A Path to Transformation and Excellence
Fall 2012
PROGRAM OVERVIEW
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Students in schools of character feel safe, respected, and
connected to those around them, allowing them to thrive
academically and socially and be motivated to give back to
their communities.
Positive results:
• Academics
• Behavior
• Culture/climate
OUR GOAL:
To bring these dramatic improvements to as many schools
as possible.
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CEP’s State and National Schools of Character program offers
K-12 public, private, and charter schools and districts across
the U.S. a path to school improvement and excellence through
high-quality character education.
When schools engage in the schools of character process and seek
to implement CEP’s framework for success (11 Principles), they:
 Bring stakeholders together to identify a common set of core
values and a unite around a common purpose
 Go through a process of reflection and self-assessment that helps
the school community identify strengths and next steps
 Receive free professional feedback on their programs as well as
suggestions for growth
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NSOC 1998 - 2010
Awards program
3+ years of character ed
Competitive
Approx. 20 diverse Finalists
Approx. 10 distinctive models
Quality Standards
All Finalists receive site visits
Blue Ribbon Panel
“Winners”
One time award
NSOC 2011 and beyond
School improvement process
No eligibility requirements
Non-competitive
All who meet the standard
All who meet the standard
Revised 11 Principles
Site visits not required for all
National evaluation process
“National Schools of Character”
Re-apply after 5 years
The organizations that
sponsor the SSOC program differ in each state.
Sometimes several organizations will partner to
sponsor the program. In other cases, networks of
volunteers create alliances that manage the
program and support schools.
State coordinators serve as the point of contact for
the sponsoring organization or group of partner
organizations within each state.
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Guidelines for State Schools of Character
SSOC serve as models
within the state and are
available for mentoring.
SSOC automatically
become nominees for the
NSOC award.
SSOC sponsors provide
technical assistance and
feedback to applicants
and/or refer them to CEP
resources.
Beginning in 2011,
SSOC hold their status
for three years.
During those three years,
SSOC are eligible for
national review. SSOC
sponsors will do a quick
review and forward to
CEP.
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Both SSOC and NSOC are expected to serve as
models to others.
Outreach menu of options:
 Contributing to CEP’s website and annual publication
 Creating a short video to be posted on the CEP website
 Posting lesson plans and other best practices on CEP website
 Presenting at CEP’s National Forum
 Conducting outreach session, workshop, conference, or in-service in home
state or district
 Developing a mentoring relationship with another school or district
 Contributing to CEP online community: CEP blog, Facebook, Twitter, electronic
newsletter, and/or webinars
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www.character.org
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All information is entered online at
www.character.org.
The 2013 application opened Summer 2012.
The deadline is December 3, 2012.
NOTE: If you applied last year, your account has not
changed. You will see your previous drafts and
applications. If you have never applied before, you
will create an account with your e-mail and a
password that you choose.
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What the application will look like
The application will contain the following sections.
 Basic contact and demographic information (will appear online if you are
selected as a Finalist)
 Overview: brief overview of school and CE journey; advice from principal;
photo (will appear online if you are selected as a Finalist)
 Implementation of 11 Principles:
 2000 characters of narrative per principle (including spaces)
 1 page of portfolio evidence per principle uploaded separately.
 NOTE: More characters/pages for Principles 3 & 11; more for districts
 Self-assessment scores; information about changes made since last
application
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CEP offers a wide range of resources for applicants at www.character.org. These include:

CEP’s 11 Principles of Effective Character Education (free download)
This is the scoring rubric used to evaluate applications. Use it as a guide when compiling your application.

11 Principles Score Sheet (Excel sheet that calculates scores automatically)
Use this score sheet to enter the scores from your stakeholder self-assessment.

2013 NSOC Application (PDF)
This document includes all the questions asked in the online application, character limits, and tips for applicants.

Webinar on the 2012 online application process (pre-recorded, approx. 40 minutes)
Check back in September for updated recorded webinars and in November for live webinars!

Sample applications: Public Elementary School, Public Middle School, Public High School, Private School, Charter
School, Public School District

2013 Application Timeline

Key Indicators for Districts (PDF) This document lists the items that apply specially to district applicants.

