2020-2016 LACCS Participant Feedback

March 5, 2020

Please rate the following items on a scale of 1 – 5.

                                                                                                                                                                                        AVG

  1. Quality of presentation – Panel                                                   8

                                              5 [3]                                          4 [9]                                          3 [2]                                          2 [2]                        1

                                         Very High                                     High                                     Moderate                           Somewhat Low         Very Poor

 

  1. Useful take home information – Panel                                                   7

                                              5 [3]                                          4 [8]                                          3 [2)                                    2.5 (1)2 [2]                   1

                                         Very High                                     High                                     Moderate                           Somewhat Low         Very Poor

 

Please respond to the following questions.  Please use the back side for additional comments.

 

  1. I’m glad that you . . .
  • Brought different speakers to talk about character Ed. It gave me so much info about how positive and impactful Character Edu. is.
  • Had a high school speaker.
  • Had a variety of guest on the panel.
  • Had a panel interview to receive different perspectives.
  • Gave us time to work on plan, shows examples of poster
  • Had a low cal. dinner.
  • Had old members come to share their experiences
  • Showed examples of previous schools posters.
  • Gave us time to work!
  • Shared that we have a poster to do.
  • Provided a panel of passionate school representatives who have implemented innovative character connections embedded in all aspects of their schools.
  • Let us have time to work and talk with our group.
  • Spoke of the highs and lows of the planning process, the true aha’s to this.

 

  1. I wish you had . . .
  • Examples of each school’s touch-stone.
  • Warmer room; not standing for circle.
  • Talked about how we can influence leaders or how to do this when we aren’t leaders.
  • More teachers on panel. How to make this work without complete administration buy-in.
  • Provided cocktails.

 

  1. I gained the following “key” learnings (aha’s, questions, etc.) from our work today:
  • Older kids taking care of younger. HS students mentoring Middle School students.
  • How to implement and get buy-in.
  • Need to have a team approach.
  • Character doesn’t mean out kids are perfect or we are perfect.
  • Plan time
  • How other schools kicked off parts of their plans.
  • Ideas to begin the plan.
  • Our school’s situation of generating a plan is not uncommon.

 

  1. Between now and next session, I will try out the new knowledge and/or skills in the following way(s):
  • Use circle to build positive learning environment.
  • Remember to make learning a positive experience.
  • Focus on some of the great things we are doing already.
  • Make progress on the plan.
  • Work on plan.
  • We will be meeting with our whole character edu. team.
  • Need collective, shared “ownership” as well as leadership initiatives students as well as adults!
  • Meet w/ whole team to renew plan.
  • Meet with our whole character edu. team back at school to talk about our plan.
  • Data gathering from constituents.
  • Get together w/my team to work on our poster and our plan. Think of “small initiatives that are sustainable” to put structures in place and attract colleagues buy-in.
February 6, 2020

Please rate the following items on a scale of 1 – 5.

Avg

  1. Quality of presentation- Drew deLutio                                       59

                                             5 [21]                                        4 [10]                                            3                                             2 [1]                        1

                                         Very High                                     High                                     Moderate                           Somewhat Low         Very Poor

 

  1. Useful take home information- Drew deLutio                                       63

                                             5 [21]                                        4 [10]                                         3 [3]                                             2                           1

                                         Very High                                     High                                     Moderate                           Somewhat Low         Very Poor

 

 

 

Please respond to the following questions.  Please use the back side for additional comments.

 

