Wisconsin Promising Practice Winners



2011 Promising Practice Award Recipients

Capitol West Academy (UWM Charter School) – Milwaukee- :Good Character is Habit Forming”
Capitol West has agreed upon core values of respect, responsibility, honesty and achievement.  To this, they added the “7 Habits of Happy Kids”, resulting in a blend of values and good character habits. Through instruction and daily and monthly rituals, students learn the core values and 7 habits, providing opportunities to better understand and to internalize the core values and good character.  The rituals include the daily recitation of the school pledge – a verbal promise to live the core values and practice the 7 habits.  At the monthly assembly,   one of the 7 habits and the corresponding core value are taught.  Beyond the pledge and the assemblies, students discuss and reflect on these values and habits in classes and additional activities.

Meyer Middle School (River Falls School District) – River Falls –“Student Voice in Character Education”
At Meyer Middle School, the approach to character education was based on fostering leadership – particularly with students.  During Teacher Advisory time, students were introduced to nine character traits using media clips.  Students defined and discussed the particular trait, then wrote a “touchstone”- a statement summarizing the group’s idea on each character trait.  A Student Character Committee was established and charged with synthesizing these 38 statements into one succinct school-wide statement for each character trait.  Along with developing the core statements, the students also took on a bully prevention effort with their peers.  So far, Meyer Middle School staff says the inclusion of students in crafting the touchstones and developing the student led committee, has been powerful and promoted discussion among students; it has empowered the committee members to be positive voices in their school.

Prairie Elementary School (Waunakee Community School District) – Waunakee –“Peace on the Prairie”
Building children’s capacity for conflict resolution is the focus of Prairie Elementary s’ Promising Practice.  Faced with disciplinary referrals for friendship issues, cliques, and physical confrontations, staff was spending considerable time solving conflicts for students, and many conflicts ended with loss of recess time, along with in and out of school suspensions.  As part of their character education program, they realized that children have the cognizant skills to solve smaller problems and that they could develop these capacities in their students in a developmentally appropriate way.  Peace on the Prairies uses four components to build these skills:  Kelso’s Choices- a rubric for kids for assisting in decision-making, Play Fair, Recess Buddies, and Peer Mediation.   So far, the data points to a nearly 75% reduction in visits to the school counselor by students, and suspensions have dropped by 50%.

Salam School (Private school) - Milwaukee - “Integrating Teaching of Social Skills”
This private school in Milwaukee has been developing and building on their character education program for several years.  Their commitment to nurturing the “whole” child moved them to focus on  social emotional learning; believing that not only was it important for the development of the child, but would promote academic success, health and well-being, along with preventing problems such as substance abuse, bullying and social interactions/behaviors.  They also believed that, in many instances, the root of bullying was a lack of social skills.   Staff receives in-service on how to teach these social skills.  These skills are then taught to students, with a new skill introduce weekly.   Students are expected to integrate their knowledge of the skills in their school work and their interactions with their peers. 

Sullivan Elementary School- (Jefferson School District) – Sullivan - "Power of One”
Caring Teams are in integral part of Sullivan Elementary school; but it is in these “teams” that students are learning that they have the power to make a difference: to stand up for what is right, even if they stand alone, to put other’s needs before their own, and to individually strive to give and do their best.  The cross-grade level   teams meet regularly to share and learn character, and implement community and service learning projects.  They have sent care packages to soldiers, raise money for MADD, and made clay bowls and sold them to send profits to a local food pantry.   What they also have done is used these “teams” to teach intrinsic motivation in each student, and that “…the smallest step can bring on a change; oh that is the power of One!”

Washington Middle School (Oconto Falls School District) – Oconto Falls, WI- “Panther Pride”
Providing students with opportunities for moral action is the principle underlying Panther Pride.  At Washington Middle School, they have spent the past three years training student leaders to teach other students to facilitate discussions and activities to the other students in the school.  The 8th grade cohort was chosen based on their character, their potential and ability to be good leaders.  Approximately fifty students participate in the training in the fall; then throughout the year they go into small class groupings and lead activities to teach/reinforce:  the “Six Pillars of Character” from Character Counts, drug prevention, and bully prevention.   Students taking responsibility for their own and peer learning of character is contributing to a safe and positive learning environment.

