A Path to School Transformation
and Excellence
October, 2011
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
2
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
3
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.
State coordinators serve as the point of contact for
the sponsoring organization or group of partner
organizations within each state.
5
Initial Review of Applications (“Round One”)
(December – early January)
State coordinators lead the evaluation and scoring of all applications
from their states.
Previous SSOC that were not named NSOC are validated by the state
coordinator and forwarded to CEP.
New applications with scores that meet the standard are named State
Schools of Character for a period of 3 years and forwarded to CEP for
consideration as NSOC.
CEP reviews applications from states without affiliates.
6
National Review of SSOC Applications and
Selection of National Finalists (“Round Two”)
(early January – February)
CEP national screeners review and score applications that received
scores that met the standard in the first round of screening.
Those that meet the standard when scored by the national screeners are
named National Finalists.
Finalists are announced (March 1) and informed about the next stage in
the process.
7
National Evaluation and Validation of Finalists’
Applications
(March – April)
Finalists are assigned a National Evaluator and asked to respond to
follow-up questions.
National Evaluators review applications and all available sources of
validation and may visit site.
National Evaluators make recommendations to CEP in written reports.
8
Selection and Announcement of NSOC
(early May)
CEP staff review the reports of the National Evaluators and
determine NSOC (may convene review panel).
CEP invites state coordinators to inform the NSOC winners.
CEP posts winners on the CEP website.
9
Feedback for All Applicants
(January – June)
Those that did not go on to the national level screening will
receive composite score sheets with 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 composite score sheets with
strengths and areas for growth from CEP.
All National Finalists receive National Evaluation reports from
CEP. (State coordinators are copied.)
10
Both SSOC and NSOC are expected to serve as
models to others.
NSOC outreach menu of options:
 Contributing to profile on the CEP website and in the NSOC
book
 Creating a short video to be posted on the CEP website
 Posting lesson plans and other best practices on CEP website
 Leading breakout session or hot topic at CEP’s National Forum
 Conducting outreach session, workshop, conference, or inservice 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
11
The new application will not differ greatly from the
2011 application . . .
EXCEPT that all information will be entered online at
www.character.org.
The application will be open in October.
The deadline is December 1, 2011.
12
What the application will look like:
2012 COMPOSITION:
CHANGES FROM 2011:
Basic contact and demographic
information
Cover Sheet: No longer printed separately
by applicant – now part of online application
Overview: brief overview of
school and CE journey; quote
from principal; photo
Narrative Length: Applicant no longer
chooses proportion of text and artifacts –
character limits are given for each response
Implementation of 11 Principles:
1 page of narrative per principle
plus 1 page of portfolio evidence
per principle (more for Principles
3 & 11; more for districts)
Placement of Artifacts: Can no longer be
inserted within narrative; must be uploaded
separately after each Principle
Self-assessment scores;
information about changes made
since last application
11 Principles Self-Assessment: No longer
printed separately by applicant -- now
entered online
NOTE: Applicants will no longer “send”
applications to their state or CEP.
13
14
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.
15

“Applicant Tips” will be 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.
16
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
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)
17
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.
18
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
19
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
20
Principle 5
Provides students with opportunities for
moral action.
5.1: Clear expectations
5.2: Moral action within school
5.3: Moral action in community
NEW:
Overall: Moral action is more broadly defined and service learning is clearly
defined and expected
5.1: Artifacts demonstrate expectations; moral action includes conflict
resolution, academic integrity, sportsmanship; school has service learning
expectations
5.2: Service tied to curriculum and core values
5.3: All students given opportunities and time to identify community needs and
plan projects; service tied to curriculum and core values
21
Principle 6
Offers a meaningful and challenging academic
curriculum that respects all learners
6.1: Challenging curriculum
6.2: Meeting student needs
6.3: Performance character
NEW:
6.1: Students are challenged and have voice and choice
6.2: Teachers identify needs and differentiate; schools work to close
achievement gap
6.3: Performance character clarified; academic integrity added
22
Principle 7
Fosters students’ self-motivation
7.1: Motivation and rewards
7.2: Behavior management and discipline
NEW:
 Old 7.1 is gone and folded into 7.2, creating a new 7.1 and 7.2
 7.1 now focuses on intrinsic vs. extrinsic motivation and use of material
rewards and more clearly explains expected outcomes
 7.2 now focuses on behavior management and discipline, academic
integrity added
23
Principle 8
Staff is an ethical learning community that
adheres to core values
8.1: Staff modeling
8.2: Staff development
8.3: Staff planning and reflection
NEW:
Old 8.1 and 8.2 were switched so that staff modeling now comes
first
8.2: Ethical learning community created through staff
development
24
Principle 9
Fosters shared leadership
9.1: Leaders champion effort
9.2: Leadership group plans
9.3: Student leadership
NEW:
Clarified overall
Must be able to show artifacts
25
Principle 10
Engages families and community
members as partners
10.1: Engages families
10.2: Communicates with families
10:3: Involves community
NEW:
Clarified overall
10.2: Survey parents
26
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
27
Information requested of National Finalists
ACADEMICS:
State test scores, achievement gap, other evidence of academic
achievement (grades, failures, honor roll, etc.)
STUDENT BEHAVIOR:
Attendance, suspensions, referrals, involvement in service learning,
graduation / dropout rates
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
Hint:
Include this kind of
evidence in your
application.
28
Guidelines for State Schools of Character
SSOC serve as models
within the state and are
available for mentoring.
sponsors will do a quick
review and forward to
CEP.
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
29
QUESTIONS?
© Character Education Partnership, 2011
30