peer ★

attentionConsistently rewarding a student for a behavior that they have consistently ★

demonstrated without rewardGiving rewards to students who have not demonstrated appropriate behavior first ★

(non-contingently), though this may be recommended as part of a behavior plan for individual students with repeated or severe behavioral disruptions

Q. When is it okay to reward children for doing the right thing?

A S K T H E E x P E r T S

At CEP we know that parents and teachers struggle with this issue every day, so we posed this question to several experts, and here is what they had to say.

David Hulac, Ph.D., NCSP Assistant Professor of School Psychology

University of South Dakota Lead author of Behavioral Interventions

in Schools: A Response-to-Intervention Guidebook from Routledge Press.


A. It is probably best to think of reward and recognition as part of a continuum of options. They tend to be on the less desirable end of that continuum of how to respond to student behavior in a way that offers meaningful feedback. But as a continuum, it is not cut and dried. On the far end of undesirable are contingent, public, concrete material rewards; that is, kids know in advance that if they engage in a certain behavior they will get the reward (contingent), and that the awarding is done publicly and the reward is a “thing” (material). I have seen schools where students are so distracted by this approach that they lie, cheat, and steal to get an award for good character.

The way to be less destructive is to make the rewards:non-contingent (rewards are not connected to ★

specific behaviors, so students can’t do the behavior to earn the reward)less public (done privately) ★

have no material value (ideally) ★

In the latter case, that means shifting from reward to recognition, again ideally non-contingent and private recognition such as positive office referrals or simply a quick pat on the back.

Another important element is to couple the praise with what is called induction. That means explaining clearly why you are proud of the child and, in that explanation, focusing on the consequences of the child’s behavior—ideally, its effects on someone else’s feelings. This is a powerful psychological technique, and where the real character education power will lie in such an interaction.

So when should you give rewards to children? As infrequently as possible, and only in the ways I have just described. Kids don’t need your things. They need your positive regard and sincere commitment to the development of their best selves.

Marvin W. Berkowitz, Ph.D. Sanford N. McDonnell Professor of Character Education Thomas Jefferson Professor, Center for Character and Citizenship University of Missouri—St. Louis

A. The subject of rewarding children (or not) for doing the right thing can evoke strong emotion and can prompt considerable debate. In one corner are followers of passionate behaviorists such as B. F. Skinner and Edward Thorndike, who theorized that behavior can be shaped by the application or withdrawal of rewards and punishments. We can assume that they’d be strong proponents of rewarding a child for good behavior, believing that rewarded behavior is the behavior most likely to recur. In the opposite corner are passionate educators and authors such as Alfie Kohn, who strongly oppose any form of incentive program, believing that systems of rewards and punishments simply create blind compliance, rather than children who are good, responsible, and caring citizens.

As for me personally, I firmly—and, like the others mentioned above, passionately—state that I’m somewhere in the middle. I’m primarily an ardent believer in fostering intrinsic motivation (e.g., sense of accomplishment, fascination, calling, or belief that a pursuit is worthy in and of itself) rather than extrinsic motivation (e.g., using awards, prizes, certificates, praise, or public recognition). But I also believe there is a place for the latter under certain conditions and circumstances.

External motivators (or forms of feedback), when used deliberately, sparingly, and within clear parameters, can effectively bring about positive behavior change. Furthermore, as cognitive dissonance theory suggests, a child who chooses to behave in anticipation of a possible reward may ultimately come to believe that choosing the “right” behavior is simply the right thing to do. A fair dose of caution should be exercised here, though, with emphasis on guidelines such as the following:

Clearly focus on the expected behavior, not on attainment of the ★

reward.Intermittent and/or random rewards are better than regular or ★

predicted rewards.Consider rewarding after a desired behavior is exhibited, instead ★

of dangling the reward as an incentive in the hope that a desired behavior will follow.Make it a goal to reward in the short term, while striving to withdraw ★

rewards as behaviors and attitudes change over the longer term.Always remember that our goal is to inculcate in children a desire

to be internally motivated to display outstanding character, without the need for external rewards. Ultimately, our pursuit as teachers and parents should be a heartfelt wish that our children do the right things for the value of being good, not for the award of the dangled carrot or the avoidance of the threatened stick.

Russ Sojourner, Ph.D. Director of Leadership Development Character Education Partnership

Join the conversation on the CEP blog: info.character.org/blog


Never forget that learning should beFUN

Character partners work on projects together at Shades Cahaba.


Parents at Lake Bluff School (grades preK–6) are enthusiastic in describing the special qualities of this National School of Character (NSOC) in Shorewood, Wisconsin. Some, like Sarah Wong, praise its personalized approach, noting that “the principal knows

everyone’s name and knows something about them, too.” Others point to the school’s sterling academic record: Despite a changing school population, over 90 percent of its students are achieving proficient or above status on the Wisconsin state assessments.

But sixth grader Leo has the real secret of Lake Bluff ’s success: “This school is great because you can learn and have fun here.”

Just spend a day visiting here, and you’ll see how children live the school motto: Be kind, work hard, and have fun. Kindergartners happily work in groups as they uncover the mysteries of dinosaurs. Some are classifying dinosaurs by size and color, another group is building homes, and still others are sharing fascinating facts in the dinosaur museum. Third graders, too young to participate in the popular science fair, are busily designing posters with their own scientific queries: How does a bathtub drain work? Why are peppers hot? How is a pearl formed? How does hair grow? Why do angler fish glow? How does an incandescent light bulb work?

It is not just kindergartners and third graders who have all the fun. Fun is the inalienable right of every student in this lively school that encourages all students to think for themselves and have the courage of their convictions. Sixth grader Abbey says, “Here, no one laughs when we get the wrong answer.” Aiden, another sixth grader, agrees: “Actually, showing our weaknesses is one of our strengths.”

Although learning that is so enjoyable may seem artless, Lake Bluff has put a great deal of thought and planning into the courting of all students. Among the child-centered strategies used to engage and differentiate are lessons and projects based on real-life situations, assignment choices, multi-age classrooms, 100 percent inclusion of special needs students, cross-grade buddies, peer editors, and service projects. In short, there is something for everyone.

Making Learning Exciting

The other 23 schools and one district that comprise this year’s NSOC roster exhibit a similar zest for learning. Never dull, learning is exciting, creative, thought provoking, collaborative, individualized, meaningful, and relevant to life. As we look at six schools that represent a cross section of states and grade levels among the 2012 NSOC, obvious differences do occur, but one factor they clearly have in common is sheer enjoyment.

“I’m so impressed to see the way kids learn here. They are

learning about themselves and what makes them tick,

along with learning their subjects. Teachers don’t let kids off the hook here. My

son would have liked to just bail, but the teachers believed in him and pushed him until

he got on track.”—Christel Wendel-Berger, Parent

Lake Bluff School


Shades Cahaba Elementary (grades K–5) in Homewood, Alabama, joins Lake Bluff in its explicit tribute to fun. The sixth rule of the Shades Cahaba Way, the school’s credo, gives this sage advice: Have fun. Life is a gift! Principal Sue Grogan says that this wise counsel “has impacted the way teachers teach and students learn.”

Of the many exciting initiatives at the school, students are continually fascinated and challenged by the L.E.A.D. (Learning Enhancement and Academic Design) program. Vibrant L.E.A.D. teacher Jennifer Bauman works with the regular classroom teachers to provide experiences that enhance learning. For example, during a math/science unit, students study the art of magic and its practitioners, such as Harry Houdini. Students love the culmination of their project: the chance to present their own magic show on SCE-TV.

Addressing Different Learning Styles

Lyles–Crouch Traditional Academy (grades K–5) in Alexandria, Virginia is another NSOC that prizes individuality and innovation. Beth Mensinger, a parent there, says, “There’s a lot of individuality. Whether it’s a star student or a low student, or even a middle-of-the-road one, they recognize that [not] all kids [are] the same.” She adds, “There’s just a certain care they take with the students. They’re not just a number.”

Lyles–Crouch staff makes sure each student is “not just a number.” The school, using the Core Knowledge Curriculum, accommodates students with different learning styles and skill levels. For instance, students in grades 3–5 stay together for homeroom and lunch but separate for certain classes according to learning style and level. Students in all grades have

Student Individualized Learning Plans which identify each one’s needs.

Parent Kristine Schulz is delighted that “there are so many ways to learn.” Her son is a part of the Planet Crusaders environmental group that focuses on experiential leaning, which is very appropriate for his learning style. Not one who learns primarily through reading, he has to “do,” and, fortunately, “he can ‘do’ that here.”

