District Leadership Team

1
Dakota Character

• District Leadership Team
• Institute
• April 2008
• Day 1

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WELCOME

• Introductions
• Why we are here
• What to expect
• Building Connections

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Dakota Character

• Team Building
• and
• Consensus

4
School Leadership Teams Getting Started

• 1. Team Building
• 2. Consensus skills
• 3. Vision

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Team Building

• Know and understand each other as people
• Value differences and similarities especially on
  task areas
• Develop ability to solve problems
• Enhance trust
• See differences as strengths

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High Points

• A high point is any high positive experience one
  remembers. This experience need not be a unique
  or unusual experience, but it should be a peak
  experience to you. It should not be negative.
• During the last week
• During the last two years
• Between college and the last two years
• College
• High School
• Junior High or Middle School
• Elementary School

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Characteristics We Value

• Positives A
• Positives B

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Taking Action

• Have knowledge
• Have the will (and skill) to do something with
  the knowledge.
• Have the commitment and feel strongly enough to
  use the will and the knowledge.
• Bertrand Russell -
• view of human action.

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DAKOTA CHARACTER

• STAFF DEVELOPMENT

• COMPONENTS

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Research Outcomes

• Student Discipline
• Student Achievement
• School Culture and Climate

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Improved Discipline Student office referrals
decreased 41, with an overall difference between
treatment and control schools of 63.
Increase
Percent Change
Decrease
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Type of Behaviors Most Commonly Impacted by
Process



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Change in Middle School Bullying BehaviorThe
CHARACTERplus Way Compared to PBIS
70 Difference
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Improvement Based on Ten Essentials Percent of
Students Proficient or Advanced
6 Difference
17 Growth
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Improvement Based on Collaborative Strategies
Percent of Students Proficient or Advanced
13 Difference
38 Growth
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Improvement Based on Collaborative Strategies
Percent of Students Proficient or Advanced
18 Difference
50 Growth
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Positive Change in School Culture and Climate in
CHARACTERplus Schools
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Improved School Culture and Climate

• Improved School - Parent Relations
• Better Staff and Administrator School Leadership
• Increased District Support
• Agreement on Core Values
• Improved Staff and Student Moral Leadership
• Improved Academics with Integrated Character
  Development

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Healthy Schools

• A B C s

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Developing Healthy School Culture

Belonging Need for connection
Autonomy Need for personal Freedom and power
Competence Need for efficacy
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Heads Together

• Count off 1 through
• 5 in your team one number will be called for
  a follow-up activity.
• What are people in your school currently doing to
  foster the ABCs?

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Heads Together

• What are people in your school currently doing to
  foster students sense of autonomy and influence?

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Heads Together

• What are people in your school currently doing to
  foster students feelings of belonging?

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Heads Together

• What are people in your school currently doing to
  foster students feelings of competence?

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Fishbowl

• Check-In Meeting
• Number ____ join the inner circle others gather
  round
• Outside group listen for common elements in what
  schools are doing for the ABCs
• Whip for A, then B, then C

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DAKOTA CHARACTER

• The CHARACTERplus Way
• Ten Essentials

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LUNCH

• 30 Minutes

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DAKOTA CHARACTER

• The CHARACTERplus Way
• Ten Essentials - Part 1

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Essential 1 COMMUNITY PARTICIPATI0N
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Community ParticipationKey Points
Ownership, Involvement, and Hands-on Support
Community Outreach

• Identify and define traits
• Community and school as partners
• Communicate the schools efforts
• Check community perspective

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Community Participation Examples

• Church bulletin
• Career day
• Newspaper article
• School character education newsletter

• Community meeting
• School open house celebration breakfast
• Community barbecue
• Businesses add character words to sales receipts,
  packaging, etc.

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Community Participation Activity

• Take about 10 minutes to
• Brainstorm categories of people to involve in the
  community process (see Community Recruitment
  Worksheet).
• How will you contact these people?
• Who will contact them?

