Essential 4
Curriculum Integration
Curriculum integration is one of the Ten Essentials of The CHARACTERplus Way™. It is
the process through which the core values (character traits) are woven into the fabric of the
school. While educators infuse aspects of character into their teaching, integration of
character traits into existing curriculum is more deliberate. It involves planning where and
how character development can be included in the teaching learning process. Through
curriculum integration, student academic learning, pro-social behavior, and moral
development are impacted. Thus, the whole person is developed through interaction with the
total school environment. This results in a strong, caring academic learning community
where a sense of belonging is fostered for staff, students and parents.
Character
Curriculum Integration
Academic
Learning
Pro-Social
Behavior
Moral
Development
Academic learning refers to all areas of student learning both within the school and in
extramural settings. Character development, tied directly and intentionally to essential
academic goals, belongs in all learning settings for all students. Integrated curriculum allows
students to discuss meaningful questions and experience responsible actions. With
Page
5
consistency of character development integration
across all aspects of the schooling process,
development of a healthy school of character is
expected.
Pro-social behavior is doing the right thing for the
right reasons. When pro-social behavior prevails, the
Level 1 – Character Comment
When introducing a science
lesson, the teacher points out
that the responsible scientist
records all of her experiments
including both successes and
failures.
school becomes a caring community where students,
teachers, and parents feel they belong and have a
strong sense of competence. It is the place they want
to be, directly affecting what happens in the
classroom, and resulting in increased student
academic motivation and achievement.
Moral development is the process of gaining a sense
of right and wrong, a sense of justice. Throughout the
schooling process, students learn social conventions
that guide interpersonal behavior in the school setting.
These conventions reflect core values or character
traits defined by the district or school (such as
showing respect by one person talking at a time).
Social conventions define the way the school
community wants the district, school, and classroom
to be. As students mature, they develop practical
reasoning skills by engaging in deeper analyses of
justice as reflected in character traits (such as showing
respect through recognition; not teasing, laughing at,
or bullying others). As students, staff, and
community members determine the social
Level 2 – Character Discussion
When introducing a science
lesson, the teacher uses a class
meeting to have students
discuss why the responsible
scientist records all of his
experiments including both
successes and failures.
Level 3 – Character Analysis
When introducing a science
lesson, the teacher provides
students with several reported
results from a scientific
experiment. The students are
put into groups of four. Each
group puts their heads together
to answer the following two
questions.
1. Did the scientist report all
possible trials of the
experiment?
2. Did the scientist act in a
responsible manner?
conventions for district, school, and classroom and as students develop a sense of justice,
Page
6
pro-social behavior is directly impacted. There are fewer student behavior problems and
greater gains in student achievement.
Integrating the Curriculum and Higher Order Thinking
Educators have always integrated character into the curriculum. With The
CHARACTERplus Way™ integration becomes more intentional. This may range from the
very simple where the character trait is pointed out by the teacher to the more complex where
an opportunity for in-depth discussion is provided in a curriculum unit.
The examples shown here illustrate three increasingly complex levels for integrating the trait
responsibility into a science lesson. At the lowest level, the teacher simply points out how a
responsible scientist acts. This integrated connection between responsibility and the science
lesson requires perhaps one or two minutes of instructional time. It can be anticipated that
about 15% to 20% of the students will pick up on the connection made by the teacher.
At the next level of complexity, the teacher uses a class meeting for students to brainstorm
and discuss how a responsible scientist acts. Since this level engages students in higher
levels of thinking and active involvement in learning, a more powerful connection between