West Elementary School (Jefferson School District) – Jefferson, WI- “Celebrating Character through Writing Prompts”
West Elementary was looking for a way to enhance and enrich the time they spent each month in their character building “Wildcat Wednesdays”.  Expanding on this work, staff developed and implemented a   writing activity.  Each month, two homerooms participate in a writing lesson; after the monthly character trait is discussed in class, students are asked to write an essay about what that character trait means to them using a specific example in their life.  These essays or “prompts” are used throughout the month; 2-3 are read daily during the morning announcements, teachers use the essays for discussion, and at the end of the month they are posted on the character board in the school lobby.  Students seem eager to share their experiences and are making stronger connections to what character means in their lives.

Woodlands School (UW Milwaukee Charter School) – Milwaukee - “Little Families”
Developing character through a caring community is what “Little Families” at Woodlands School is all about.  These multi-age groups of twelve meet monthly to discuss, analyze and propose solutions requiring values of respect, responsibility, fairness, trustworthiness, caring, citizenship, and creativity.   Developing these values comes from discussion- sharing their understanding and experiences related to these values- much like a family does.  Reflection is a strong component of these discussions. Through this caring and supportive structure, healthy and respectful relationships are developed.  These families remain intact through the school career, providing strong relationships in this K-8 school.  Faculty plays an integral part of the Little Families, and the relationships developed create strong bonds that often continue even after students leave Woodlands School.  Staff cites an additional benefit: student infractions of the school code of conduct have dropped by 50% over a three year period.

 

2010 Wisconsin Promising Practice Winners

Bloomer High School (Bloomer School District) – Bloomer High School Advisee Program
Students at this high school are assigned to one advisee group for their entire high school career.  All faculty members lead an advisee group.  During the course of the year, they are learning from a strong curriculum that is focused on character education.  It is structured in a way to give students an opportunity to learn, discuss and reflect on the lessons presented.  In addition to the proactive teaching of character, the advisee program creates connectedness among students and staff.

Canterbury Elementary School (Greendale School District) – CARE Monthly Assemblies
CARE or Community, Attitude, Respect and Empathy are the four core values at Canterbury.  Each month, a theme related to these core values is highlighted.  They do this at an all school assembly, and also highlight it in classroom meetings, bulletin boards, staff committee meetings, and updates in the library materials.  Grade levels choose a month where the theme relates to their curriculum and events.  All students, from gifted to special needs, are given the opportunity to participate.

Capitol West Academy (UWM Charter School) - Passport to Success
Each year, parents, teachers and students sign a Pledge to agree to work together in three key areas: communication, partnership, and commitment to life-long learning.  One facet of the pledge requires daily communication between teachers and parents. The “Passport” is the vehicle for communication.  It is also used to provide a framework during the school day for discussions, feedback and reflection on core ethical values, prosocial behaviors and personal choices. The passport must be taken home each day for parents to review and follow-up conversations with their children about the information provided by the teacher.  

Columbus Elementary School (Columbus School District) - Responsive Classroom/Heart of Student Success  
This school took the Responsive Classroom curriculum to a new level.  Building on their daily morning meetings in each classroom, they expanded it to an All-School Morning Meeting.  This gathering of the whole school at the start of the day is used to strengthen the sense of community and to reinforce the social curriculum. These concepts are then strengthened throughout the day in the classroom.  

Janssen Elementary School (Kimberly Area School District) - Playfair Using play as a way to teach, model, practice, reflect and experience character education values is the “Janssen Way”.  This program gives all students a chance to participate in fun, non/low competitive, high participation activities during lunch and recess. This program utilizes cross-age buddies, high school volunteers, and engages all staff in training on Playfair.

Jefferson High School (Jefferson School District) –STAR Organization
STAR was formed by students at this school to focus on the fundamental qualities of respect and compassion in order to make a difference in their school climate.  These students are involved in leadership training, facilitating school-wide activities, and  participating in 8th to 9th grade transition activities including mentoring.  Survey data shows that these students have higher levels of positive values and social competencies.

Lake Bluff Elementary School (Shorewood School District) – Essential Questions of Character Development
Four years into their character education initiative, this school decided they needed to delve more deeply into their character discussions.  They have nine character traits which they have highlighted monthly. Faculty created a set of nine essential questions-one for each month- that guided them this year. These questions, such as: “What makes a good friend and what makes honesty complicated? “are presented at monthly all-school assemblies.  They were also the topic at the monthly small round table discussions between students and the principal.  These questions have focused on exploration of character formation and real-life situations.  Local teens and adults have been invited to share their experiences with these students and answer how they responded to these essential questions.