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Community Participation Action

• Plan the basics for your community process.
• What are you going to do?
• Who is going to do what?
• Target date for getting the process started (by
  the end of the first semester) ___________________
  _______

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• The Shelby County R_IV School District
  recognize(s) that there exists within our
  community a set of core values that are common to
  all citizens.
• These core values include, but are not limited
  to, the following
• Personal integrity and honesty
• Respect for the rights of all persons regardless
  of race, religion, sex, age,
• physical condition, or mental state
• Sense of Justice and fair play
• Trustworthiness
• Patriotism
• Citizenship
• .
• The CHACTERplus Way Replication Handbook
  Pages 25-26

Essential 2 CHARACTER EDUCATION POLICY
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Character Education Policy Key Points

• A school/district policy reinforces the character
  education initiative.
• The character education policy must be visible.
• It is valuable when communicated to all
  stakeholders.

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Character Education Policy
Let us put our minds together and see what kind
of life we can make for our children." Sitting
Bull
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What do district policies look like?

• Heads Together Take 10 Minutes
• Look at pages 19 26 of the Replication Guide
• What are other district doing for policy?
• Taking Stock
• What is in place in your district?
• Do you want to modify it?
• If yes, who is going to take leadership
  responsibility?

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Putnam County R-I School DistrictParents,
students, and staff selected nine words to
guide the districts character education program.
Replication Guide Page 36

• Self-Confidence
• Responsibility

• sure of oneself and ones ability.
• dependable fulfillment of obligations to oneself
  and others.

Essential 3 IDENTIFYING AND DEFINING CHARACTER
TRAITS
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Identifying and Defining Character Traits Key
Points

• Identifying character traits for schools
• Traits reflect our core values
• Everyone needs to be heard
• Reach consensus on traits

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Heads TogetherTaking Stock Take 5
Minutes

• Look at pages 27 - 40 of the Replication Guide
• Taking Stock
• Do schools already have traits?
• How do schools currently identify and define
  traits?
• How do schools involve the staff and community
  in developing commitment and ownership?

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Process

• We have a process that can be used with students,
  faculty and community for identifying traits.
• If your school needs to set up a process, you
  coach will work with you.

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Identifying and Defining Character Traits Activity
We are going to take about 20 minutes to
illustrate an effective process.
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Process for Identifying Traits Step 1
Take 5 Minutes

• Each team identifies 5 traits that it believes
  are most important in defining expected
  individual behavior during training sessions
• STEPS
• 1 Using one index card (located on the table),
  each person is to write the 3 traits that s/he
  believes most important.
• 2 Share these traits at your table
• 3 Select the five traits the team believes most
  important

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Process for Identifying Traits Step 2

• Lets take 5 minutes to share some of the traits.
• These will be recorded up front for everyone to
  consider.

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Process for Identifying Traits Step 3

• We will take 5 minutes to combine like traits.
• Which traits can be combined?
• The people who suggested those traits must agree
  that they can be combined.

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Process for Identifying Traits Step 4

• Does anyone want to campaign for a character
  trait?
• What character trait do you feel is particularly
  important? Why?

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Process for Identifying Traits Step 6

• Take 5 minutes to vote for the traits that you
  believe are the most important.
• Each person has five dots to use to vote.
• Vote for five different traits. Place a dot on
  each of the five traits that you believe are most
  important.

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Tally ResultsStep 7

• Which traits we seen as most important
• Norms of behavior

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Selecting Traits

• Administrators, teachers and other school staff
  should go through this process to identify the
  core values (character traits) for the school.
• Students in their classrooms or advisory groups
  should also go through this process.
• Parents/community members go through the process
  at the community meeting.

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Identifying and Defining Character Traits Key
Points

• Defining character traits for schools
• Reach consensus on definitions
• Make sure that the traits and definitions are
  visible!

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STAFF DEVELOPMENT
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Building School Culture

• Effective staff development builds a strong
  culture in your school.
• For new teachers and others in the school, it
  provides insight into how we do things here.
• For continuing teachers and others in the
  schools, it provides a refresher for cultural
  expectations.

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Initial Orientation 3 Hours

• Develop understanding of the process
• Identify character traits (core values)
• Introduce culture of character

• Set up school-wide expectations
• Establish importance of character education in
  the school
• Create understanding that character education is
  NOT a new program, rather the process through
  which students learn

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Effective Staff Development

• School-wide with full administrative support and
  participation
• On-going, with some new information and
  opportunity for discussion, practice and
  reflection

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Whole Group Staff Development

• Book Study
• Study Groups
• Presentations Workshops

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Time for Whole Group Staff Development

• Preferred
• Block of allocated staff development time
• Time set aside during staff meetings for staff
  development
• Less Preferred
• Before school
• After school

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Job-Embedded Staff Development

• Planning teams
• Content area teams
• Individual exploration and planning

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Time for Job-Embedded Staff Development

• Must become a priority within the school culture
• Planning must involve new ideas and materials

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Effective Staff Development
Percent of Time In Job Embedded Staff Development
Percent of Time In Whole Group Staff Development
TIME IN PROCESS
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Other Examples of Staff Development

• Networking with other schools
• Role-alike roundtables principals, teachers,
  counselors, social workers, parents/community
  members

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Heads Together

• Plan three ways that you can implement
  effective staff development for administrators,
  teachers and other staff in your school.