the trait responsibility and a scientist’s behavior can be expected. Most of the students can
be expected to comprehend the connection. This stronger instructional process does require
slightly more time.
The highest level of complexity provided in this example engages students in an experiential
learning activity where students analyze reports and reach consensus on the responsibility
demonstrated by a scientist. This learning activity engages students in collaborative learning
strategies with higher order thinking. The strongest connection between responsibility and
scientific behavior can be expected with the majority of the student internalizing the
connection. .
Page
7
As these examples illustrate, integration into the curriculum can take many forms, from the
simplest teacher comment to more complex student analysis in
an experiential learning exercise.
Math
Integration of character education into the existing curriculum
needs to occur in all area of student learning – math, science,
language arts, fine arts, sports, etc. There are unlimited
opportunities to engage students in character learning situations
Analysis of honesty in
lending; effects of
credit purchasing.
Language Arts
in regular classroom situations and outside the classroom in
extra curricular activities and service learning projects.
Engaging Students Experientially and the ABCs
Two collaborative strategies are illustrated in the first three
Analyses of character
traits displayed by
people in stories and
plays.
examples – class meetings and heads-together collaborative
Sports
learning. Both experiential learning strategies are very
effective.
Collaborative strategies provide students with opportunities to
exercise autonomy in the learning process. Through group
Development of a
school or district code
of behavior for people
attending sporting
events
acceptance and shared learning, these strategies provide
students with opportunities to engage in classroom leadership that results in increased
feelings of belonging and competence. Both students and staff model the character traits
during these collaborative processes. The ABCs – Autonomy-Belonging-Competence –
become the way things are accomplished in the school and classroom as character is infused
into the curriculum.
Other Methods for Integrating Character into the Curriculum
Two other methods that instill character traits into the teaching-learning process are
Page
8
1. Guest Speakers – These may be people internal to the
school or district such as the school principal, counselor
or social worker, or district character education
coordinator. These individuals can provide special
opportunities for incorporating character into student
learning. Outside speakers can also play a major role in
bringing character to students. These speakers provide
Outside Guest Speaker
Person from a local
motorcycle business
engages students in a
program on responsible
care and riding of a
motorcycle.
real life experiences when character played an important role.
2. Character Lessons – These are typically character lessons that are separate from the
regular curriculum. While taking some time away from the basic curriculum, these
lessons can be powerful tools for enhancing character education in the schools. .
While both of these are avenues for enhancing a character education initiative, they should be
viewed as enrichment rather than the core program. For optimal student learning and to
sustain a character education process, character must be integrated into the very fabric of the
school – it must be integrated into the curriculum.
District and State Standards
A character education initiative should reflect district and state standards. This can be
accomplished through a thoroughly integrated process. Most districts and states have
specific pro-social standards for student behavior that will be met through an integrated
character education program. A sample1 set of such standards is:
1. Identify and manage one’s emotions and behavior.
2. Recognize personal qualities and external supports.
3. Demonstrate skills related to achieving personal and academic goals.
4. Recognize the feelings and perspectives of others.
1
http://www.isbe.state.il.us/ils/social_emotional/word/descriptors_6-12.doc
Page
9
5. Recognize individual and group similarities and differences.
6. Use communication and social skills to interact effectively with others.
7. Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in
constructive ways.
8. Consider ethical, safety, and societal factors in making decisions.
9. Apply decision-making skills to deal responsibly with daily academic and social