Another model school for accommodating learning styles is New Jersey’s Lawrenceville Elementary School (grades preK–3), where all children, beginning in kindergarten, learn to recognize and utilize their own learning styles through the Let Me Learn program. School counselor Kathy Jensen says that the program serves as an excellent way of “empowering students to take charge of their own learning.”

Students readily regale visitors with

mature explanations of their learning styles. For example, kindergartner Samantha points to an illustrative bulletin board as she proceeds to describe her “technical” style of learning. Third grader Ayan says that this knowledge helps people “to understand how we learn.” Nearby third graders nod in assent but stress the “importance of working together with people with different styles.”

Empowering Students to Take ChargeTwo schools that are both intentional and inventive in empowering students to produce remarkable work are Mockingbird Elementary (grades K–5) in Coppell, Texas, and Mountainville Academy (grades K–9), a public charter school in Alpine, Utah.

To foster investigative questioning, critical thinking, and collaborative problem-solving, the Mockingbird staff has undergone rigorous professional training to become a Project Based Learning (PBL) school. In the PBL mode, Pam Parker’s third graders, after reading Paul Fleischman’s Weslandia, face the challenge of creating their own civilization. Breaking into tribes, they discuss, research, and then agree on basic values, necessary laws, and tribal contracts needed in this ideal civilization.

Mockingbird students are comfortable in assuming active roles while their teachers become coaches who guide learning that originates with a question. In

100% of the 2012 NSOC reported passing rates on state reading and math tests above national averages.* Source: National Center for Education Statistics

*excludes Northview High School, a school exclusively for students with special needs

Cross-grade mentoring builds skills through modeling, skits, and games at Lawrenceville Elementary.


Lauri McKay’s fifth-grade class, for example, students are busily graphing the results of their survey about fast food restaurants that completes a unit on healthful eating. One of the students, Akash, observes, “Mrs. McKay treats us like we’re equal to her. Even if we make mistakes, it’s all right.” Makenna agrees: “Ditto, but I would like to add that she’s fun.”

If we travel north to Alpine, Utah, we see a similar independence at Mountainville, which uses intensive staff and student training in the Leader in Me program and Covey’s The 7 Habits of Highly Effective People to create a culture in which students take the lead in learning. Students here are enthusiastic about their school’s approach. For example, eighth grader Madi exclaims, “The 7 Habits program that we do is awesome!”

Mountainville strives to make its students aware of moral dilemmas, and the school’s two overarching concepts of “becoming a better person” and “helping others” are evident in classroom interactions. In one class, a unit on writing in different genres culminates in the students happily choosing to craft storybooks they will give to younger children. In another, a social studies lesson that begins with students reflecting on their own duties leads smoothly to a study of 19th century slave life via primary documents and concludes with the students’ awareness of the horrors of slavery.

Making Learning relevant

Moral action is also at the heart of the Eagle rock School (grades 9–12) and Professional Development Center, in Estes Park, Colorado, which aims to engage troubled teens 15–17 years of age who have dropped out of schools elsewhere. Financed by the American Honda Motor Company, the school uses

Lesson Plan:DEVELOPING STUDENT LEADErSGrades 9–12 One hour for discussion, plus individual work outside of the discussion

OBJECTIVESIn order to develop student leadership skills, students will create S.M.A.R.T. goals

(specific, measurable, attainable, relevant, and timely) and provide evidence as to

how they will meet their leadership goals. In addition, students will identify their

strengths and areas for growth and tie these to leadership. Students will receive

and reflect upon feedback from their peers on their leadership style.

MATErIALSGoal reasons Sheet (create your own or look online for examples)

Leadership Sheet*

Leader Feedback Sheet*

*Reproducible handouts are available online at www.character.org/lessons/lesson-plans/high/eagle-rock-school-professional-development-center.

PrOCEDUrEHold a discussion with students, using the Goal Reasons Sheet and Leadership 1 Sheet to guide discussion.

Have students complete the two sheets (either during or following the 2 discussion).

Discuss student strengths, weaknesses, goals, and the evidence that will be 3 collected for their goals.

Have students use their Leader Feedback Sheet to gather feedback from their 4 peers, outside of class, regarding their leadership style.

Hold a follow-up discussion on feedback from peers to consider next steps.5

ASSESSMENTCheck in and evaluate student progress in meeting their S.M.A.R.T. goals.

ExTENSIONS AND ADAPTATIONSHave students write before, during, or after discussions.

This lesson was developed by Berta Guillen, instructional specialist in societies and cultures in the Leadership for Justice Power Standard Group, and Jonna Book, instructional specialist in world languages, at Eagle Rock School.

For more classroom ideas or for copies of the handouts mentioned in this lesson, visit

Lessons at www.character.org/lessons.

www.character.org/lessons


many innovative approaches to woo its student body. There, at the foot of Rocky Mountain National Park, some 96 students live together and learn together in a unique educational experience that aims to change their lives.

Interestingly, the term “trimester” replaces the traditional label of freshman, sophomore, etc.; students may apply for graduation when they feel they have

mastered the required curriculum. All students must demonstrate competencies in academic areas, measured by rubrics, performance assessments, and presentations. Likewise, the students grow through many service learning opportunities, one of which is an Independent Service Project.

Associate director of professional development Dan Condon points out that all activities are designed to reinforce the school’s triple emphasis on service to others, environmental stewardship, and participation as an engaged global citizen. He adds that in order to reach students turned off by the usual school experiences, the staff frequently explains the purpose of each activity: “If we can’t explain what we are doing in terms of our values, we shouldn’t be doing it.”

Jeremy, a student who has completed his first trimester, says that the difference between Eagle Rock and his old high school is that “you actually have to work here. There is a lot of responsibility. I like it when people are hard on me.” Sonny, another first-trimester student, adds,

“They take a lot of time one-on-one to help you.” Another student, Jillian, says, “You build actual relationships with teachers. If you are struggling, it is probably because you are uncomfortable asking a question.”

Instruction has come a long way from the days when pupils, neatly seated in rows, listened obediently to the all-knowing instructor. Whether it is the little ones in suburban Lawrenceville or the bigger ones in the rugged Rockies, learning styles, real-life experiences, student empowerment, and project-based learning are now taking center stage.


rEFErENCESCore Knowledge. Charlottesville, VA: Core Knowledge Foundation. Website: www.coreknowledge.org.

Covey, S. R. The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change. New York, NY: Simon and Schuster, 1989.

Fleischman, P. Westlandia. Sommerville, MA: Candlewick Press, 2002.

Let Me Learn. Glassboro, NJ: Let Me Learn. Website: www.letmelearn.org.

Project Based Learning (PBL). Novato, CA: Buck Institute for Education. Website: www.bie.org.

The Leader in Me. Salt Lake City, UT: FranklinCovey Education. Website: www.theleaderinme.org.

For more information about the impact of character education on academics, visit Key Topics

at www.character.org/key-topics.


Eagle rock School and Professional Development Center (Grades

9–12), Estes Park, CO

Lake Bluff School (Grades PreK–6), Shorewood, WI

Lawrenceville Elementary School (Grades PreK–3), Lawrenceville, NJ

Lyles–Crouch Traditional Academy (Grades K–5), Alexandria, VA

Mockingbird Elementary School (Grades K–5), Coppell, TX

Mountainville Academy (Grades K–9), Alpine, UT

Shades Cahaba Elementary School (Grades K–5), Homewood, AL

Hands-on activities build teamwork and understanding at Eagle Rock.




Leaders of Character Camp pairs high school

students with college student mentors for an

intense summertime week of hands-on challenges,

ethical discussions, role plays, and leadership

training on a college campus, under the supervision

of college staff. Through the course of the week,

the college and high school students deepen their

commitment to being leaders of good character in

their school communities and beyond.

The inaugural Character Camp took place on

June 10–15, 2012, at the Air Force Academy in

Colorado Springs, Colorado. Eleven high school

student athletes from different regions of Colorado

were paired with Academy cadets who

sought to teach the teens the same core

values they learn at the Academy. These

included virtues such as courage, humility,

and teamwork. Hands-on group activities

included literature discussions, adventure-

based learning on the Academy’s ropes course,

whitewater rafting, and viewing and discussion of

inspirational “true story” films. The week ended with

each high school student personally committing to

a particular virtue and creating a leadership plan to

take back to his or her school.