Lynde & Harry Bradley School of Technology and Trade (Milwaukee Public School) – Shockwave Character Videos/Online Quiz
Seniors in the programming classes at this high school have developed movies and interactive quizzes that connect students to real-life scenarios about personal choices.   Integrating learning of Web development tools, and connecting it to the school-wide campaign of  improving behavior and performance through character building projects has only recently been implemented at the school, but has gained widespread popularity.  Attendance in the programming classes has dramatically improved with the impetus of this program/activity.

Prairie Elementary School (Waunakee School District) – Brag on Your Buddy
This school had a character education program/approach that relied on extrinsic motivation (t-shirt rewards) to help promote positive character.  Upon reflection, they have changed the focus to developing awareness of others who exhibit positive character attributes.  Brag on Your Buddy sheets are used to record appreciation by students of others who are practicing the character traits that are taught through guidance classes, classroom instruction and monthly assemblies.  They also use journaling for reflection on what they have learned.

Saylesville School (Rubicon Jt. 6 School District) – Service with Pride
Students are being asked to apply values they are learning in their multi-grade “Prides”.  Students, staff and community volunteers develop proposals for projects that put positive character into action.  The proposals must link to character and connect to academic skills.  Projects ranged from local contributions to national.  A unique component is the requirement that students jointly reflect on their “Pride’s” project by creating short presentations for school and community members.

2009 Wisconsin Promising Practice Winners

Bay Lane Middle School – LINKS Program This program partners students with special needs students – serving as a “link”- to the kids who may struggle with a variety of issues. They buddy with them at recess, lunchtime and during other school events. The students are given training to understand the needs of these students. Friendships are formed and the school is a welcoming place for all students.

Business and Economics Academy of Milwaukee – Eight Core Values This school has adopted the Eight Core Values to use as a reference point for students that encourages the formation of a positive learning culture and guides the students and school in all that they do. These values are key and are followed by students, teachers, administrators and support staff. This initiative has created a classroom environment that promotes learning and resulted in improved academic success.

Fontana School – Character Community Groups Fontana Elementary formed multi-age groups for their student body to build a sense of community. Dividing the school into 14 groups with at least two students from each grade level , these groups meet every month and learn a core value. The eighth graders are given a leadership role for planning activities, and all staff participates in the group activities in some capacity.

The Grant School Family – Character Connection Family Homework Grant Elementary engages their families as partners in character building with the “Character Connections” or family homework. Each month their Family Meetings introduce the character-related theme and focus. Parents are encouraged to attend these Friday morning meetings. Building on lessons at school, information and activities are sent home for the adults to work on with their children.

Jefferson Middle School – Advisory Outreach Activities The advisory program at Jefferson Middle School provides students with multiple and meaningful opportunities for moral action; developing skills that build on the core values of the school and the district. The goal of this program is to help students shift from an “I want” attitude to a “what can I do for you” attitude. Each project is student-generated and approved by a teacher. Since the time that Jefferson Middle School began these projects through advisories, office referrals for poor behavior decreased sixty-four percent.

Lake Bluff Elementary School – Captain’s Crew The Captain’s Crew is a monthly lunch meeting with two representatives from each classroom, K-6 grade. These representatives are chosen at random and change monthly. They have lunch with the principal and use this time to learn about and discuss important concepts in the school related to attitudes, values and practices that make up much of the moral code in the school’s climate. The group works to resolve issues that come up in this forum and the representatives take the information back to their classrooms. Students have a voice and a choice in the culture of the school.

New Holstein Elementary – Random Acts of Kindness - Kindess Stars Teachers and staff have “pass it on” cards to give to students when they see them doing something kind for another person. The cards get turned in and students get a star in the hallway. The school sends a note to the parents informing them of the kind action of their child. There is also a weekly school meeting where these students are recognized.

Pewaukee High School – Pirate Pride This program is designed to maximize the academic potential of all students while fostering an environment that promotes positive student citizenship. The Pirate Pride Program’s key component is a student tutoring program, promoting social skills and developing academic competency. There is also a High School Helpers component.

Seton Catholic Middle School - Seton’s Shining STARS This advisory program is centered on monthly character based themes and seeks to nurture a sense of community and promote good decision-making. All staff serve as mentors to students. It also includes reflection of values, activities and integration of character education in the curriculum.

Salam School – two practices honored: Honoring the Salam Way Honor Code and Character under Construction-Assessing our Program Salam school has developed a “Salam Way Honor Code” that highlights the ethical values of the schools. Prominently displayed for all to see, it is accepted by all staff and students, the code is taught to students. Parents are also partners in reinforcing and acknowledging the Salam Way Honor Code. The Character under Construction is a solid assessment program put in place to gauge the impact of the Salam School character education initiatives.