situations.
10. Contribute to the well-being of one’s school and community.
While most of these standards focus directly on pro-social behavior, standards 3 and 9
display the interrelations between pro-social behavior and academic learning.
Summary – Key Points
o Character education is a part of every subject, not just another subject, and is
intentionally and directly linked to school, district and state academic requirements.
o Effective integration of character education is experiential, active, and allows students
hands-on experiences taking responsible action.
o Character education allows for meaningful discussion and reflection that promotes
higher order thinking.
Page 10
Curriculum Integration Planning Guide
Subject Area(s)
Grade Level(s)
Character Development
Purpose
Activity Description
Page 11
Curriculum Integration Planning Guide
Subject Area(s)
Grade Level(s)
Character Development
Purpose
Activity Description
Page 12
Curriculum Integration Planning Guide
Subject Area(s)
Grade Level(s)
Character Development
Purpose
Activity Description
Page 13
Curriculum Integration Planning Guide
Subject Area(s)
Grade Level(s)
Character Development
Purpose
Activity Description
Page 14
Curriculum Integration Planning Guide
Subject Area(s)
Grade Level(s)
Character Development
Purpose
Activity Description
Page 15
Curriculum Integration Planning Guide
Subject Area(s)
Grade Level(s)
Character Development
Purpose
Activity Description
Page 16
Subject: English/Language Arts
Topic: Because of Winn-Dixie
Grade Levels: 4th – 8th grades
Character Development Purpose: To examine traits such as honesty and responsibility and
give students an opportunity to examine core values.
Materials: 1 copy of Because of Winn-Dixie
Description of the Activity: After reading Chapter 1 of Because of Winn-Dixie, students will
be asked to do a “Quick Write” stating whether or not they feel that India Opal Buloni was justified in
lying to the store manager when she stated that the stray dog was hers and that his name was WinnDixie. Students should be prepared to discuss and support their opinions.
On the blackboard draw an opinion line. Label one end “NO WAY – India Opal should not have lied
and taken the dog.” In the middle of the line put “I’m not really sure, I think it was okay for her to lie
and take the dog,” and label the far end “India Opal should have taken the dog, she had no other
choice.” Ask students to line up where they most agree. (They may bring their papers to guide the
discussion.)
Ask students to volunteer their reasons for placing themselves where they did on the opinion line.
Advise students that they may change their point of view and move as the discussion convinces them.
They may also stay true to their original opinions.
If students do not bring up issues that support the “NO WAY” stance you may wish to offer the
following ideas to stimulate discussion:
1. She lied to an adult and that is wrong.
2. The dog may have belonged to someone else and they will be devastated.
3. Could she have told the truth and still taken care of the dog?
Students should begin to see the complexity of the situation as they try to defend their points. Ask
some students to discuss why they changed their opinions.
After the discussion is exhausted, ask students to make their final choices as to where they are on the
line. Students should then sit down and do another “Quick Write.” This time they should discuss why
they did or did not change opinions from their original ideas.
Wrap-up: At the end of the activity, students can discuss how difficult it is to make
decisions when you are trying to help someone. Sometimes the answers are not always clear
cut.
Adapted from lesson plan by Linda Broderick: Character Education – Compassion and
Empathy Lesson Plan, http://www.tec-coop.org/compassion.html, 2003
Page 17
Essential 7
Modeling Positive Character Traits
Adult Role Modeling
“Children learn what they live.” It is important that adults demonstrate positive character
traits at home, school, and in the community. Adults need to reflect and focus on important
character traits and how to model them systematically and intentionally. For your character
education initiative to succeed, adults must model the behavior they teach.
Adults modeling positive character traits have significant impact on students. Students’
sense of belonging and competence are influenced by how they perceive adults interacting
and how they are treated by adults. All teachers with whom students’ come into contact
affect the students’ sense well-being. Role modeling includes both verbal and non-verbal
behavior.