CEP partnered with the Air Force Academy and

the S. D. Bechtel, Jr. Foundation to make the first

camp a reality. Representatives of several other

interested colleges came to observe, and plans for

future camps are in the works. “We’re very excited

to add this new chapter to our story,” said Mark

Hyatt, CEP President and CEO.

“On the whole, the Academy cadets working the camp seemed very engaged with their high school campers and appeared to really enjoy their interactions with them. It was obvious that the campers looked up to them as role models, and the cadets embraced that role. Even though they were the teachers, the cadets also learned important lessons about character. By teaching and demonstrating the virtues, the cadets got to practice good character and remind themselves that these virtues should forever be part of who they are.”

—Brian McManamy, CEP Intern

Leaders of Character Camp:Because character development does not end with a high school diploma

B E Y O N D T H E C L A S S r O O M

WANT TO BrING CEP’S LEADErS OF CHArACTEr CAMP TO YOUr COLLEGE CAMPUS? Contact Dave Keller, Director of Transformation and Strategic Initiatives, at [email protected].

Missouri’s Brentwood Middle School (grades 6–8) is striving to take community service to another level, according to Dr. Julie Sperry, its principal. Students

are now in the driver’s seat, first identifying community needs and then collaborating on a plan to address them, using skills that reinforce what they learn in the classroom. By including demonstration and reflection, Brentwood now holds the blueprint for converting service into true “learning.”

“An amazing experience” is how Brentwood students describe a project that they tried in this service learning mode. In a collaborative venture, they constructed a garden path for Covenant House, a shelter for homeless and at-risk teens. They researched the square footage and cost of materials in math class and then purchased the materials and built the actual path. Sperry adds that it is students who are “helping us create meaningful service ‘learning.’”

Brentwood Middle School students are not the only ones making curricular connections to service. For example, the little ones at South Carolina’s Berkeley Elementary School (grades preK–2) participate in the Kids Who Care (KWC) ecology program, and have initiated projects such as recycling water bottles to create story characters and reusing shopping bags to stuff bean bag chairs. Budding biologists at Wisconsin’s Lake Bluff School (grades preK–6) combined a field trip with actual service: Students divided their time between studying organisms and cleaning up the beach.

In short, these three schools are joined by the other 22 NSOC for 2012 in showing the nation how students use service learning as an ideal way to learn empathy and good citizenship while practicing problem solving, organizational skills, and collaborative planning.

Let kids show you the joy of helping others

Respectful Super Heroes lead the way at Lawrenceville Elementary.



“For many years we have done community service projects as a school, and kids did have voice in helping select the

receiving partner, but it was not as focused as it is now by grade level, and it was not necessarily ‘learning’ based.”

—Dr. Julie Sperry, Principal, Brentwood Middle School

Making Service Learning a Natural

Two NSOC with long histories in service learning are Florida’s Cimino Elementary School (grades preK–5) and Utah’s Blessed Sacrament Catholic School (grades preK–8).

Cimino students take on service learning projects with the greatest of ease. For example, third graders, upon discovering that the school used an excessive amount of electricity, assumed the roles of researchers, planners, and checkers in waging a successful campaign to decrease electrical usage. Fifth graders, too, adopted the activist mode after recognizing the muckiness of the nearby Hillsborough River. No armchair environmentalists, they took on the responsibility of cleaning it up as a weekend project. Environmental studies in grades 2–5 also prompted another project: Students, aided by teachers and the PTA, spruced up a forgotten area and turned it into a beautiful butterfly garden.

For Blessed Sacrament students, steeped in the Catholic tradition, service learning is a natural. Moreover, the school makes certain it observes recognized guidelines, such as emphasizing student voice and choice, integrating service into the curriculum, and requiring student reflection on their work. Students happily share the projects they have initiated: planting flowers for senior centers and local businesses, creating birthday bags for children living in homeless shelters, partnering with Home Depot to make birdhouses for the

Let kids show you the joy of helping others

community, and working at the St. Vincent de Paul Soup Kitchen.

When asked why they do service projects, students respond warmly. Emily, a fourth grader, says, “Because it made someone else’s day extra special.” Zachary, another fourth grader, says that “it got all of us to work on a project together to get an important job done.” Jazlynn, a kindergarten student, adds, “We do it, and it makes us happy.”

Bringing Wellness to Everyone

When José Castrodad, president and CEO of Colegio radians (grades preK–12) in Cayey, Puerto Rico, is asked what he wants his school’s alumni to be like, he says that he wishes them “to bring wellness to everyone about them.” It appears that his vision is already being fulfilled at this school that is the first in Puerto Rico to gain NSOC honors.

Inspired by The Virtues Project and the pillars of Character Counts, students here show a remarkable ability to swing into action to aid those in need. Student tour guides María Alejandra, Amber, and Miguel relate the poignant story of helping a schoolmate stricken with cancer. Students devised a plan: They sold t-shirts and candy to raise funds to help offset hospital bills and collected a basket of goodies to help her during her

long hospital days. Two students even cut their long hair and donated it to the cancer cause. Student reflections reveal the tremendous impact on everyone involved. Amber describes the happiness in presenting a check of over $3,000 to the family. María Alejandra adds, “We are like family. If someone gets lost, we worry.”

Students at ross Elementary School (grades K–5) in St. Louis, Missouri, exhibit similar leadership when disaster strikes. When a tornado ravaged several homes in a neighboring school district, two students asked the Red Cross how they could help. After being told they were too young, they persevered and engaged the entire school community in discovering the needs of the victims and finding resources at Ross to meet those needs.

Ross students, like their Colegio counterparts, have the passion to help the world. When a special education teaching assistant was called into military service, they organized a pen pal project to write to him. Later, when they learned that he was in need of supplies for the school children he was assisting in Africa, another project was quickly born.

Students at Mountainville Academy (grades K–9), a public charter

school in Utah, have learned to “synergize” or “work together to make things better for everyone.” In a student-driven project to acquire a defibrillator for the school, older students worked collaboratively with younger ones. At the middle school level, each team, called a house, in concert with the house leader, chooses a specific cause. Among the many projects that have been completed are creating a quilt for a student with leukemia, working at a teen shelter, and collecting blankets for homeless women. Middle school assistant director Janese Vance states, “Moral action goes hand in hand with the Leader in Me program.”

Clearly, students are taking the lead in service learning and enjoying it. This is quite evident at richard Stockton Elementary (grades K–5) in New Jersey, where 100 percent of the students participate in service learning projects. Even the little ones have a say in choosing the beneficiaries of their labor. For example, in Lauren Turk’s second-grade class, a story about helping others leads to a lively exchange as the children, in pairs, decide on “something they’d want to do for the community.”

On another note, a Student Leadership Team, comprised of

“We are like family. If someone gets lost, we worry.”



representatives from each of Stockton’s fifth-grade classes, has seized the opportunity to make a real difference within their school. Among the many student-initiated activities are a recycling project, a school newspaper, and High5 guidelines for improving assembly behavior.

Enhancing the Curriculum

Students at Southern Middle School (grades 6–8) in Sinking Spring, Pennsylvania, have an uncanny knack of designing service learning that gives greater depth to their work in the classroom. For example, after reading Lois Lowry’s Number the Stars, a historical fiction work on the Holocaust, students listened to an actual survivor, Marion Blumenthal Levin, recount her story. In advisory, the sixth graders worked on a reenactment—through words and visuals—of the life stories of other Holocaust survivors and victims.

Sixth grader Nick praises the unit, which culminated in a presentation open to the community, because the Holocaust

“is a part of history that never should be forgotten.” Equally moved by the total experience is Abdul, another sixth grader, who is so “embarrassed” that he “didn’t even know anything about it” before. He now knows that “we should talk and speak for the victims of the Holocaust.”

Students are very alert to the endless possibilities of tying service to class work. In a joint effort with Berks Fire and Water Restoration, eighth-grade multimedia classes produced videos to honor the community’s firefighters. Seventh grader Alex, who tells how students used their computer skills to teach grandparents how to manage g-mail accounts and e-mail, points out that service actually helps students to “learn the subject matter better.”

Developing All Abilities

Staff at Northview High School (grades 9–12), a public school for special needs students in Florissant, Missouri, knew from the outset that it needed an instructional approach that would include all students and develop their abilities.

They found it in service learning.Service learning is no slapdash

endeavor here, and it develops student leadership as well as workmanship through a carefully crafted structure. Classrooms put together the initial introduction to service projects, their purpose, and the steps along the way. Then at monthly character assemblies, classes introduce these projects or report on their progress. Using what Northview calls a Plus/Delta to review what is working and what needs improvement, students register their responses through writing or symbols.