Climate Surveys

This PowerPoint
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Reviewers look for evidence of
each key indicator and assign
a score of 1 to 4 for each
scoring item based on the
evidence they find.
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The 11 Principles as the Scoring Rubric
Principle #1: The school community promotes core ethical and
performance values as the foundation of good character.
Each Principle has 2 to 4 numbered Scoring Items.
1.1 Stakeholders in the school community select or
assent to a set of core values
Each Scoring Item lists:
Key Indicators of exemplary implementation:
 A highly inclusive representative group of stakeholders (professional and other staff,
parents, students, and community members) have had input into or at least assented to
the school’s core ethical and performance values. If the district selected the values or if
the values have been in place for some time, current stakeholders have been involved in
ongoing reflection on the values.
 Staff understand how and why the school selected its core values.
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
“Applicant Tips” are available to applicants during
the online process.

Narrative tips will give applicants questions drawn
from the key indicators to consider – in order to
help applicants determine if they have addressed
all the key indicators.

Evidence tips will give applicants examples of
supporting evidence they might include for each of
the Principles.
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CEP’s Framework for Success
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Principle 1
Promotes core ethical and performance
values
1.1: Stakeholders select core values
1.2: Core values guide everything
1.3: Core values are visible
Core Values Shape
EVERYTHING.
NEW in 2010 Revision:
 Observable behaviors moved from 1.2 to 1.3
 1.2 is now about core values guiding all (common language, staff ownership, hiring)
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Principle 2
Defines “character” comprehensively to
include thinking, feeling, and doing.
2.1: Thinking (understanding)
2.2: Feeling (reflection, appreciation)
2.3: Doing (behavior, students practice)
NEW:
Principle 2 was simply clarified and specific examples were added.
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Principle 3
Uses a comprehensive, intentional, and
proactive approach
3.1: Intentional at all grade levels
3.2: Integrated into academic content
3.3: Integrated into classroom routines
3.4: Integrated throughout total program
NEW:
3.1: Should have a CE plan
3.2: Can demonstrate integration with lessons
3.3: Academic integrity added
3.4: Artifacts should demonstrate
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Principle 4
Creates a caring community.
4.1: Student – staff relationships
4.2: Student – student relationships
4.3: Peer cruelty prevention
4.4: Adult relationships
NEW:
4.3 is stronger: students report bullying is infrequent, all
students participate in programs
4.4: Applies to all adults, including parents
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Principle 5
Provides students with opportunities
for moral action.
5.1: Clear expectations
5.2: Moral action within school; tied to the curriculum
5.3: Moral action in community; tied to the curriculum
NEW:
Overall: Moral action is more broadly defined and service learning is clearly
defined and expected
5.1: Artifacts demonstrate expectations; moral action includes conflict
resolution, academic integrity, sportsmanship; school has service learning
expectations
5.2: Service tied to curriculum and core values
5.3: All students given opportunities and time to identify community needs and
plan projects; service tied to curriculum and core values
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Principle 6
Offers a meaningful and challenging academic
curriculum that respects all learners
6.1: Challenging curriculum
6.2: Meeting diverse student needs
6.3: Addresses performance character
NEW:
6.1: Students are challenged and have voice and choice
6.2: Teachers identify needs and differentiate; schools work to close
achievement gap
6.3: Performance character clarified; academic integrity added
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Principle 7
Fosters students’ self-motivation
7.1: Students intrinsically NOT extrinsically
motivated.
7.2: Behavior management and discipline tied to
core values; academic integrity stressed.
NEW:
 Old 7.1 is gone and folded into 7.2, creating a new 7.1 and 7.2
 7.1 now focuses on intrinsic vs. extrinsic motivation and use of material
rewards and more clearly explains expected outcomes
 7.2 now focuses on behavior management and discipline, academic
integrity added
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Principle 8
Staff is an ethical learning community
that shares responsibility for character
education and adheres to core values
8.1: Staff modeling
8.2: Staff development for ALL; staff is ethical
learning community
8.3: Staff planning and reflection;
enough time for character education.
NEW:
Old 8.1 and 8.2 were switched so that staff modeling now comes
first
8.2: Ethical learning community created through staff
development
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Principle 9
Fosters shared leadership
and long-range support of
the character initiative.
9.1: Leaders champion effort
9.2: Leadership group plans
9.3: Student leadership
NEW:
Clarified overall
Must be able to show artifacts
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Principle 10
Engages families and community
members as partners in the characterbuilding effort
10.1: Engages families
10.2: Communicates with
families
10:3: Involves community
NEW:
Clarified overall
10.2: Survey parents
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Principle 11
Assesses school culture/climate,
staff’s functioning, and students’ character