  1. I’m glad that you . . .
  • Provide food; bring in interesting materials/speakers; have resources (BOOKS)
  • Have FOOD! And wiggle breaks
  • Incorporated such meaningful tools into training; had meaningful lesson examples; talked about default modes and tools to overcome that. This was the best class session yet!
  • Helped me understand why circles are so important, and explained restorative justice.
  • Had real examples; was vulnerable and honest
  • Used the achievement gap example. That was a real eye-opener
  • I really enjoyed doing the book talk as a fish bowl (smaller setting)
  • Dedicated the entire day to Restorative Practices and Drew. There was so much to learn, and I feel like we were able to dig pretty deep.
  • Had us experience the circles and view it in action. Talked about how to engage students.
  • Took time to respond to questions; shared your true feelings and values.
  • You explained/shared information about the comparison between the tradition system of discipline and restorative practices (shifting expectations)
  • Started with saying that you’re not an expert. Sometimes we come to these presentations expecting to hear from an “expert,” but your own experiences make you more than an expert – a practitioner.
  • Talked through examples, answered questions, proposed a different perspective.
  • Gave real life examples of different types of circles
  • Had us experience the circles first hand
  • Showed the importance of circles and spoke on how to change mindset
  • Spoke in-depth about restorative practices and the values needed for success
  • Started the day with a circle. Having everybody sharing really created a positive environment for learning today
  • Allowed time to work on our plans.
  • I LOVED your answer to Brown Deer’s question on restorative vs. compliance; telling stories engages your audience
  • Applied concepts to your own experiences and to your kids. It helped that you used those real-life examples.
  • Modeled the process
  • Had passion for your topic; seemed knowledgeable and credible
  • Gave us time to get plans started
  • Gave example lessons on how to teach content through restorative circles
  • Provided many useful sample circles that we can use to fit our own group’s needs
  • Had delicious scones
  • Energized my group and I to go back to our school and kick this into gear! It is something I have already been doing – but it just is nice to see it given a name and a structure!
  • Answered so many questions regarding a culture shift/mindset; gave so many real life examples
  • Seemed to anticipate questions that would come up and were ready to address them
  • Took the time to address the idea of consequence vs. punishment; gave great language to use
  • Changed the setting of the book talk. I like the fish bowl/sitting in a circle method much better. It’s less intimidating and easier to share out even as someone who is just listening.

 

 

 

  1. I wish you had . . .
  • More mini-breaks; sitting and listening so long is hard for me; more info coming in – not thought this was what this was going to be about
  • The camera person in the empty space, set up right in front of where I wanted to sit so I wasn’t facing backwards; more broad as well in emails; what building I wandered around for 15 minutes before someone could help me find Bucyrus room
  • Given more physical/visual examples (the distance visual between teacher and first day student was powerful)
  • Had us discuss with our tables more
  • The time to tell us about more tools that we can/could use to begin/implement a restorative practice.
  • Purchased more Circle Forward books – there is a lot in there, and I feel like I could use one just in my room
  • N/A – Great job, very informative
  • Timeline – do you spend a year working with staff learning and practicing before rolling it out to the students the next year?
  • More time with examples of lessons
  • Spent a little more time giving staff examples
  • More ways to get coworkers on board
  • Turned the heat down in the room – it was too hot
  • More time to work on plans. Less sit and listen time.
  • Addressed how this looks (especially content lessons) at the elementary level
  • Address how to start if your team or school doesn’t have same belief; more visual slides printed
  • Talked more about how/ways to be restorative after a student returns from suspension
  • Given us more time dedicated to working on our specific plan
  • Gotten to the “meat” of the presentation faster. It took a while to get fully engaged.
  • More opportunities to reflect/turn and talk with peers; gave an example of how restorative practice worked vs. all the ways we all need to change
  • Been more positive – you focused on how far the gap is, how negative teachers are at lunch; don’t tell us every building has teachers that call kids assholes. It makes it seem like it’s a norm; when you say, “There are people you know….” “You know people who…” you are creating a divide, give us solutions; broken the starting circle much smaller – multiple groups for time – took too long to start the learning. It would’ve been more meaningful and got the same out of it. “What is in this lesson plan that never is?” – you don’t know all of our lesson plans. You have a great message don’t be so self-deprecating – “Not that you weren’t thinking of leaving, you were.”

 

 

 

 

 

 

 

 

  1. I gained the following “key” learnings (aha’s, questions, etc.) from our work today:
  • Still missing the boat on potential and kinetic energy; powerful change for kiddos
  • Surveys; have biases (confirmation bias); scientific method – disprove what we believe true.
  • How to scaffold questions for circle facilitation; ideas to implement more staff buy-in for restorative justice; how to be a more active leader in the mindset shift
  • Where the “gap” comes from
  • Need to self-reflect on my reactions more and notice what message that’s sending; “Kid’s actions are honest” – look to them to say more than disrespect
  • The “traditional” model vs “restorative” model was an excellent and impactful visual
  • Seeing how to conduct an actual circle and seeing how it fits with the content
  • 4 quadrants; shifting expectations; realizing the distance that relationships (or lack thereof) can put between the teacher and stuff – and how/why that would affect academics
  • Relationships is the foundation
  • Considering social discipline window and relationship gap in order to address classroom behaviors and achievement/achievement gap
  • Can’t worry about the achievement gap when you have not addressed the relationship gap
  • Transitioning from traditional to restorative with building relationships
  • I was able to gain more knowledge of restorative practices and how they are best utilized
  • Experiential engagement is first and foremost; the gap can be closed w/ a mindset shift
  • The conversations recognizing misbalance of punishment vs. consequences is crucial. Have to define what all of it means and recognize where it’s going wrong in order to find a balance
  • Mindset; default; value
  • Identifying the data and figure out what we are suspending kids for; changing the old model correctly
  • The difference between the 2 different gaps. How one cannot be achievement if we don’t close the relationship gap between teacher and students.
  • Ideas for my school’s future plans
  • Using circles to do content
  • Reaffirmation (I’ve had RP training through IIRP)
  • Reflection is key; relationships a must
  • Content can be taught in circles; how to still have punitive consequences in a restorative model/the need to analyze data to evaluate reactions to relationship issues vs. safety issues.
  • Behavior is an indicator of an unmet need; this responsibility to facilitate relationship between student and content
  • Strategies for engagement
  • Makes me feel more empowered!
  • Prioritizing emotional connections and relationships; love the idea of content circles
  • The discussion on traditional vs. restorative approaches was great
  • The chart of traditional vs. restorative
  • Social discipline window
  • Try – there isn’t a reason not to – everyone will win
  • I can’t believe Ronett is 50 years old! (she shared in the circle). I thought she was like 30!