Projects are embedded in the curriculum through units that deal with topics such as hunger and the homeless, animal cruelty and rescue, and water purification. Social worker Sonja Conley talks about the personal effect on students when they participate in projects such as preparing casseroles for a group home for homeless adults, collecting money and supplies for the Stray Animal Rescue, and collecting shoes which will be sold to buy water filtration systems for underdeveloped parts of Kenya. Brent Batliner, one of the school’s many community partners in service learning projects, believes “there is no better way to enhance the capabilities of these students.”

What makes service SErVICE Learning?

Academic connections•

Student identification of • community needs

Student planning and project • leadership

Reflection and celebration•

93% of the students attending the 2012 NSOC participated in service learning in 2010–11.

Making Service a District Commitment

When Ohio’s Hamilton City School District (grades preK–12) began its character journey in 2005, it made certain to recognize the power of the student voice. That voice is very audible today in the service learning projects that flourish in individual schools as well as the district-wide initiatives.

Students at Hamilton High have become district leaders through initiating programs that foster character building. For example, student-led seminars on Ethics Day opened minds to ethical decision-making; students, trained by the J. Kyle Braid Leadership Foundation,

developed a presentation for middle school athletes to encourage them to stay academically focused; and student leaders in volunteer clubs researched organizations that needed assistance and then mobilized their groups to provide help.

Although each school has its own service learning projects, a district-wide focus on responsible stewardship of resources and the elimination of hunger has united all students in a common cause. Green Teams lead their buildings in recycling and saving energy, and lessons on hunger and poverty precede the annual tradition of Fill That Bus to benefit the Shared Harvest Food Bank. Chrissy Hutzelman, the district’s character education coordinator, reports that the

district collected 23,000 pounds of food in one week and that next year the district hopes to increase participation even further.

Apparently, this energetic school district has the knack of getting others to jump on the bandwagon. Hamilton’s mayor, Pat Moeller, has announced that the city will partner with the district and spread character education throughout the business community. It is clear that service learning is alive and well—and highly contagious—in Ohio, as it is in the other NSOC in which students vigorously take the helm in helping others.


rEFErENCESCHARACTER COUNTS! Los Angeles, CA: Josephson Institute. Website: www.charactercounts.org.

Lowry, L. Number the Stars. New York, NY: Laurel-Leaf Books, 1998.

The Leader in Me. Salt Lake City, UT: FranklinCovey Education. Website: www.theleaderinme.org.

The Virtues Project. Salt Spring Island, British Columbia: Virtues Project International. Website: www.virtuesproject.com.

For more information about service learning, visit Key Topics at www.character.org/

key-topics.Learn more about these 2012 National Schools of Character at www.character.org/schools-of-character.

Berkeley Elementary School (Grades PreK–2), Moncks Corner, South

Carolina

Blessed Sacrament Catholic School (Grades PreK–8), Sandy, UT

Brentwood Middle School (Grades 6–8), Brentwood, MO

Cimino Elementary School (Grades PreK–5), Valrico, FL

Colegio radians, Inc. (Grades PreK–12), Cayey, Puerto Rico

Hamilton City School District (Grades PreK–12), Hamilton, OH

Lake Bluff School (Grades PreK–6), Shorewood, Wisconsin

Mountainville Academy (Grades K–9), Alpine, UT

Northview High School (Grades 9–12), Florissant, MO

richard Stockton Elementary School (Grades K–5), Cherry Hill, NJ

ross Elementary School (Grades K–5), St. Louis, MO

Southern Middle School (Grades 6–8), Sinking Spring, PA





Lesson Plan:CHArACTEr COUNTINGGrades K–3 30 minutes

OBJECTIVESAfter reflecting on the many ways students have helped around their homes, students will create, illustrate, and share individual number stories that include number sentences.

MATErIALSchart paper, board, or Smartboardstory paperpencils, markers, crayons

math manipulatives

PrOCEDUrEGather the students on the carpet.1 Share examples of how you helped your family as a child.2 On chart paper, board, or Smartboard, write and illustrate a number story as an example. Be sure your example includes a 3 number sentence (math problem) that the students can solve.

Invite students to share (orally) ways in which they have helped around their homes.4 Illustrate one of the students’ stories as a model.5 Invite students back to their desks or tables to create their own number stories using ways they have helped at home.6 Have students meet back on the carpet to share their stories aloud.7 Display students’ stories in the classroom or hallway.8

ASSESSMENTCreate a rubric to assess various skills exhibited in the lesson, including punctuation, spelling, math skills, and oral presentation skills.

ExTENSIONS AND ADAPTATIONSHave students solve one another’s math problems.1 Create a class book of the number stories, which could then be used for review of math concepts.2

This lesson was written by Christina Peterman, a first-grade teacher at Trautwein Elementary School.

For more classroom ideas, visit Lessons at www.character.org/lessons.

Bringing out the best in ourselves and others.www.virtuesproject.org

www.virtuesproject.org

www.character.org/lessons


Since 2006, when the state level of the Schools of Character process began, participation has grown to more than 30 states. While schools and districts in non-participating states can still submit National Schools of Character (NSOC) applications—and some do—those in participating states appear to have some important advantages. In states with sponsors, state coordinators and their teams of application reviewers, usually volunteers, offer information about the Eleven Principles and the Schools of Character application process to educators at no cost. In addition, they help build networks of schools, calling on those who have been recognized as SSOC or NSOC to help other schools improve their character education practices. Encouraged by CEP to do outreach and excited about receiving state and national recognition, educators from these winning schools are more than willing to serve as leaders and mentors in their states.

While all participating states have hard-working volunteers and success stories to share, we wanted to understand why some states are seeing a significant increase in interest in character education and the NSOC process. What do these states have in common? What strategies are they using? How do they manage to continue their efforts in the face of challenges such as the loss of funding? To get answers to these questions, we turned to the four states that brought in the most NSOC applications in 2012: New York, Missouri, New Jersey, and South Carolina. Together, these four states were the source of over half of all the applications

submitted. Each application represents a school that is on the path to improved school climate and a lot of work on the part of its staff. Four states, four different models, one common outcome: more schools of character.

New York: Using What They Have to reach Everyone New York’s Academy for Character Education at The Sage Colleges was founded in 2000 in response to school violence issues that were of concern in the post-Columbine era. The Academy focused on offering professional development to teachers as well as getting educators together to share best practices at its annual conference. Since 2007, the State Schools of Character process has become a major focus of the Academy’s work as it invites schools to come to its conference and hear presentations from schools that are farther along on their character education journey, primarily State and National Schools of Character. Schools initiate networking and mentoring relationships at the conference that continue throughout the year.

Academy staff and volunteers support the SSOC application process by holding panel discussions at the conference on use of the Eleven Principles as an assessment tool and by serving as a source of personal contact throughout the application process. They continue to find creative ways to get the word out about the Eleven Principles and the Schools of Character process across the state. “Our goal is to get out to everybody,” according to state coordinator Dr. Phil Fusco. They ensure that every region of the state is represented on their Blue Ribbon Panel of evaluators. Panel members, often from winning schools themselves, reach out to other schools in their regions, creating local networks of schools working to improve through character education. Not only has the Academy reached out to winning schools to help spread the word and mentor other schools; it has also partnered with schools of education at colleges and universities in the state and with regional character councils. Each year, they host a Champions of Character banquet to honor not only state and national schools of character but communities and business leaders of character as well. Fusco notes that a productive synergy emerges from school and business leaders coming together at the banquet. “It’s about using a lot of things that you have and tying them together,” he explains.

Missouri: Building the Nation’s Largest Network of Character EducatorsMissouri is viewed as a powerhouse in the Schools of Character program, with

S T A T E S C H O O L S O F C H A r A C T E r ( S S O C )

State-Level Networks Spell SUCCESS

California Avenue is honored at the annual Champions of Character awards banquet in New York.