11.1: Assesses culture/climate
11.2: Staff report on progress
11.3: Assesses student progress /
behavior
NEW:
11.1: New emphasis on culture/climate, ethical learning community, and using data
to make changes
11.2: More concrete examples of reflection given
11.3: Changes attributed to data collected
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Steps for Applicants
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11 Principles Self-Assessment
Assemble a group of knowledgeable stakeholders that includes staff,
parents, and students (if appropriate) – an existing group or one formed
for this purpose.
Assess your character education initiative using the revised 11 Principles
of Effective Character Education.
Note: The Scoring Guide can be found on the back inside cover of the 11 Principles document.
An Excel score sheet that automatically calculates your scores is also available at
www.character.org.
You will be asked to enter the average scores you’re your self-assessment
during the online application process.
If your school or district community has not yet selected core values, this
group should determine a process for doing so and begin that process.
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Climate Surveys
During the application process, you will be asked how you know that your
character education efforts have had an impact on your school culture
and climate. The best evidence you can provide is climate survey data.
Your school or district may already give climate surveys each year. If not,
be sure to conduct a climate survey of students, staff, and parents during
the spring or fall prior to submitting your application. Visit “Assessment
Tools” at www.character.org for samples and resources.
If no climate survey data is available, think about how else you can
demonstrate growth in this area.
NOTE: CEP continues to explore ways to gather climate data from applicants.
Finalists have been asked in recent years to provide data that supports Principle 4.
CEP may pilot new data gathering methods in 2013 or offer 2013 applicants the
opportunity to participate in a research study.
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Student Impact
During the application process, you will be asked to demonstrate the
impact of your character initiative on student behavior and academic
achievement.
Gather data on attendance, disciplinary referrals and infractions,
suspensions, state test scores and AYP or other measures of academic
achievement, performance of at-risk students, drop-out rates, and
graduation rates as well as rates of college attendance (if applicable).
Principle 11 is your opportunity to make a persuasive case that your school (or
district) has thoughtfully implemented character education. To demonstrate
positive and significant results, be prepared to provide specific qualitative and
quantitative evidence such as full data and analysis from climate surveys and
other measurements. Plan to use numbers, not percentages, when reporting
changes in student behavior (such as referrals or suspensions). Your narrative and
supporting artifacts should clearly demonstrate that your community has gathered
data, reflected upon it, and then acted as needed.
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Student Impact
You will be asked to explain how your character education
initiative exemplifies the 11 Principles.
Brainstorm responses to the following questions.
1.What are your character education goals?
Define your school’s (or district’s) view of character education and the values your
school community has agreed upon. Describe your philosophical approach, and explain
what your character education initiative is trying to accomplish. Explain why you are
doing what you are doing. Citing the texts, publications, or experts that have influenced
your initiative helps evaluators understand your philosophy.
2.What is special about your school or district? In what ways is
your school or district a model for others?
Explain what is special about your accomplishments in character education. What
feature of your initiative would CEP want to hold up as a model of exemplary
implementation of the 11 Principles?
3.How are you implementing character education?
Describe your accomplishments in each of the 11 Principles. Note that each principle
has three or four “scoring items.” Include specific, illustrative examples and insert
artifacts that address the scoring items. Keep in mind that to receive a score of 4 on an
item, you must show evidence of all the key indicators of exemplary practice described
under each scoring item. Refer to the 11 Principles document.
Tip: Many NSOC
report that their
teams used the
following strategy.
They put large sheets
of newsprint around
the room – one for
each of the 11
Principles. They then
asked each member
of their broad
stakeholder group to
write activities or
strategies that they
knew were
happening in the
school that fit under
each of the
principles. This
method of
brainstorming gave
the application
writers a list of
possible strategies to
write about for each
principle.
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Supporting Evidence
Gather artifacts that will amplify and support your claims.
Examples include:
 Data on positive behavioral or academic change
 School climate survey results
 Mission statements and school mottos
 Examples of student work or student reflections
 Lesson plans or assignments that integrate character
education into the curriculum
 Documentation of staff development or staff meetings
See 2013 Application (PDF) at www.character.org for more
applicant tips and suggested evidence.
Tip: Limit the use of photos.
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Additional Information to Gather
 If your school or district has previously applied, include and
identify the changes that you have made since the last
application in your narrative.