 

 

 

  1. Between now and next session, I will try out the new knowledge and/or skills in the following way(s):
  • I’m not quite sure – cram anything into my little time with kids once a week who do it. hmmm.
  • Connect more curricular content to circle practices; question our handbook vs. a shared agreement
  • Start using circles in more restorative ways
  • Relationship building within my small group
  • Using more questioning to get to solution rather than trying to solve it right away. Knowing it is okay to take time and I don’t have to have an answer right away.
  • I have already marked the restorative page for “Restoring the Class that Ate the Sub” (Due to texts received from school today – this will be perfect)
  • Circle in my class
  • Begin content introduction via restorative circles; experiential engagement for content acquisition
  • Work on using restorative circles with either staff or students
  • Shifting my own lens to helping educators in transitioning to restorative
  • Using the Circles Forward book to work through and help facilitate circles
  • Literacy circle- black history month content
  • Bringing experiential engagement into my teaching practice
  • I want to be more aware of my default and how I can turn it into more restorative
  • Sharing with admin about integrating from the old way to the “restorative way”
  • Circle and discussing values
  • Continue to transfer restorative approaches in my teaching and encourage other staff members to as well
  • I already do so, on consistent basis
  • Think and apply how I can use RP within my scope without waiting for there to be a system wide approach
  • Try a content restorative circle, purposely try to rebuild relationships with restorative practices with students I struggle with.
  • Start a restorative circle process in classes where teacher has a breakdown in classroom atmosphere, management, or behavior
  • Value circle
  • Would love to try circles; would love to have more staff conversations around the difference between standard/tradition and restorative practices
  • Incorporate circle time into morning meeting and as a tool to supplement read-aloud
  • Courageous conversation about this with another educator
  • Check-in circles
  • Academic/content circle
  • Try to implement both restorative and academic circles into my classroom. I have already started to implement community circles
January 9, 2020

Please rate the following items on a scale of 1 – 5.

                                                                                                                                                                                        AVG

  1. Quality of presentation – Mary Gentile                                                   8

                                              5 [3]                                         4 [12]                                         3 [6]                                          2 [1]                        1

                                         Very High                                     High                                     Moderate                           Somewhat Low         Very Poor

 

  1. Useful take home information – Mary Gentile                                                   9

                                              5 [4]                                         4 [13]                                         3 [3]                                          2 [2]                     1 []

                                         Very High                                     High                                     Moderate                           Somewhat Low         Very Poor

 

Please respond to the following questions.  Please use the back side for additional comments.

 

  1. I’m glad that you . . .
  • Went over same already made action plans.
  • Gave examples of strong projects (2)
  • Explained the difference between learning and service learning.
  • Showed us the importance of connecting service learning to student learning & leadership.
  • Spoke about service learning depth.
  • Brought service learning full circle/ bring it to the students.
  • Had ice cream J
  • Broke down the service learning process.
  • Had so many hands on activities.
  • Gave us a template to work and plan with as a tool.
  • Brought the important issue of service learning into the LACCS community.
  • Shared specific plan examples.
  • Added the component to our learning and how important it is. Ice cream J
  • Reminded us about the importance of student buy-in vs student led
  • Did the confirmation bias.
  • Gave time to apply to our schools.
  • I loved that she put a # of people she wanted to hear from. – Great job!
  • Let us mingle working on service learning opportunities.
  • Cleared up what service learning is.
  • Give us a better insight on service learning.