37 National Schools and Districts of Character to date. A combination of high-quality staff development and schools helping schools, in the St. Louis region especially, has resulted in an explosion of state and national winners. Leading this effort is the Missouri state sponsor, Characterplus, which is a project of Cooperating School Districts. Schools pay to be members of Characterplus and are then able to send staff at no additional charge to the 40 to 50 professional development workshops they hold each year. Notably, the workshops that focus on the Eleven Principles or applying for recognition as a State or National School of Character are free and open to all. “We want to be inclusive,” said state coordinator Suzy Ward. “We believe in

Sandy McDonnell’s vision.1 We want every child to go to a good school.” These workshops are an ideal opportunity for teachers and other school staff who attend them to network and share ideas. Member schools may also choose to participate in Dr. Marvin Berkowitz’s Leadership Academy in Character Education (LACE) for principals or to use Caring School Community (CSC)

climate surveys, both of which have served many Missouri schools well, leading to deeper implementation of character education practices. Additionally, district Characterplus leaders meet three or four times a year to discuss regional needs and share best practices. According to Ward, as Missouri schools began to win the NSOC distinction, they were willing to share their journey with other Missouri schools, setting in motion what soon became a strong tradition of mentorship and giving back. Past winners are now called upon to review SSOC applications and to go on site visits to other schools and districts that have been deemed eligible for state—and possibly national—recognition. Last year, a cadre of approximately 40

∗Sanford “Sandy” McDonnell passed away earlier this year. See CEP’s tribute to him on page 4.

Representatives of New Jersey’s 2012 SSOC receive their awards at the NJASECD annual conference at Rider University.

Ellisville Elementary is recognized at the annual CHARACTERplus conference in Missouri.

volunteers, all associated with previously designated NSOC, evaluated the state’s 34 applications. Ward notes that these volunteers feel they also gain something valuable through this experience. “They always say, ‘I learned something new.’”

New Jersey: regional Networks Build Local LeadershipNew Jersey was the first state to pilot the SSOC program. This was in 2006, under the direction of Dr. Phil Brown’s Center for Social and Character Development at Rutgers University. Because the Center’s federal funding was due to run out by 2011, Center staff worked to establish a volunteer organization of people who had been involved in the SSOC program which could take over the Center’s role. In 2009 and 2010, the Center mentored the all-volunteer New Jersey Alliance for Social, Emotional, and Character Development as they prepared to get off the ground and take over sponsorship of the SSOC program in 2011. With careful groundwork laid by the Center in schools around the state, and a change by CEP in 2011 that lifted the restriction on the number of NSOC that could be named in any given year, the numbers of New

1. Sanford “Sandy” McDonnell passed away earlier this year. See CEP’s tribute to him on page 4 of this publication.


Jersey applications and winners began to grow, as did the demands on the dedicated volunteers. At the same time, school staff were finding it harder to get release time to attend meetings and workshops, and it quickly became apparent that the Alliance did not have sufficient resources to send its members to all parts of the state to visit schools. After thoughtful discussion of this issue among Alliance board members, at their 2012 conference they launched three regional mentoring networks in New Jersey to support the work of schools helping other schools throughout the state. Alliance members clarified their goals for the new regional networks: They wanted to capitalize on the strengths of each region while balancing program continuity with regional autonomy. The Alliance identified one strong district and two coordinators to take the lead in each region. Coordinators were charged with reaching out to the NSOC in their regions and asking them to take on leadership roles that entailed planning regional meetings and making personal contacts with schools that received Honorable Mention or Emerging School status. The goal of all involved in the volunteer network is to help schools get to the next level on their character journey. The Alliance and the regional coordinators continue to use a professional learning community (PLC) approach in everything they do and to build on one another’s strengths. “We’re ready to grow,” said state coordinator Nina Kemps.

South Carolina: Where a Passion for Character Education Will Not DieAnother story of an alliance of volunteers carrying on after the loss of government funding is South Carolina. In the late 1990s, the state legislature passed legislation requiring schools to teach character. As a result, Joan Dickinson left her job as an elementary school counselor

at a school that was a model for character education, in order to coordinate the state Department of Education’s character efforts. While in that role, she and her staff founded a Character Development Partnership of educators and citizens from around the state that met regularly. In 2008, Dickinson took on the additional role of SSOC coordinator. For three years, the Department sponsored the SSOC program. In 2011, when state funding was directed to other priorities, Dickinson and her staff lost their jobs. However, she and the approximately 25 Partnership members were determined to carry on the mission. “People love character education in South Carolina,” said Dickinson. They created the Palmetto Character Council and continued sponsorship of the SSOC program through this new volunteer organization in 2012. Without any funding, the Council members came together to honor the South Carolina schools that had gone through the 2012 SSOC process and their national winner. One offered a conference center where the celebration could be held, another offered their school’s student orchestra as entertainment, and all cooked food themselves and brought it to the event. Donations of time and money were pulled together to create a video presentation on the schools and to have trophies made

to present to them. They even gave out character education books that the state’s Department of Education was going to throw away. In the true spirit of community, the dedicated volunteers came together to celebrate the accomplishments of their schools. The Council met during the summer and continued to make plans for where they will go next: a website launch, making connections with higher education, and reactivating their Youth Advisory Board to bring more student voice to their efforts. Is Dickinson concerned that her band of volunteers might not be able to sustain the effort? Not at all. “It won’t die here. I’m not worried,” she said.

What do these four states have in common? Certainly not large amounts of funding. Indeed, the most important resources they have cannot be purchased: creative, thoughtful leaders who care passionately about character development, and cadres of dedicated volunteers willing to carry the character banner into their communities. By sharing ideas and best practices and coming together to share their strengths and help one another along, educators and their community partners are ensuring that children in their states have good schools to go to—schools where they can become the best they can be.

—Lara Maupin

Doby’s Mill Elementary (2011 SSOC) is honored for their continued character work at a celebration held by the Palmetto Character Council in South Carolina.

FOR MORE INFORMATION:

The Academy for Character Education at The Sage Colleges www.sage.edu/centers/charactered

CHARACTERplus www.characterplus.org

New Jersey Alliance for Social, Emotional, and Character Development njasecd.org

Palmetto Character Council www.palmettoccsc.org

State sponsors for other states: www.character.org/schools-of-character


*denotes 2012 National School of Character

2012 State Sponsors and State Schools of Character

CALIFORNIASPONSOR: University of San Diego Character Development CenterWells Middle School, Dublin Dublin Unified School District

COLORADOSPONSOR: Foundation for Character DevelopmentEagle Rock School and Professional Development Center,* Estes Park

FLORIDASPONSOR: The Golden Rule FoundationCimino Elementary School,* Valrico Hillsborough County Public Schools

GEORGIASPONSOR: Pioneer Regional Educational Service AgencyILLINOISSPONSORS: University of St. Francis College of Education; Will County Character CoalitionCentral Junior High School, Belleville Belleville District #118Henry Raab School,* Belleville Belleville District #118Namaste Charter School, Chicago

INDIANASPONSOR: Indiana Department of Education

IOWASPONSOR: Character Counts in Iowa/Institute for Character Development at Drake University

KANSASSPONSOR: Kansas State Department of EducationIola High School, Iola Unified School District 257

KENTUCKYSPONSOR: Character Council of Greater Cincinnati and Northern Kentucky

LOUISIANASPONSOR: Louisiana State University Agricultural Center 4-H

MARYLANDSPONSOR: Maryland Center for Character Education at Stevenson UniversityBallenger Creek Elementary School, Frederick Frederick County Public Schools

The SEED School of Maryland, Baltimore

MASSACHUSETTSSPONSORS: Hudson Public School District; Center for Character and Social Responsibility at Boston University

MICHIGANSPONSOR: Michigan Department of EducationHarlan Elementary School, Bloomfield Hills Birmingham Public SchoolsWest Maple Elementary School, Bloomfield Hills Birmingham Public Schools

MINNESOTASPONSOR: Synergy & Leadership ExchangeWaseca High School, Waseca Waseca Public Schools

MISSISSIPPISPONSOR: Jones County Junior College

MISSOURISPONSORS: CHARACTERplus with support from the St. Louis RamsAntonia Elementary School, Imperial Fox C-6 School DistrictBlades Elementary School, St. Louis Mehlville School DistrictBlevins Elementary School, Eureka Rockwood School DistrictBrentwood Middle School,* Brentwood Brentwood School DistrictEllisville Elementary School,* Ellisville Rockwood School DistrictFox Elementary School, Arnold Fox C-6 School DistrictHagemann Elementary School, St. Louis Mehlville School DistrictHollenbeck Middle School, St. Charles Francis Howell School DistrictLadue Middle School, St. Louis Ladue School DistrictMcKelvey Elementary School, Maryland Heights Parkway School DistrictNorthview High School,* Florissant Special School District of St. Louis CountyPlattin Primary School,* Festus Jefferson R-VII School DistrictPoint Elementary School, St. Louis Mehlville School District