Voice – The comments we make
and the inflections in our voice
Affirmation
convey meaning to students.
When adults speak to students
with caring and confidence, it
conveys positive character.
Affirmation is critical to
developing students’ sense of
belonging and competence.
Affirmation when students do
Teacher asks a question in
class. A student, misperceiving
the actual question, provides an
incorrect response. The
teacher responds, “Billy, that is
good insight into ….(providing
the question for Billy’s
response).
things “right” is usually a simple acknowledgement or recognition. When students
are not “on track,” affirmation is more difficult. It is the skilled educator who
Page 18
provides affirmation in the more
difficult situations assuring student
character development.

Actions – How adults treat each other
and how they treat students provides
the foundation for building character.
When teachers work cooperatively
together and treat each other with
Teacher Cooperation
Two teachers work together
to set-up cross-grade student
activities. Students see the
teachers working together in
planning (with students) and
facilitating activities.
respect, they demonstrate these
behaviors for students. For students,
these adult behaviors establish
expectations for their own behavior.

Vocabulary – Our vocbulary is our
culture. The words we use convery
who we are. There is a shift in
vocabulary in a healthy school of
character. Comments such as “That
was respectful.” or “Was that a
respectful thing to do?” become
commonplace.
Vocabulary
A student takes something
that does not belong to her.
The teacher asked, “Was
that a respectful thing to
do?” The student responses,
“Not really.” The teachers
says, “What can you do to fix
it?”
Setting Expectations
Modeling positive character traits is a deliberate process. The model behavior for adults
must be identified and published. A powerful process for identifying and establishing model
adult behavior is through norm setting discussions and class meetings, which include district
staff, parents, and community members. The central question is “Who do we want to be?”
or “How do we want our district to be?” We start with us – our voice, actions, and
vocabulary.
Page 19
Modeling Positive Character Traits
List the character traits that district staff (as well as parents and community members) are to
exemplify in their own behavior. Then, describe the types of behavior expected from all staff
both in the school setting and community.
Trait
Expected Staff Behavior
Page 20
Essential 6
Evaluation and Monitoring
The character education initiative is evaluated on a regular basis to determine if it is
achieving the desired results and to validate that the processes and structures being
implemented are working. Evaluation and monitoring data are used to improve the process.
Schools of character address attitudes, beliefs, interests, and values fostered by the
community along with student intellectual activity. The intellectual activity of students has
long been the focus of standardized testing and is the realm for standards associated with
testing. Attitudes, beliefs, interests, and values of students have been the domain for school
advisement and counseling programs, career education, and special projects. Most recently,
attitudes, beliefs, interests, and values have been manifested in the character education
movement. States now recognize the importance of these character qualities and have added
them to their educational standards.
Accomplishment of our educational standards helps assure that students are receiving high
quality education in a safe environment. High quality education for all students is predicated
on a positive, safe, learning environment with an academic focus. The implementation
strategies2 of Dakota Character provide methods for addressing students’ needs for
autonomy, belonging, and competence, which are essentials for student academic success.
Evaluation and monitoring plays a major role in helping districts meet character and
academic standards by providing information that can be used for program improvement.
More specifically, information is provided for the following five purposes:
1. Making decisions about organizational operations to improve school environment
and safety.
2
Drawn from The CHARACTERplus Way™
Page 21
2. Making decisions about curriculum integration for optimization of student learning,
including character development.
3. Making decisions about teaching and learning strategies to improve student
performance, attitudes, beliefs, and behavior.
4. Making decisions about training, time, budget, and other resources needed for high
quality program implementation and support.
5. Communicating to others the degree to which established standards have been met.
Evaluation
The terms evaluation and monitoring are often used interchangeably. We will make the
distinction that evaluation is the formal process of assessing program processes. This is often
referred to as baseline or pretest data compared to posttest or outcome data. Monitoring will
be used to describe more information assessment processes.
Program effectiveness is assessed using student achievement and behavioral information
along with data from parent, staff, and student surveys. For Dakota Character the formal data
collected include:

Student achievement obtained from South Dakota testing program in
o Math
o Reading

Student office referrals collected November - February

Surveys administered December - February
o Implementation
o Parent
o Staff
o Student
Page 22
Information from these sources is provided to districts annually during leadership team
institute training. In addition, the statistical data are summarized for external reporting on
project impact.
Monitoring
Monitoring is defined as the informal processes used to obtain informative information
during implementation. This information enables the leadership team to take stock of what is
working during the implementation process. Common informal data collection methods
include (with sample questions to look for):

Observation of student and staff behavior
o Are students and staff being respectful?
o Are students and staff acting in a caring way?
o In meetings do students and staff listen to others?
o Are student working cooperatively in groups on projects and assignment?

Listening
o Are students and staff using character vocabulary?
o Are students and staff addressing each other with respect?

Student writing
o Are students writing about character issues?
o Are the character issues positive or negative?

Class meetings
o Are students engaged in open discussions about character issues?
o Are students respectful of each other and the meeting leader?

Staff meetings
o Is staff engaged in open discussions about character issues?
o Is staff respectful of each other and the meeting leader?
Page 23
Taking Stock
It is through taking stock that we understand where we have been and where we want to go.
The leadership team should set aside some time in each meeting to reflect on the information
provided through program monitoring. The leadership team takes stock of where the district
is in the implementation process and the successes and difficulties in implementation. It is
through this process that implementation strategies can be refined as the district’s character
education initiative moves forward.
Page 24
What informal monitoring procedures can the leadership team use to provide formative
information to the team to take stock of the district’s implementation of the Ten Essentials
and classroom learning components?
ESSENTIAL
Community Participation
Monitoring Strategies
Character Education
Policy
Identifying and Defining
Character Traits
Integrated Curriculum
Experiential Learning
(Service Learning)
Evaluation and
Monitoring
Modeling Positive
Character Traits
Staff Development
Student Leadership
Sustaining the Process
CLASSROOM
Learning Components
Class Meetings
Cross-Age Grouping
Home Activities
Schoolwide Activities
Page 25
Taking Stock
Where We Want To Be
Use this form to assess progress implementing the Dakota Character process. Included for
your assessment are the CHARACTERplus® Ten Essentials which provide the foundation
for successful character education and the four classroom learning components which are
fundamentals for integration of character education into the learning fabric of the school.
This is your opportunity to take stock of where you are in your character education process.
Page 26
TEN ESSENTIALS
1.
Community Participation