 

 

  1. I wish you had . . .
  • More examples of service learning projects or had more time to go over all the posters we made.
  • Given examples of both
  • Examples of service learning projects so Key Elements were pointed out.
  • Given examples on the presentation and gave a handout of the presentation
  • More talk about culture and climate.
  • Given us just a bit more time for planning. (2)
  • Spent more time on enhancing service learning through meaningful reflection.
  • Given us more time to talk as a school about service learning opportunity.
  • Given us more time to develop our own ideas.
  • Given us time to work on the plan.
  • Included some younger examples in presentation/ beyond the posters planned. Service learning in k-3 looks very different. (2)
  • More time
  • Had more engagement vs sit & forget.

 

 

  1. I gained the following “key” learnings (aha’s, questions, etc.) from our work today:
  • I thought of a few projects I could incorporate into my teachers.
  • Student led connected to curriculum.
  • The reflection portion is just as important as the action and plan.
  • .The most important thing to do, if you do anything, reflection.
  • Make service learning student lead. (2)
  • Service learning should have more student involvement.
  • Some things can start small + others can be large and we needs to work backwards.
  • Meaningful reflection info. Encourages students to want to reflect again. Add reflection to enhance service learning.
  • I will have to do a lot of work on my own to get a service learning project off the ground.
  • I learning about confirmation bias.
  • Everyone gains from service learning.
  • Reflection
  • How we are already working, the connection and what area we can build.
  • A deeper understanding in S.L. Reflection/share components are often skipped but so important.
  • Service learning helps students learn about the world around them and helps them learn about themselves.
  • It can apply to many subject areas and involves research.

 

 

  1. Between now and next session, I will try out the new knowledge and/or skills in the following way(s):
  • 11 principals
  • LAACS team goals
  • Learning about my new school
  • Creating a student government to tackle a pressing issue in our school (student voice/leadership)
  • Implementation service learning in an impactful way for the students and the school.
  • Meet w/ team to discuss next steps and how to get more involved.
  • Meet with dean for the work on plan.
  • Think about reflecting on our service projects or how to make them more like a service project instead of just a drive of some sort.
  • Meaning reflection practices.
  • Start thinking about our global service project for next year.
  • Planning! (2)
  • Bring back to my colleagues & share what I’ve learned.
  • Talk w/our theology teachers & service learning.
  • See what schools must want to become involved in.
  • Connect before connect.
  • Talk to principal abut service learning.
  • I will open discussion with character team for potential projects.

 

December 15, 2019

Please rate the following items on a scale of 1 – 5.

 

  1. Quality of presentation –Elaine Gehring

 

                    5 [7]                 4 [10]                                         3 [8]                                          2(1)                                             1

                    Very High        High                                     Moderate                           Somewhat Low                           Very Poor    Avg: 3.88

 

  1. Useful Take Home Information

 

                    5 [12]               4 [11]                                         3 [4]                                          2(1)                                             1

                    Very High        High                                     Moderate                           Somewhat Low                           Very Poor      Avg: 4.2

 

  1. Site Visit – Edgewood

 

                    5 [15]                4 [1]                                            3_                                               2                                                1

                    Very High        High                                     Moderate                           Somewhat Low                           Very Poor    Avg: 4.93

 

 

  1. Site Visit – Brown Deer 

 

                    5 (8)                  4 (2)                                            3_                                               2                                                1

                    Very High        High                                     Moderate                           Somewhat Low                           Very Poor      Avg: 4.8

 

Please respond to the following questions.  Please use the back side for additional comments.

 

3a. I’m glad that you . . . (Edgewood)

 

  • Connected us to Edgewood School! It was great to talk to them, get new ideas, and see CE in action
  • Gave us time to rate our schools on the 11 principles before the sit visit. It was helpful to have strengths and areas for improvement in mind and then being able to see how a school of character applied the principles. Great examples and feedback to work and brainstorm from.
  • Let us walk around to other “break-out” groups, w/ questions after at Edgewood. Great to talk and observe.
  • Provided a chance to set it all in action.
  • Had our speaker join us today.
  • Talked about the principles and gave us time to self-assess our school. This was all useful information.
  • Showed specifically how some schools do their character building.
  • Provided an opportunity to have us visit a school of character.
  • Had site visit.
  • Had discussion time; group share; Provided so many things to observe in school; Q&A time/mingle idea time
  • Allowed us into your school
  • We got to visit Edgewood hearing the 11 principles in action which gives us options to consider. I love opportunities that we could implement and to see the school in operation.
  • We had time to speak with the staff at Edgewood. We were able to choose different areas to visit.
  • Took us to a site that demonstrated a lot of the character traits.
  • Gave us an opportunity to witness/visit Kindness schools and leave time for questions/discussions.
  • Outside connections; field trip; food; Wi-Fi
  • Gave us a chance to see a school with positive events and classrooms filled with character initiatives.
  • Allowed us to do a site visit – very informative.