Swallow School - Big Buddy Big Buddy program works to promote themes of responsibility, respect, compassion and honesty. The program is developing pro-social behaviors in students by allowing them to engage in active listening and helping opportunities with their buddy. The Big Buddy program is also designed to give the older students a chance to understand their role as mentors and models.

2008 Wisconsin Promising Practices Winners   

East Elementary School, Jefferson for their Character Clubs.  These multiage clubs involving teachers, staff and students in monthly activities focusing on common themes and examples drawn from the School District of Jefferson’s “character trait of the month” have demonstrated effective communication of core character values and a lasting impact upon students and adults.

High Point Christian School, Madison for their “Caring for One Another for Smart People Like You” program.   Through this program of daily and weekly activities, assemblies and classroom interaction students, teachers, staff and parents have noted quantitative growth in the level of caring and respect demonstrated by the entire school community.

Richards School, Whitefish Bay for their Morning Message program.  The school day begins with a school-wide announcement addressing a specific character topic or concept tied to a weekly character education theme.  The theme and the daily examples are successfully integrated into classroom activities and bi-monthly school meetings that have raised the “character quotient” for the entire school.

St. Marcus Lutheran School, Milwaukee for their “Month of Gratitude” program.  All students and teachers participated in a month-long project focusing on the dynamic exemplification of gratitude as a foundation for good character.  The program included community outreach by students and teacher as well as cross-cultural activities demonstrating the diverse expressions of a “grateful heart.”

The Salam School, Milwaukee for their Students’ Voices program.  Students drawn from kindergarten through the eighth grade plan and lead daily assemblies for fellow students, teachers, staff and parents focusing upon specific themes in character education and character development.  Rotation of leaders insures that every student is involved in “voicing” character at some point during the academic year.

Saylesville School, Rubicon for their Wildcat Wednesdays and their supporting Prides. Multiage small groups or “Prides “draw all kindergarten through eighth grade students into activities focused on character development.  The Prides gather one Wednesday a month for an all-school assembly celebrating the demonstration of the “character trait of the month.”

Waukesha North High School, Waukesha for its Ignition program.  In-coming freshmen are eased into the challenges and demands of high school by older student peers and staff members in this proactive approach to teaching positive character traits through mentoring.

The Beloit School District, Beloit for its Storyfest: "Celebrating the Good People in our World” program. As part of a district-wide character education initiative, this annual celebration draws schools and community together to hear first-hand the impact of virtuous character on both ordinary and extraordinary lives.

The Jefferson School District, Jefferson for its “Jefferson Way “initiative.  The school district and community drew over a hundred people together to develop action plans for integrating positive character traits into every facet of the educational experience and the wider community.  Out of these action plans a number of successful programs have been launched at both a district and school level.

2007 Wisconsin Promising Practices Winners

School District of Grantsburg, Grantsburg for its "Development of Grantsburg's Core Values". Through a series of gatherings, dinners, news articles and surveys, the Grantsburg School District engaged their community in establishing their core values. These core values form the basis for their character education, provide the tools students learn in class, and are used by students to self assess their thoughts, feelings, and behaviors.

Lake Bluff Elementary School, Shorewood for their "Character Education Assemblies". They changed their school assemblies from performances to gathering time. They used this as a time to learn the language and practices that would help them build a school of character. In doing this, they also celebrated their successes in practicing their character traits. Along with the assemblies, they made a literature connection; each month they chose a book that exemplified the monthly character trait to read in each classroom.

Milwaukee College Preparatory School, Milwaukee for their "Proactivity" curriculum.  Proactivity is defined as "learning the value of strong character". This is the foundation of the social skills curriculum, and is a character-building program based on the adjective proactive. All students, teachers, staff and families are included in the lessons and activities. An example of family participation is the development of a family mission statement. Character education is taught through literature, classroom routines and homework assignments.

Salam School, Milwaukee for their "Character Building All Year Round Calendar Integration".  Students were asked to illustrate a monthly core value. The community selected the artwork which they felt should be used in their character calendar. The calendar also features pictures of students helping others. These calendars were sold and the proceeds were donated to needy members of the community.

Waukesha North High School, Waukesha for their "Daily Advisory Period". Character education was so important to the school that they redesigned their school schedule, resulting in a daily advisory period with a character development curriculum aligned with the 40 youth assets, the Changing Lives Character Education curriculum and also includes service to the community.