2.
Character Education Policy



3.


Students, teachers, administrators, parents, and
community members involved in identifying
character traits
Character traits for school have been explicitly
defined
Defined character traits are visible to students,
teachers, administrators, parents, and community
members
Integrated Curriculum


5.
Evidenced in district’s philosophy, goals, and
mission statement
Evidenced in school’s philosophy, goals, and
mission statement
Policy is communicated to students, teachers,
administrators, parents and community
Defined Traits

4.
Community-wide task force in place
Student and teacher involvement
Evidence of teacher ownership through curriculum
integration
Evidence of community ownership through school
involvement and communication
Local businesses support for character education
Character education is intentionally integrated into
curriculum at all grade levels
Evident in classroom materials, lesson plans, and
activities
Experiential Learning



Students have opportunities to experience character
education in classroom and school activities
Evidenced in students’ writings, discussions and
other experiences
Students involved in service learning activities and
other related experiences
[0]
[1]
[2]
[3]
[4]
Evidence:
1 = Evidence of community ownership through school
involvement and communication.
2 = 1 + local businesses support for character education
3 = 1 + 2 + student and teacher involvement
4 = all of the above + regular community meetings
[0]
[1]
[2]
[3]
[4]
Evidence:
1 = have a district character education policy
2 = 1 + policy is visible throughout the school
3/4 = 1 + 2 + staff knows policy
[0]
[1]
[2]
[3]
[4]
Evidence:
1 = character traits have been selected
2 = 1 + traits are visible
3 = 1 + 2 + traits are being used in the same way with common
language
4 = 1 + 2 + 3 + apparent traits are being used in the school and
community
[0]
[1]
[2]
[3]
[4]
Evidence:
1 = staff talk the talk but don’t see a lot of integration
2 = some staff are integrating, not everyone
3 = 50%-60% integrating on regular (daily) basis
4 = 80% integrating on daily basis (Check – it should be
included in lesson plans)
[0]
[1]
[2]
[3]
[4]
Evidence:
1 = most students involved in classroom, school-wide, or
community projects
2 = 1 + students involved in planning/decision-making
3 = 1 + 2 + projects are linked to curriculum and students have
voice
4 = 1 + 2 + 3 + use of techniques such as class meetings and
buddies
Page 27
6.
Evaluation


7.
Adult Role Models




8.


Administrative and teaching staff participate in ongoing professional development focusing on
character education
Evidence by workshop or seminar participation
focused on character development/role modeling
Evidence by on-going discussion groups and
cooperative planning focused on character
development/role modeling
Student Involvement




10.
Staff verbalize the that they are role models for
students at school, at home, and in the community
Staff are observed to be positive role models
Regular newsletters and/or other communications
for parents and community members on strategies
for helping children develop character
Special activities at the school for parents, business
leaders, and others to participate with students in
character development
Staff Development

9.
Staff share ideas for teaching character
development during staff meetings, planning
periods, etc.
Data are collected regularly from students [e.g.,
writings and discussions], teachers, parents, and
others that is used to monitor the character
education program implementation
Involvement in Character Education committees,
student council, and/or Character Education clubs
Journaling character education activities
Developing conflict resolution and/or other student
focused strategies
Evidence of integrated activities with student
participation in decision making
Sustaining the Program





