The CPCE Approach
Assessment and Accountability
This component involves evaluating both how well character education
is being implemented and how the project is impacting the school.
It also looks at how to use that data to guide program improvement.
It is crucial to develop an evaluation plan right from the beginning,
allowing leadership to collect baseline data and to really think
about what a successful character education program should look
like at a school. Once evaluation goals have been set and the program
has been reviewed based on those goals, the school will need to
review successes and try and make changes to the character education
approach to address areas where goals are not being met. Free to
Learn provides schools with assessment tools and suggestions to
help make character education implementation more successful.
Program Implementation Scorecard
To be able to draw conclusions about the impact of the character
education program on students, it is critical to document the extent
to which the program was implemented (i.e., delivered to students).
A program implementation scorecard has been developed for this purpose.
The scorecard is used to assess the degree of implementation in
schools of each of the following components of the character education
program:
• Plan and Structure
• School Climate and Culture
• Curriculum and Instruction
• Assessment and Accountability
• Leadership Development
• Outreach and Connections
Each component has two or more subcomponents. Respondents individually
and anonymously rate the degree of implementation of each subcomponent
on a four- or five-point scale.
Assessment of Character-Based Citizenship
To assess improvements in student character, an assessment of student
citizenship has been developed and will be completed by school staff.
This assessment will be used to ascertain the degree to which students
(as a group, not individually) demonstrate the following six character
traits:
• Caring, Giving, and Service
• Justice and Fairness
• Leadership, Initiative, and Teamwork
• Respect
• Responsibility
• Trustworthiness
Each trait has two or more sub traits. Respondents individually
and anonymously use a four- or five-point scale to indicate the
percentage of students who generally demonstrate the behaviors described
under each sub trait.
At both program and comparison schools, the surveys will be
completed by principals, other administrative and support staff,
and teachers annually in the spring.
SAMPLES FROM FREE TO LEARN SCHOOLS
Sample Program
Evaluation
Sample Mid-Year Staff Survey
Sample
End of Year Staff Survey
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