 If you see your school or district as a leader in helping others
schools with their character education efforts or if you have
outreach plans, describe your leadership efforts in Principle 9.
 If you are using a commercial program as part of your
initiative, include a brief explanation of the program. Don’t
assume evaluators are necessarily familiar with it.
 Be aware that evaluators may look at your website to see
whether it reflects your character education initiative.
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Annual Program Cycle: 2013
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TIMELINE: Stage One
Complete the application
(Application deadline: December 3, 2012)
 Gather a representative group of stakeholders (administrators,
teachers, support staff, parents, community members, and even
students, if appropriate) to give input into the application and
complete a self-assessment.
 Prepare your application using CEP resources provided online
as well as resources provided by your state sponsor.
 Enter all contact information, narrative responses, supporting
evidence, and self-assessment scores online by December 3.
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TIMELINE: Stage Two
Initial review of applications
(December – early January)
 State coordinators in participating states review and
score all applications received.
 Those determined to meet a standard of excellence are
named State Schools of Character (SSOC) for a period
of 3 years and forwarded to CEP for further
consideration.
 CEP reviews applications from states without sponsors.
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TIMELINE: Stage Three
National review of SSOC applications & selection of
National Finalists
(January – February)
 CEP national screeners review and score applications
forwarded from the state coordinators.
 All those determined to meet a standard of excellence are
named National Finalists.
 Finalists are announced in early March and informed about the
next stage in the process (more online application questions
and possible site visit).
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The Proof Is in the Data
Information requested of National Finalists
 DATA ON ACADEMICS:
State test scores, achievement gap, other evidence of academic achievement (grades,
failures, honor roll, etc.)
 DATA ON STUDENT BEHAVIOR:
Attendance, suspensions, referrals, graduation / dropout rates
 DATA ON CULTURE/CLIMATE:
Climate survey results that show:
 bullying rare / students feel safe
 students respect each other
 students and teachers respect each other
 adults respect each other
 STAKEHOLDER TESTIMONIALS
NOTE:
This information may
appear on CEP’s
website or in CEP
publications if your
school is selected as
an NSOC.
 PHOTOS AND CAPTIONS
 LESSON PLAN
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TIMELINE: Stage Four
National Evaluation of Finalists
(March – April)
 Finalists are assigned National Evaluators and asked to provide additional
information online.
 National Evaluators review applications and all available sources of validation. In
many cases, National Evaluators will visit the school or district to validate the
claims made in the application. CEP may choose not to visit schools or districts
whose applications received an exceptionally high score in the national screening
process, schools from National Districts of Character, and schools and districts
that have received a previous site visit from CEP, a state coordinator, or another
character education expert. If the applicant does not receive a site visit, the
National Evaluators will consider other sources of information, including phone or
skype interviews with stakeholders.
 Once available sources of data have been considered, National Evaluators send
a report to CEP to explain their findings and give feedback to the school.
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TIMELINE: Stage Five
Selection of National Schools of Character
(early May)
 CEP reviews the reports of the National Evaluators and
determines if those applicants should be named NSOC.
 CEP also convenes a Review Panel for expert advice
during the selection process.
 CEP invites state coordinators to inform those selected
as NSOC and then posts the NSOC on the CEP website
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TIMELINE: Stage Six
Feedback for all applicants
(January – June)
All applicants receive feedback in order to encourage continuous
improvement.
 Those that did not go on to the national level screening will receive
score sheets including strengths and areas for growth from their state
coordinators or CEP.
 Those that went on to the national level screening but were not named
National Finalists will receive score sheets with strengths and areas for
growth from CEP.
 All those that were named National Finalists will receive their National
Evaluation reports from CEP, regardless of whether or not they were
named NSOC. State coordinators will also receive the reports for those
not named NSOC so that they can help applicants improve and reapply in the interim years of their SSOC designation.
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TIMELINE: Stage Seven
Recognition and Outreach
(June through following school year)
 CEP recognizes the NSOC and shares their stories through
press releases, the CEP website, and the annual NSOC
publication.
 State sponsors honor SSOC; CEP honor NSOC at the National
Forum on Character Education held in October/November.
 CEP assists the NSOC in planning their outreach efforts and
SSOC coordinators may call on SSOC and NSOC to help in
their states.
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Presentation Developers:
Lara Maupin
NSOC Director
Eileen Dachnowicz
CEP Screener, Site Visitor, Trainer,
and Book Author
© Character Education Partnership, 2012
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