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PIR PLANNING

• Plan
• Implement
• Refine

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Related Terms Outcome Data End-Product
Data Summative Data
Related Terms Needs Assessment Baseline Data
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Related Terms Process Data Formative Data
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Factors of Influence

• Organization
• Student
• Faculty and Staff
• Parents and Community

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Organizational Factors

• School-Wide Procedures and Activities
• Student Discipline
• Teacher Expectations
• Student Activities
• School Leadership
• Implementation of the Ten Essentials
• District or School-Wide Mandates

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Student Factors
Student Feelings Student Voice Student Pro-Social
Behavior Student Learning
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Teacher Factors

• Staff Behavior
• Collegiality
• Teaching Activities
• Role Modeling
• Staff Personal/Professional Learning
• Curriculum Integration
• Collaborative Structures

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Home/Community Factors

• Parent Staff Relations
• Parent Involvement in School Activities
• Community Organization Involvement in School
  Activities
• Staff Involvement in PTO and Other Community
  Activities

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Four Steps in the Planning Process
1
2
3

• Step 1. Needs Assessment
• What do we see?
• What does it mean to us?
• Step 2. Focus
• What is our area of emphasis?
• What is our student goal?
• What is currently in place to reach this goal?
• What could be modified or added to reach this
  goal?

4
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Four Steps in the Planning Process
1
2
3

• Step 3. Action Plan
• What do we want to see, feel, and hear?
• How are we going to know if we are getting what
  we want?
• What are we going to do to get what we want?
• Step 4. Responsibilities and Budget
• Who is responsible for what?
• When?
• What is it going to cost?

4
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Data Interpretation
The Foundation For Data-Based Planning

• Using Data Effectively to Optimize School Health

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Types of Data
A - Autonomy B - Belonging C -
Competence

• Students
• Feelings of Belonging
• Sense of School as a Community
• Sense of Autonomy Influence
• Feeling of Competence
• Sense of School Safety
• Parent Involvement at School
• Parent Involvement at Home

• Staff
• Students Feelings of Belonging
• Students Sense of School as a Community
• Students Sense of Autonomy and Influence
• Parent and Staff Relations
• Staff Culture of Belonging
• School Leadership
• Parent Involvement at School

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Types of Data Collected

• Implementation
• CONTEXT
• Learning Community
• Leadership Support
• PROCESS
• School Climate
• Staff Collaboration
• Ten Essentials
• CONTENT
• Application and Skills

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Interpreting DataPercent Positive Scores
Range is From 0 to 100

• Lowest (Minimum) possible score 0
• Most negative perception
• Responded most negatively to all items
• Highest (Maximum) possible score 100
• Most positive perception
• Responded most positively to all items

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Interpreting DataPercent Positive Scores
Range is From 0 to 100

• Middle Score 50
• Moderate set of responses
• May be a mix of positive and negative perceptions
  (large standard deviation)
• May reflect neither strong positive nor strong
  negative perceptions (small standard deviation)

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Interpreting DataPercent Positive Scores
Range is From 0 to 100
Range of Scores
Number of Students
Average of Scores
Measure of Differences Among Individuals
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Student Survey Interval Chart
Feelings Belonging Autonomy-Influence School
Safety Parent - Home
School as Community Sense of Competence
Parent - Home
Number of students responding to all items on the
survey
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Student Survey Interval Chart
We can be confident (95) that the interval from
about 30 to 46 represents the students Feelings
of Belonging.
Feelings of Belonging Autonomy-Influence
School Safety Parent Involvement - Home
School as Community
Feelings of Competence Parent Involvement
School
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Student Survey Interval Chart
Since the lines for Autonomy Influence and
Sense of Competence do not overlap, they are
statistically significantly different (p lt .05).
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Student Survey Interval Chart
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Student Referral Data

• Four Categories
• Acts Against Persons
• Acts Against Property
• Failure to Comply
• Unauthorized Possession

• Analyzed by
• Time of Day
• Grade Level

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Student Referral Data
24 disciplinary infractions for 20 referral
incidences
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Interpreting District Report

• PIR Steps 1 2

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Organizing Our Observations
What do I see?