Rogers Elementary School, St. Louis Mehlville School District

NEW HAMPSHIRESPONSOR: Ethics Institute at Dartmouth College

NEW JERSEYSPONSOR: New Jersey Alliance for Social, Emotional, and Character DevelopmentBen Franklin Elementary School, Lawrenceville Lawrence Township Public SchoolsLawrenceville Elementary School,* Lawrenceville Lawrence Township Public SchoolsNorth Boulevard School,* Pompton Plains Pequannock Township Public SchoolsPetway Elementary School, Vineland Vineland Public Schools Richard Stockton Elementary School,* Cherry Hill Cherry Hill Public SchoolsSlackwood Elementary School, Lawrenceville Lawrence Township Public Schools

NEW YORKSPONSOR: Academy for Character Education at The Sage CollegesAllen Creek Elementary School,* Rochester Pittsford Central School DistrictCalifornia Avenue School,* Uniondale Uniondale School DistrictWolcott Street School, Le Roy Le Roy Central School District

NORTH CAROLINASPONSOR: North Carolina Department of Public Instruction

OHIOSPONSORS: Ohio Partners in Character Education; Ohio Department of Education; Ohio Better Business Bureaus

OKLAHOMASPONSOR: Character Council of Central Oklahoma

PENNSYLVANIASPONSOR: DeSales University

SOUTH CAROLINASPONSOR: Palmetto Character CouncilBurgess Elementary School, Myrtle Beach Horry County SchoolsGreenbrier Elementary School, Greenville Greenville County Schools

L. W. Conder Elementary Arts Integrated Magnet School, Columbia Richland School District TwoNorth Myrtle Beach Primary School, North Myrtle Beach Horry County Schools

SOUTH DAKOTASPONSOR: South Dakota 4-H

TEXASSPONSOR: Texas Elementary Principals and Supervisors AssociationFort Settlement Middle School, Sugar Land Fort Bend Independent School DistrictKay Granger Elementary School, Keller Northwest Independent School DistrictMockingbird Elementary School,* Coppell Coppell Independent School District

UTAHSPONSOR: Eunice Kennedy Shriver National Center for Community of Caring at the University of Utah

VIRGINIASPONSOR: School of Education at Regent UniversityLyles–Crouch Traditional Academy,* Alexandria Alexandria City Public Schools

WASHINGTONSPONSORS: Leadership Innovations Team; Whitworth University; Washington State Association for Supervision and Curriculum Development

WEST VIRGINIASPONSOR: College of Education at Marshall University

WISCONSINSPONSOR: Wisconsin Character Education PartnershipLake Bluff School,* Shorewood Shorewood School DistrictPrairie Elementary School, Waunakee Waunakee Community School District

New State Sponsors in 2013:

ALABAMASPONSOR: Character@Heart

FLORIDASPONSOR: Florida Intentional Character Partnership


P r O M I S I N G P r A C T I C E S

CEP’s annual Promising Practices program always provides an opportunity to see how classroom teachers, schools, and organizations are taking simple steps that result in big differences in the character of our youth. With so many factors competing for a piece of the education pie—barely-there funding, mandatory benchmarks and standards, classwork and homework, advanced academics, IEP and 504 meetings, projects and presentations, games, meets, and concerts—one would think that educators’ plates would be filled to overflowing. Yet every year, hundreds of educators across the country and beyond take simple, deliberate steps to improve school climate, connect character traits to curriculum, and teach students about qualities such as perseverance, thankfulness, kindness, and respect. Amazingly, these efforts often cost little to nothing in the way of actual money, the main ingredients being time, insight, innovation, creativity, and the belief that trying something new might make a difference. The 2012 Promising Practices

are no exception, and they have had a significant impact on the lives of young people.

Students Meeting the Challenges That Come their WayMany of this year’s Promising Practices focused on helping others overcome adversity and the value of perseverance when circumstances change unexpectedly. The “Cross Country Send-Off” Shopping Cart Parade at Antonia Middle School in Barnhart, Missouri, showcases how students can learn to think outside the box and come up with unique solutions to problems that arise. Having a brand-new middle school campus separate from the high school campus, as well as budget constraints that made taking school buses to the high school homecoming parade impossible, participation in homecoming became a challenge. Antonia’s Character Council decided to host their own homecoming parade, with a focus on the middle school’s one and only sports team: cross country. They partnered with

the local grocery store to allow each advisory class to create a shopping cart float decorated according to the theme “Healthy Living.” Grocery store staff served as parade judges. The Council also invited the band, cheerleaders, and poms dance squad, as well as local firemen, to take part in the parade. They

honored a retiring teacher by inviting her to be the grand marshal. Every advisory class had two weeks to decorate their cart, choose a cart pusher, and make goodies to hand out to the crowd. Carts included a Red Ribbon cart to remind students of the importance of remaining drug free, a treadmill cart representing the need to stay fit, and a breast cancer cart entered by the office staff to celebrate one secretary’s personal battle with the disease. On the day of the event, the entire school formed a circle around the building, cheering on the student athletes and collecting goodies from the shopping cart floats.

“While hype about the actual activity is great, the best impact is what has been created in fellowship among the students…,” said Antonia teacher Becky Jarvis. “[Going] from a school of 500 students to 2000 can be difficult in itself. The impact we are making now will hopefully be something that continues to grow with them as individuals in a large crowd of many different beliefs and traditions.”

Changing the Climate of the Future, One Practice at a Time

No longer able to participate in Homecoming, students at Antonia Middle School hold a Shopping Cart Parade to celebrate “healthy living” and their own cross country team.


Changing Bus Behavior for the BetterAs many parents and kids know, the school bus can be a nightmare in terms of behavior and discipline. Many of the 2012 Promising Practices focused successfully on creative and innovative ways to tame that part of the school day. Cedar Springs Elementary School in House Springs, Missouri, created Rolling with Character! to address school bus behavior. The program allows for valuable collaboration between school and transportation department staff, resulting in a 40% reduction in bus referrals and an increased character education focus on issues surrounding buses. The program involves a number of strategies, one of which is to have bus drivers write notes about positive student behaviors, which are then followed up with positive phone calls home from the school counselor. Additionally, teachers each adopt a bus and serve as a support system during dismissal, greeting the students as they board the bus for the ride home. Once the bus is loaded, the teacher gets on to make sure the students are settled and the driver needs no further assistance before they depart. One of the residual benefits of adopt-a-bus has been that the transportation staff, who are not trained educators, have the opportunity to observe effective management strategies firsthand as they are modeled by classroom teachers. The drivers have begun to

emulate these techniques, using the same verbiage and cues so students have continuity and respond accordingly.

A final strategy is for the school counselor to ride each bus home once a month. Using a class-meeting format during the

trip to students’ homes, the counselor and students discuss the character word of the month and how it relates to home, school, and the school bus. The counselor then visits with each age group on the bus. “As a school guidance counselor, one of my favorite responsibilities is to go into the classrooms. Unfortunately, … my monthly opportunity to provide the counseling curriculum is both precious and limited,” notes Mimi Kaufmann, guidance counselor at Cedar Springs. “When considering a solution to this problem of time, I looked to the school bus. [This was not only] a captive audience with 30 to 60 minutes of [unstructured] time, but … also an area that indeed had [behavioral] challenges that could inspire good discussions.”

Visual reminders Inspire Good CharacterMany schools rely on visual images of good character to serve as reminders to students throughout the school day. Clarendon Elementary School in Secaucus, New Jersey, created the innovative Promising Practice titled Character Is…, a poster series that showcases groups of students posed to illustrate selected character traits. These colorful, unique, laminated 13" × 9" posters include inspirational phrases that feature the school’s core values, quotations, and anti-bullying messages.

As a result, students are bombarded with positive images of themselves and their fellow students, together with character-related phrases, as they walk the halls. While all students were photographed for the posters, each poster features a random grouping, creating fellowship and class unity and discouraging favoritism. Teachers often use the posters to stimulate discussion of character-related issues in the classroom. Clarendon staff plan to create new posters each year so that all incoming students are included.

Anti-bullying specialist Dawn Doering indicates that students are displaying empathy toward their peers as a result of the posters and are using the quotes in everyday conversation. “One student commented to his teacher that the posters made him conscious of his

behavior toward others,” Doering said. “Hopefully, the photos of familiar people (friends and fellow students), along with positive messages, [lead] students in a way in which [they] each make the right choices,” Doering continued. “It becomes as simple as doing the right thing for no special reason, when no one is watching.”