 

  1. b. I’m glad that you…. (Brown Deer)

 

  • Had the BD students present. So effective
  • Gave us time to talk about plans. (3)
  • Were able to set up the field trip to BD. It was awesome and very well presented- Lots of good ideas to bring back to our own school.
  • Had us come to a national recognized school in my age group.
  • Invited us to BD, great experience! (3)
  • Gave us time to work. (2)

 

 

  1. a. I wish you had . . . (Edgewood)

 

  • Seeing the rest of the school and how they differentiate character education to make it age appropriate.
  • Examples of how character education is represented in younger grades – not just 5th
  • More time to deep dive into these principles sooner or over 2 meeting times.
  • Talked about the principles at the first night of the course. Today’s session would have been nice to have back in September/October.
  • More time for 11 Principles scoring
  • The opportunity to rotate to all the different parts of the elementary school, as all the offerings looked very interesting.
  • Had this presentation at first; take the time to present the principles – too rushed – it’s the backbone of the program.
  • Updated some videos; a little more time
  • Handouts available if you can’t get to all the rooms.
  • Not spent so much time with the 11 Principles as the breakout groups. Handouts would be helpful.
  • Given more time to complete principle survey for our own school.
  • More morning breaks – less rushed feeling.

 

 

  1. b. I wish you had… (Brown Deer)

 

  • More time for the 11 principals
  • Given us a time to tour BD. (4)
  • More time to not be rushed through an important presentation.
  • Given us more work time.
  • Fed us earlier.

 

 

  1. a. I gained the following “key” learnings (aha’s, questions, etc.) from our work today (Edgewood):

 

  • Yikes – way too many today to rewrite here. So many notes today that I hope to implement at my school and/or in my classroom.
  • Goal setting and motivation.
  • Bringing deeper meaning and recognition in addition to – and eventually in place of extrinsic rewards.
  • Kindness club; further Jr. Coaches with Recess Ranger ideas; revisit families as a school; student facilitator during conflict resolution; apply for promise principals.
  • New clubs
  • Ideas to use after the Edgewood visit
  • How our school scores when using the 11 principles (pretty well), and what are some of the programs we can implement to improve.
  • How can we bring some pieces of restorative justice to our school, as I heard some examples used in the elementary school. I also want to think about how to make the switch to intrinsic vs. extrinsic.
  • Our school needs more peer mediation and we would benefit from project/service learning; lots of ideas to incorporate at school.
  • Ideas to take away and bring into our school.
  • Thank you to the teachers who opened their classrooms; hearing about Recess Rangers
  • Recess Rangers; Responsive Classrooms
  • Reward and motivate with intrinsic motivations.
  • It really does feel different and it’s the buy-in that changes everything.
  • More in depth 11 principles – super helpful; students’ view; interactions with others about being school of character
  • Things to bring back to school and try tomorrow.
  • Recess Rangers/Self Reflection

 

 

 

  1. I gained the following “key” learnings (aha’s, questions, etc.) from our work today (Brown Deer):

 

  • Let SS lead change!
  • Service learning vs community service.
  • So much- things to bring back to my colleagues & students on how to embrace character education.
  • Student involvement is key!
  • Student leadership vs initiative
  • Practical acknowledgment of how school implements LAACS ideas.
  • BD is doing amazing things!
September 26, 2019

Please rate the following items on a scale of 1 – 5.

 

  1. Quality of presentation – Jeff Waller

 

                    5 [32]               4 [18]                                         3 [1]                                             2                                                1

                    Very High        High                                     Moderate                           Somewhat Low                           Very Poor   Avg: 4.6

  1. Useful take home information – Jeff Waller

 

                    5 [28]               4 [21]                                         3 [2]                                             2                                                1

                    Very High        High                                     Moderate                           Somewhat Low                           Very Poor   Avg: 4.5

  1. Quality of presentation – 11 Principles

 

                    5 [11]               4 [16]                                        3 [23]                                         2 [1]                                             1

                    Very High        High                                     Moderate                           Somewhat Low                           Very Poor   Avg: 3.7

  1. Useful take home information – 11 Principles

 

                    5 [12]               4 [20]                                        3 [18]                                         2 [1]                                             1

                    Very High        High                                     Moderate                           Somewhat Low                           Very Poor   Avg: 3.8

 

 

Please respond to the following questions.  Please use the back side for additional comments.