• From your flip chart, pull off one sheet of
  paper.
• Label the sheet as follows
• ORGANIZATION (Schoolwide)
• STUDENT
• STAFF
• HOME/COMMUNITY

Organization Student Staff
Home/Community
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District Report
What do I see?

• As you examine the information, ask yourself
  What do I see? - Do not focus at this time on
  what it means.
• Put your heads together and write your
  observations on Post-it notes. One observation
  per Post-it note.
• Put the Post-it notes on the chart in the
  sections that YOU believe are best.

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Look at the Parent DataTable 1, Figure 1

• This is a team task.
• What is the strongest, most important result that
  you see?
• What is the weakest, important result you see?
• Write these observations on your Post-it notes
  one observation per Post-it.
• Take about five minutes to write down what jumps
  out at you in the parent data. Put each Post-it
  note on the chart. There should be at least
  three Post-it notes prepared from the staff data
  and placed on the chart.

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Example Parent Results
Parent/ Community
Parents perception of Involvement at Home is
highest factors.
Note 3
Note 1
Parents perceptions of students Feelings of
Belonging and Sense of School as Community are
moderately high.
Parents perception of Involvement at School is
moderately high but lowest factor.
Note 2
Students
Parent/ Community
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Continue the process

• Look at the staff data Table 2, Figure 2
• Look at the student data Table 3, Figure 3
• Examine the comparisons in Figures 4 - 7
• Look at the implementation data Table 4, Figure
  8.
• Look at the student referral data Table 5.
• Look at the student achievement data Figure 9.

When you hear the timer, you should be moving on
to the next section total time is 30 minutes
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PIR PlanningStep 1. Needs Assessment Worksheet
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Needs Assessment DataWhat do we see?

• In your notebook is a blank copy of the Step 1
  Needs Assessment Worksheet.
• Take a few minutes to review what you see (from
  the flip chart), finalize the groups
  observations, and list the groups observations
  from the Post-it Notes on your worksheet.

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PIR PlanningStep 1. Needs Assessment Worksheet
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Needs Assessment DataWhat does it mean to us?

• The second part of Step 1 is to examine what you
  saw in your report and decide what it means.
• Take about 15 minutes to review what you saw and
  write down what it means to you.

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PIR PlanningStep 1. Needs Assessment Worksheet
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Focusing Thoughts

• Our primary focus for change must be student
  behavior

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Autonomy and Influence

• Students are provided opportunities to engage in
  meaningful conversation to help decide class
  norms, work with others, engage in meaningful
  relationships and enhance their learning.
• These opportunities address the basic needs of
  power and freedom.
• Carl Rogers William Glasser

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Belonging

• Students feel connected to their school and
  classroom.
• Basic needs of love and belonging fit within this
  construct.
• Glasser Comer Darling-Hammond

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Competence

• Students feel safe in the school and classroom
  and able to meet expectations.
• Safety is a basic issue for all schools including
  both the physical and emotional school
  environments.
• Students feel competent when they know that they
  are safe and they have the support of others who
  care, listen, understand, respect them and are
  honest, open and sensitive.
• Comer Glasser

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Focus

• Start by determining an Area of Emphasis

Example Students feelings of belonging (and
sense of school as a community). Write your area
of emphasis on the top of your Step 2 Worksheet
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The student goal is an outcome, not an activity.
Identify Your Student Goal

• Write one Student Goal
• Example To increase students feelings of
  belonging within the school community.

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What is currently in place?What can be modified
or added?
Autonomy Belonging Competence

• You have determined your student goal.
• Review what you are already doing to
• support the ABCs.
• What can be modified or added to support
• the ABCs?
• List these factors one your Step 2. Focus
  Worksheet.
• Refer back to your Step 1 worksheet for what you
  saw in your data.

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Steps 3 and 4

• Tomorrow we will continue the planning process
  with Steps 3 and 4
• Develop Action Plans
• Determine Responsibilities and Budget

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Resources