Building relationships to Boost AttendanceFor educators, dealing with behavior and attendance problems can often seem like a losing battle. In Troy, Missouri, however, one middle school has applied a character focus to the issue of chronic absenteeism—and with great success. Troy Middle School’s Purple and Gold Attendance Court is designed to motivate students to stay in school. Six students with poor attendance meet every

Students and staff at Cedar Springs Elementary “roll with character” on their school buses.


The goal of this program is to build positive relationships with students who are at risk of dropping out of school. In the first group, four out of six students dramatically increased their attendance and all six built stronger relationships with school staff. Because the program engages parents and community members, Troy Middle has gained support in the community and built strong relationships with parents.

“Our program helps students succeed,” counselor Michelle Johnson said. “We help the students complete their missing assignments so they can be successful at school. The students then feel proud of their efforts and are more likely to want to attend school. We cannot develop their character if they are not here, so attendance is the primary issue we address.”

To learn more about these and other Promising Practices, visit www.character.org/

schools-of-character.

Troy Middle School students with poor attendance meet with dedicated community members to set goals and build relationships.

At a time when budgets are still spare and schools are being asked to meet ever-increasing standards, the ways in which today’s educators are molding youth’s character and improving the climate in their schools—indeed, helping to bring about positive change in the climate in their communities in the future—are inspiring and innovative.

This year’s 297 creative, forward-thinking Promising Practices are flexible and inspiring and contain elements that educators at different levels can borrow and use as a springboard to meet their own needs at their own schools.

—Lisa Greeves

Thursday morning for 12 weeks with community members. These include a police officer who deals with juvenile offenders, professional counselors, the school resource officer, parents, and all three school counselors. After a breakfast together, the local juvenile judge arrives and meets with students individually to discuss the prior week’s attendance, academic concerns, and any other issues needing to be addressed. Students set goals for the week with the judge and sign a contract agreeing to meet them. Finally, the judge praises each student in front of the group for something positive they have done. While waiting to meet with the judge, students participate in small-group sessions using Junior Achievement curriculum or other lesson plans, or they work on homework.

Do you have a Promising Practice to share? Promising Practices in Character Education are successful, unique ways of reinforcing character traits in K–12 students. Most practices are simple in scope and don’t have extensive costs associated with them. They enable students to experience positive character firsthand, as well as enrich their lives and the lives of others. Each practice meets at least one of the Eleven Principles and at least one of 31 sub-topics.

Popular Promising Practice Topics v Teaching/Learning of Core

Values

v Relationship Building

v Mentoring/Buddies

v Service to Community

v Academics

v Student Autonomy/Empowerment

Benefits for applicantsv Recognition at CEP’s annual

conference

v Inclusion in the searchable online database of Promising Practices at www.character.org

v Free resources such as CEP membership and webinars

v Beautiful certificate, suitable for framing, and the opportunity to order a banner for your school

How can my school or organization apply? Apply online at www.character.org. Applicants are asked to explain how their practice works and what impact it has had and to upload a photo of their practice in action. Applications are due in March, 2013. Visit CEP’s website for details.

www.character.org/schools-of-character


MARYLANDFrank Hebron–Harman Elementary School, HanoverThe Diener School, PotomacThe SEED School of Maryland, BaltimoreThomas Stone High School, Waldorf

MASSACHUSETTSMill Pond School, Westborough

MICHIGANBerkshire Middle School, Beverly HillsBeverly Elementary School, Beverly HillsDerby Middle School, BirminghamHarlan Elementary School, Bloomfield HillsIronwood Area School District, IronwoodPembroke Elementary School, TroyPierce Elementary School, BirminghamQuarton Elementary School, BirminghamSeaholm High School, Birmingham

MINNESOTAAvalon School, St. PaulEllis Middle School, AustinLakes International Language Academy, Forest Lake

MISSOURIAntonia Middle School, BarnhartBabler Elementary School, WildwoodBayless Elementary School, St. LouisBayless Intermediate School, St. LouisBeasley Elementary School, St. LouisBernard Middle School, St. LouisBierbaum Elementary School, St. LouisBlades Elementary School, St. LouisBowles Elementary School, FentonBrennan Woods Elementary School, High RidgeBrentwood Middle School, BrentwoodCedar Springs Elementary School, House SpringsConcord Elementary School, St. LouisCuivre Park Elementary School, TroyDiscovery Ridge Elementary School, O’FallonDon Earl Early Childhood Center, ArnoldEast Elementary School, Jefferson CityEllisville Elementary School, EllisvilleEureka Elementary School, EurekaEureka High School, EurekaFairway Elementary School, WildwoodForder Elementary School, St. LouisForsyth Elementary School, ForsythForsyth Middle School, ForsythFox “Bridges” Alternative School, ArnoldFox High School, ArnoldFox Middle School, ArnoldFrancis Howell Central High School, CottlevilleGeggie Elementary School, EurekaGeorge Guffey Elementary School, FentonGotsch Intermediate School, St. LouisGreen Pines Elementary School, WildwoodHagemann Elementary School, St. Louis

2012 Promising PracticesIn 2012, CEP gave 297 Promising Practice Awards to 257 schools, districts, and organizations from across the United States, as well as from Brazil, Canada, Hong Kong, and Mexico.

Winning practices include unique anti-bullying programs, successful integration of academics and character, self-motivation and goal-setting strategies, service learning activities, and community outreach.

CEP sponsors the annual program to showcase innovative best practices that are having an impact across the nation and abroad. CEP encourages educators with similar needs to learn from and even replicate these successful initiatives. Learn more by searching CEP’s database of Promising Practices at www.character.org. BRAZILAmerican School of Brasilia, Brasilia, D.F.

CANADACalgary Catholic School District, Calgary, AlbertaFoundations for the Future Charter Academy, Southeast Elementary Campus, Calgary, AlbertaW. J. Mouat Secondary School, Abbotsford, British Columbia

HONG KONGAnchors Kindergarten, Tai Po, New Territories

MEXICOEscuela Secundaria Bilingüe Isaac Newton, Tecnológico de Monterrey, Chihuahua, ChihuahuaEscuela Preparatoria Tecnológico de Monterrey (ITESM), Campus Sonora Norte, Hermosillo, SonoraEscuela Secundaria Bicultural Thomas Alva Edison, Tecnológico De Monterrey, Hermosillo, SonoraEscuela Secundaria Tecnológico de Monterrey, Campus Ciudad Juárez, Ciudad Juárez, ChihuahuaEscuela Secundaria Tecnológico de Monterrey, Campus Zacatecas, Guadalupe, Zacatecas

UNITED STATES

ALABAMAThelma Smiley Morris Elementary School, Montgomery

ARIZONAImagine School at East Mesa, Mesa

ARKANSASLee County School District, Marianna

CALIFORNIAOak Avenue Intermediate School, Temple CitySan Leandro High School, San Leandro

COLORADOThe Classical Academy, Colorado SpringsThe Vanguard School, Colorado Springs

DISTRICT OF COLUMBIAApple Tree Early Learning Public Charter School, WashingtonD.C. Scholars Stanton Elementary School, Washington

FLORIDAEndeavour Elementary Magnet School, CocoaImagine School at Town Center, Palm CoastImagine School at Evening Rose, TallahasseeImagine South Lake Charter, ClermontMarshall Middle School, Plant CityOakhurst Elementary School, LargoWilton Manors Elementary School, Wilton Manors

GEORGIABrookstone School, ColumbusCarmel Elementary School, WoodstockOrrs Elementary School, Griffin

HAWAIIHo`ala School, WahiawaKamehameha Schools Kapālama High School, Honolulu

ILLINOISAlton Middle School, AltonBelleville East High School, BellevilleCentral Junior High School, BellevilleCrete–Monee Sixth Grade Center, CreteDouglas Elementary School, BellevilleFranklin Elementary School, BellevilleJefferson School, BellevilleWest Junior High School, BellevilleWesthaven School, Belleville

KANSASAnthony Elementary School, LeavenworthBaldwin High School, Baldwin CityBuhler High School, BuhlerCentre Schools K–12, Lost SpringsCircle High School, TowandaClifton–Clyde High School, ClydeHoisington High School, HoisingtonKiowa County Junior High School, GreensburgMarysville Junior/Senior High School, MarysvilleMorgan Elementary School, HutchinsonPittsburg High School, PittsburgUnified School District 257, Iola