 

  1. I’m glad that you . . .
  • Had Jeff as a presenter. I loved his practical information.
  • Provided lunch so we could keep going and not take too much time out of the agenda
  • Modeled activities we could use
  • Allowed us to talk to others about what we’re already doing.
  • Have resources that we can have to keep and use as a resource
  • Jeff Waller had a lot of “share out” type answers
  • Will provide the book from the presenter
  • Talked about different character values
  • Had information that was useful to our school
  • Include the experiences of the participants
  • Incorporated self-assessment and focus on action, used circles at multiple ways to interact, appreciate the modeling and rationale, respect for the feedback.
  • Allowed for discussion and activities to demonstrate concepts presented
  • Are doing such great work for so many teachers and schools by providing so many great ideas and resources to us all. KEEP UP THE GREAT WORK.
  • Gave us options of various ways to gain information, discuss, and advise
  • Gave everyone a voice; activities were connected to what we can do in our own schools.
  • Brought in a great first speaker to inspire and motivate us; visual notes
  • Brought in Jeff Waller – powerful stuff
  • Went into examples of 7 Mindsets
  • Had breaks
  • Had coffee; had an excellent speaker with good substance
  • Brought in a great speaker
  • Provided strategies to bring back to the school.
  • Gave us time to reflect where our schools were at within the 11 principles
  • Had us talk with our school about each thing Jeff talked about
  • Brought in a guest speaker to share his knowledge
  • Started right away with Jeff
  • Geared the presentation toward adult relationships rather than student focused
  • Had a variety of activities
  • Are being great examples and modeling a lot of cool activities that we can use at our schools
  • Allowed us time to process as a group
  • Gave time to discuss brief, clarity, conflict, nurture, play – very productive
  • Did small group at the end, gave talk time
  • Brought in a good speaker that encouraged lots of audience talk and was relevant, and had snacksJ
  • Did the circle at the end, especially the thought provoking asking “who are you”
  • Explained the circle time again
  • Modeled circles for the group
  • Had discussion time at our tables
  • Allowed for time to discuss in groups
  • Had breaks, that you had time for talking
  • Had lunch, an awesome presenter, gave me a book, had lots of talking time, had Wi-Fi
  • You allowed our time to share with our tables; I love that you do group-share with experiences
  • Modeled circle time
  • Give us so many resources
  • Ended with circle

 

  1. I wish you had . . .

 

  • Left the coffee out
  • More time in circle
  • More coffee (day sessions)
  • Some candy to have on the tables
  • Given more information on 11 Principles
  • Talked more about actual scenarios happening (demonstrating the character values)
  • n/a
  • Incorporated more turn and talk with some of the prompts that we passed the mic for. That pattern seemed to get more lulls as the day went on.
  • More time for discussion. Discussion times ended too quickly.
  • I’m satisfied with all you had.
  • Less AC. It’s cold.
  • More cookies!!
  • The book share be more informal. It seems very high pressure with heavy topics for someone who is brand new to character ed.
  • Candy
  • More of an overview of 11 principles
  • More time for discussions; give the group who is presenting time to talk before.
  • Examples of 11 Principles
  • Slightly longer breaks to have unstructured talk with others.
  • Given time to meet briefly with book study groups to reconnect face-to face
  • Given us more time to process as a group
  • Given more time to talk
  • Brain breaks
  • Discussed 11 principles more
  • I thought we would have discussed the 11 principles more in depth
  • Given directions for parking
  • Smoother lunch
  • Given a wee bit more time in discussion… great convos were sparked
  • A little more time for our group to discuss; table discussion in the afternoon
  • More outlets/extension cords for laptops that die; drinks for am than just coffee and water; candy; shorter breaks more often. I don’t usually sit and listen this long.
  • Volume be louder on videos
  • It was a great day!
  • More time for us to move

 

 

 

  1. I gained the following “key” learnings (aha’s, questions, etc.) from our work today:

 