Evidence of district funding to sustain program
On-going funded staff development
School board involved in Character Education
planning group
Designated Character Education leadership
Evidence of administrative support
[0]
[1]
[2]
[3]
[4]
Evidence:
1 = occasional staff discussion
2 = discussion among staff and SLT
3 = 2 + using Taking Stock or other formalized procedure
4 = 2 + 3 + systematic methods to look at process and gain input
from all students
[0]
[1]
[2]
[3]
[4]
Evidence:
0 = fewer than 50% of staff are good role models
1 = more than 50% but less than 75% are good role models
2 = 75% - 100% are good role models
3 = 75% - 100% are good role models with systematic
communications with parents/community
4 = 3 + parents and community participate as good role models in
school activities
[0]
[1]
[2]
[3]
[4]
Evidence:
1 = 1-2 hours character ed staff development per semester
2 = 3-4 hours character ed staff development per semester
3 = 5-6 hours character ed staff development per semester
4 = more than 6 hours character ed staff development per semester
[0]
[1]
[2]
[3]
[4]
Evidence:
1 = there are student organizations such as student council or
character club
2 = the organizations provide student leadership in the school
3 = student leaders meet regularly with adults in the school
4 = students are involved at the classroom and school level in daily
decision-making
[0]
[1]
[2]
[3]
[4]
Evidence:
1 = the SLT is in place, highly functioning and meeting regularly
2 = 1 + school principal is directly involved and supportive of SLT
3 = 1 + 2 + district coordination and support for character
education
4 = 1 + 2 + 3 + line item resources for character education
Page 28
LEARNING COMPONENTS
A.
Class Meetings
 Teachers provide motivating context; maintain
safety, trust, and respect; shape direction of
discussion; deepen student thinking; student input
honored; use voting or consensus appropriately
 Students connect comments; speak and listen with
respect; speak to each other; provide reasons for
opinions; are actively engaged; sit in a circle
 Built into lesson plans; principal and teachers discuss
appropriate ways that they use class meetings
B.
Cross-Age Grouping
 Teachers appropriately prepare students for crossgrade activities; discuss ways students can engage
social skills; explain procedures and expectations;
engage buddies in reflection
 Students are involved in interviewing, listening,
speaking, collaboratively engaged, making
decisions; solving problems; strategies used for
academic and social focus, use appropriate social
skills
 Built into lesson plans; principal and teachers discuss
appropriate ways that they use cross-grade activities
Schoolwide Activities
 Schoolwide activities promote student learning;
opportunities to gain new knowledge
 Activities are reasonable; can be accomplished in
reasonable amount of time; take reasonable resources
 Students participate in planning; choosing roles; help
determine expectations, guidelines, and outcomes
 All families and members of the community have
opportunity to participate in activities
 Activities are built into lesson plans; staff discuss
appropriate ways that they use school-wide activities
D.
Home Involvement
 Parents are provided with opportunities to help their
children with learning at home; interact with their
children on appropriate school learning activities
 Teachers provide parents with appropriate schoolrelated activities; support at home learning activities;
integrate home activities into their daily lesson plans
 Students interact with their parents on activities
provided by their teachers; share their learnings with
other students in the classroom
 Activities are built into lesson plans; staff discuss
[0]
[1]
[2]
[3]
[4]
Evidence:
1 = teachers are using effective class meeting
2 = 1 + include in lesson plans
3 = 1 + 2 + use all four types of class meetings
4 = 1 + 2 + 3 + use class meeting daily
[0]
[1]
[2]
[3]
[4]
Evidence:
1 = teachers are using effective cross-grade grouping activities
2 = 1 + include cross-grade activities in lesson plans
3 = 1 + 2 + incorporate class meetings for planning and
reflection
4 = 1 + 2 + 3 + use cross-grade grouping on a regular basis
[0]
[1]
[2]
[3]
[4]
Evidence:
1 = school-wide learning activities are being implemented
2 = 1 + include in lesson plans
3 = 1 + 2 + incorporate class meetings for planning and
reflection
4 = 1 + 2 + 3 implement Schoolwide learning activities on a
regular basis
[0]
[1]
[2]
[3]
[4]
Evidence:
1 = teachers are using effective home involvement activities
2 = 1 + include in home involvement activities in lesson plans
3 = 1 + 2 + incorporate class meetings for planning and
reflection
4 = 1 + 2 + 3 + use home involvement activities on a regular
basis
Page 29
appropriate ways that they use these activities
Page 30