KENTUCKYGarrard Middle School, Lancaster

LOUISIANACaddo Parish Public Schools, Shreveport


High Ridge Elementary School, High RidgeHiram Neuwoehner High School, Town and CountryImagine Academy of Environmental Science and Math, St. LouisJefferson City Academic Center, Jefferson CityJefferson City Public Schools, Jefferson CityJohn Cary Early Childhood Center, St. LouisKehrs Mill Elementary School, ChesterfieldLafayette High School, WildwoodLaSalle Springs Middle School, WildwoodLawson Elementary School, Jefferson CityLincoln County R-III School District, TroyLindbergh High School, St. LouisLouis C. Saeger Middle School, CottlevilleMain Street Elementary School, TroyMaplewood–Richmond Heights High School, MaplewoodMargaret Buerkle Middle School, St. LouisMcKelvey Elementary School, Maryland HeightsMehlville High School, St. LouisMeramec Heights Elementary School, ArnoldMetro Theater Company, St. LouisMoreau Heights Elementary School, Jefferson CityNeosho R-5 School District, NeoshoNorth Elementary School, Holts SummitNorthview High School, FlorissantNorthwest High School, Cedar HillNottingham Community Access and Job Training High School, St. LouisOakville Elementary School, St. LouisOakville High School, St. LouisOakville Middle School, St. LouisPierremont Elementary School, ManchesterPond Elementary School, GroverRiverbend School, PacificRockwood Early Childhood, ChesterfieldRockwood South Middle School, FentonRoss Elementary School, St. LouisSeckman Middle School, ImperialSelvidge Middle School, BallwinSherwood Elementary School, ArnoldSouthwest Alternative Education Center, NeoshoSullivan High School, SullivanSullivan Middle School, SullivanSullivan Primary School, SullivanTrautwein Elementary School, St. LouisTroy Buchanan High School, TroyTroy Middle School, TroyTruman High School, IndependenceUthoff Valley Elementary School, FentonValley Middle School, House SpringsValley Park Middle School, Valley ParkWashington High School, WashingtonWild Horse Elementary School, ChesterfieldWilliam R. Cappel Elementary School, Moscow MillsWoerther Elementary School, BallwinWohlwend Elementary School, St. Louis

NEW JERSEYAllen W. Roberts Elementary School, New Providence

Berlin Community School, BerlinClarendon Elementary School, SecaucusCranford High School, CranfordDr. Charles P. DeFuccio School (P.S. #39), Jersey CityEast Hanover Middle School, East HanoverEldridge Park School, LawrencevilleFranklin L. Williams School (M.S. #7), Jersey CityGibbsboro School, GibbsboroH. W. Mountz Elementary School, Spring LakeHanover Park Regional High School District, East HanoverHillview Elementary School, Pompton PlainsJoseph J. Catena School, FreeholdLangtree Elementary School, HamiltonLawrence Intermediate School, LawrencevilleLawrence Middle School, LawrencevilleLawrenceville Elementary School, LawrencevilleLeroy Gordon Cooper Elementary School, Cliffwood BeachLiberty Corner Elementary School, Liberty CornerLillian M. Steen School, BogotaNorth Boulevard School, Pompton PlainsOxford Central School, OxfordRandolph High School, RandolphRidgewood Avenue School, Glen RidgeRobert R. Lazar Middle School, MontvilleSalt Brook Elementary School, New ProvidenceStephen J. Gerace Elementary School, PequannockTheunis Dey Elementary School, Wayne

NEW YORKComsewogue High School, Port Jefferson StationFelisa Rincon de Gautier Institute for Law and Public Policy, BronxGo No Sen Karate, PeekskillGrand Avenue Elementary School, North BaldwinHigh School for Violin and Dance, BronxLeadership Institute High School, BronxMillard Hawk Primary School, Central SquareNumber Four School, InwoodPablo Neruda Academy for Architecture and World Studies, BronxP.S. 119, BrooklynTurtle Hook Middle School, UniondaleWest Patent Elementary School, Bedford Hills

NORTH CAROLINACotswold Elementary School, CharlotteJefferson Elementary School, GreensboroOak Hill Elementary School, High PointSouthern Guilford High School, GreensboroVandalia Elementary School, GreensboroWeaver Academy for Performing & Visual Arts and Advanced Technology, Greensboro

OHIOHamilton Freshman School, HamiltonHiawatha Elementary School, ToledoImagine Bella Academy of Excellence, ClevelandImagine Great Western Academy, ColumbusImagine Harrisburg Pike Community School, ColumbusImagine Madison Avenue School of Arts, ToledoRidgeway Elementary School, Hamilton

St. Veronica School, CincinnatiTheodore Roosevelt High School, KentWilson Middle School, Hamilton

OKLAHOMAMuskogee High School, MuskogeeMuskogee Public Schools, MuskogeeRougher Alternative Academy, MuskogeeSadler Arts Academy, MuskogeeWhittier Elementary School, Muskogee

PENNSYLVANIAHalifax Area Middle School, HalifaxLehighton Area Middle School, LehightonMcMurray Elementary School, McMurrayMuhlenberg Elementary Center, LaureldaleNazareth Area High School, NazarethPleasant Valley Elementary School, McMurraySt. Aloysius Academy, Bryn MawrUpper Merion Area Middle School, King of Prussia

SOUTH CAROLINAB. D. Lee Elementary School, GaffneyDelmae Heights Elementary School, FlorenceGettys Middle School, EasleyHenry Timrod Elementary School, FlorenceIndian Land Middle School, Indian LandL. W. Conder Elementary Arts Integrated Magnet School, ColumbiaMain Street Elementary School, Lake CityWINGS for Kids, North Charleston

TENNESSEEAlcoa Elementary School, Alcoa

TEXASFort Bend Independent School District, Sugar LandFort Settlement Middle School, Sugar LandO. A. Peterson Elementary School, Fort WorthpaxUnited, CarrolltonPlano West Senior High School, PlanoThomas Elementary School, Plano

UTAHBlessed Sacrament Catholic School, SandyBonneville Elementary School, Salt Lake CityMountainville Academy, AlpineOgden Preparatory Academy, Ogden

VIRGINIAImagine Schools, ArlingtonLyles–Crouch Traditional Academy, Alexandria

WASHINGTONEdison Elementary School, Walla Walla

WISCONSINGreenwood Elementary School, River FallsJefferson High School, JeffersonMeyer Middle School, River FallsRiver Falls High School, River FallsRocky Branch Elementary School, River FallsSalam School, MilwaukeeWashington Middle School, Oconto FallsWestside Elementary School, River Falls

Learn how your school can improve school culture and student success!

CEP’s 11 Principles of Effective Character Education

Effective schools:

Promote core values1.

Define “character” to include thinking, 2. feeling, and doing

Use a comprehensive approach3.

Create a caring community4.

Provide students with opportunities for 5. moral action

Offer a meaningful and challenging 6. academic curriculum

Foster students’ self-motivation7.

Engage staff as a learning community8.

Foster shared leadership9.

Engage families and community members 10. as partners

Assess culture and climate regularly11.

LEarn morE

Find out how these principles can transform your school community.

Our Proven Framework

Visit www.character.org to download a free copy!

Get yours at

www.character.org

www.character.org

SChOOlS ThAT ENGAGE IN CEP’S SChOOlS OF ChARACTER APPlICATION PROCESS:

Unite everyone in their community •around shared goals

Go through a valuable self-•assessment process

Receive free professional feedback•

Are eligible for state and even •national recognition

ONLINE APPLICATIONS are due in early

December. State Schools of Character are

announced in January. National Finalists are

announced in March. National Schools of

Character are announced in May.

Visit www.character.org for complete

details on the application process and resources

for applicants, and to submit your application!

FREE, and open to all K–12 schools in the U.S. Preschools, colleges, youth-serving organizations, and schools outside the U.S. are eligible to apply for Promising Practice awards.

Become a State or National School of Character!

SAVE THE DATE

2013 National Forum on Character Education

www.character.org

OCT 24-27, 2013RENAISSANCE HOTELWASHINGTON, D.C.

Join us to celebrate CEP’s 20th Anniversary

• 20 years of leading the way in character education

• Extending character education from the schoolhouse to your house

• Bringing together thought leaders, researchers and practitioners to share what works

www.character.org

www.character.org

Documents

SchoolS of CharaCter... First Amendment Center Newseum ... David M. Abshire President Center for the Study of the ... Education, Hudson Public School District