  • Assessment and self-evaluation of where our school “stands” when it comes to Principle #2
  • Whole teachers teaching whole children
  • Staff needs and student needs are important
  • Caregiver capacity, strategies to help teachers feel appreciated
  • “ridiculously awesome”
  • Nurturing is a key element with building trust
  • Building culture for staff
  • It takes a lot to be an educator; we are the #1 underappreciated career
  • Building the nurture within school, collaboration/communication with staff
  • Strategies on ways to better support teachers.
  • Loved seeing the sketch-note modeled. So much to think about and integrate – lots of overlap with complementary language to support relationship and a sense of belonging for adults and kids.
  • 11 principles, the 6 concepts of courageous leadership
  • I gained too many concepts to write down. I’m so grateful. Can’t wait to put them to use.
  • That there are some pieces missing from our current model at our school; what I want to celebrate at end of the year aka goals.
  • Various methods to get us involved and the circle at the end.
  • More circle ideas/norms
  • Thumbs-up Thursday, Feel Good Fridays
  • Important/specifics of “relationship building”
  • Importance of relationships and connections; staff need connections too.
  • Conflict, how-to
  • Play and trust being critical
  • Assessing needs and wants of staff as much as the kids to build staff/building culture
  • Connections! Staff and students should be in the forefront.
  • Too much to write – everything was great today J
  • Conflict can be good and should be embraced at times.
  • Make the focus on adult relationships much more intentional
  • Applications of Jeff Waller’s presentation and the book study – the neuroscience speaks to both!
  • No definition of “character”
  • Everything was great!
  • Community in schools means parents too
  • Using Jeff Waller info in my daily work
  • Whole Teacher Teaches Whole Student resonates with me.
  • Intentional relationships are key so teachers can reach children.
  • Opportunity to work with my colleagues or implementing culture work at our school
  • Creating meaningful relationships; creating a stronger staff relationship
  • Significance is important
  • I don’t know a lot of today’s lingo; that I want to read Jeff’s book, that my old co-workers are doing the same book study.
  • Knowledge of our school community; we need to work on relationships before we can nurture, or work on conflict, etc.
  • Reflecting about intention vs. impact
  • So many. How to engage my staff and students more.
  • Positive relationships

 

  1. Between now and next session, I will try out the new knowledge and/or skills in the following way(s):

 

  • Getting city council to come and tell the staff how ridiculously amazing they are.
  • Post the quote “make today ridiculously awesome” in classroom.
  • Developing ways to get to know staff with circle activities
  • Pull out info to take to our admin to begin using/implementing
  • Building trust in my team, making sure I am giving reasons to trust me
  • Implementing it with my teacher in the class
  • Adding a work session to share out
  • Reading and gaining deeper understanding of the cohort reading
  • Will reread materials and attend to the heart content
  • Reading given materials and reflecting on ways to build concepts/practices in school.
  • By modeling what I’ve learned.
  • Implement some activities to staff meetings.
  • Read chapter beforehand to get a deeper connection/ understanding of what the group is presenting to connect it to my own chapter.
  • Morning meeting activities, “feel good Friday”
  • The knee-to-knee activity
  • Sharing with staff and putting a couple things into action
  • I will try to read and take more active notes on the culturally responsive book.
  • 11 principles and look over online binder.
  • Having a meeting with my staff.
  • Intentionally add play each day; build trust.
  • Building staff climate
  • Some nurturing tasks and activities
  • With staff, with PBIS cane, with my team
  • Play, praise
  • Modeling the 7 mindsets
  • Being intentional with building a culture of belonging
  • Sharing with our character committee
  • Circles
  • Read ridiculously amazing schools!
  • Play time with more of all staff
  • Going deeper to engage “fun” and inclusion
  • Add some fun/play into the day
  • Use 7 mindsets to guide assessments coming up
  • Connect again w/ coworkers on next steps.
  • Piloting that communicative and collaborative modeling strategy in bringing staff, students, and parents together.
  • Think through my thoughts and the notes I made
  • Meet with my school team; build more positive staff culture and try to figure out what to do with conflict
  • “Tap shoulders” to be inclusion with empathy toward others.
  • Circle time with staff
  • Many of the activities we did.
September 12, 2019

Please rate the following items on a scale of 1 – 5.

 

  1. Quality of presentation

 

                    5 (10)                   4 (18)                                    3 (2)                                             2                                                1

                    Very High            High                                 Moderate                           Somewhat Low                           Very Poor  Avg= 4.3

  1. Useful take home information

 

                    5 (10)                   4 16)                                    3 (3)_                                            2                                                1

                    Very High            High                                 Moderate                           Somewhat Low                           Very Poor   Avg=4.2

 

Please respond to the following questions.  Please use the back side for additional comments.

 

  1. I’m glad that you . . .

 

  • Mentioned the WCEP, what LACCS encompasses, and additional resources we can tie our work.
  • Made this interesting and easy to get through, after a long day.
  • Has us break into groups.
  • Had breaks out sessions to get to know more people.
  • Went through the slides quickly- had a “morning meeting”
  • Focused with small groups.
  • Are giving us resources on line- will be easier to bring back to our school.
  • Took time to break into groups to learn more names.
  • Gave us time to meet others.
  • Helped me see all the ways my school is currently using character education.
  • Stuck to the agenda and plan.
  • Gave hard copy + e-copies.
  • Fed us and gave practical tips + guidelines.
  • Explained the why behind activities & book.
  • Are organized.
  • Spoke, rather than relied on text from slideshow.
  • Are doing a book study in groups.
  • Forced me out of my comfort zone of my own peers.
  • Feed us + save resources.
  • Made a safe place to share ideas and stories.
  • Had different activities and had us interact with others.
  • Had a welcoming/inviting climate. Where I felt welcomed from the moment I arrived.
  • Kept the pace going and had us out of our seats.
  • Mix up groups to allow us to meet new people.
  • Took time to allow for us to get to know others in our class.
  • Gave an overview of the entire program, gave us food, and shared great videos.

 

 

  1. I wish you had . . .

 

  • More time to talk between our school and others at our table
  • Bringing more attention to the stuff part of our community in addition to the character plans we already do with students.
  • Analyzing where our school is at regarding the 11 principals.
  • Wi-Fi. Lol J (3)
  • Facilitated a variety of activities including interactive, relationship-building. Also- that there is a “formal” book study with multiple-facets.
  • Sent the slides out ahead and just asked if we had questions to make it shorter.
  • Given more time to talk at tables or w/our school.
  • Explained more the time frame and expectation for the book talk. Will the group present in front of the whole group?
  • Given one example of a school plan to help us get introduced.
  • n/a
  • less candy
  • Salad + more heat. It’s a little chilly.
  • A warmer room- very cold.
  • Heat on. Very cold!
  • Heat- we are freezing! Walk us through w/tech, the web resources.
  • Just got to the content, instead of spending so much time introducing it.
  • Moderated the circle as it should be run. Coffee w/the brownie. J
  • Great!
  • Had different/variety of activities.
  • Got the internet to work (2)
  • A list of people who are in our book talk groups, as some people re not here.
  • Previewed the guest speakers

 

  1. I gained the following “key” learnings (aha’s, questions, etc.) from our work today:

 

  • That I really need my staff to get on board with this.
  • Some ideas to add to my Circle Time meetings.
  • Information and clarification.
  • Ideas on how to make my morning meeting better.
  • Pedagogy of poverty
  • “Moral lens”- contact lens.
  • Renewed emphasis on building relationships and daily greetings.
  • Unlearned disadvantage + unlearned privilege.
  • I like the morning meeting, but also the morning message.
  • What does character education look like.
  • Making meeting + greeting
  • Structure of morning.
  • Circles + share-outs. I spend a lot of time on content. Need to take a few moments to get back to the community stuff.
  • Reminded me of the intent behind the morning meeting.
  • Not yet
  • I need to give a better personalized greeting to all my students.
  • 2nd layer of confidentiality- how are we thinking about character (culture, climate… language)
  • Second layer of confidentiality.
  • Character edu. Is life edu. on steroids.
  • Commonalities among schools/excited to learn from others.
  • Understanding how the morning meetings can be a great wat to set a positive tone for the day.
  • Importance of connecting with all students in the morning.
  • Excited about ways to bring character education back to school.

 

 

  1. Between now and next session, I will try out the new knowledge and/or skills in the following way(s):

 

  • Greeting students every day.
  • Review book, share w/colleague and discuss when the head of schools plans for the cohort.
  • Read the book, check in w/ my school.
  • Poems in morning meeting- better job at “threshold”
  • Add a morning message to morning community circle.
  • Share video w/staff, PBIS com.
  • Eye to eye greeting- talk to team about our greeting.
  • Focusing on my moral lens and making sure I am “walking to talk”- stat looking into the resources for advisory.
  • Bring back information to my SUAI/leadership team.
  • I want to begin reading the book to begin to learn new things.
  • Eye to eye contact in talking w/people.
  • Working w/staff to greet each student.
  • Morning meeting-check-ins.
  • Reviewing morning.
  • There were many ideas given tonight.- morning mtg., focus on mindfulness and community activities.
  • Read the book and try the circles.
  • Loved the group/poster brainstorming.
  • Keep a more structured morning meeting.
  • Throughout athletics.
  • Give students a personal greeting in the morning.
  • Things to bring up to team members at school.
  • Plan/work with team member for how to start growing our Character Edu.
  • Critical conversation on character.
  • Reading/dissecting my chapter of the book.
  • Create a morning message.
  • Bring morning meeting ideas to all staff.
  • Morning meetings.
March 14, 2019

March 14, 2019 Evaluation Summary (Based on 25 evaluations)

  1. Quality of presentation–Roberto Rivera

5

4

3

2

1

Average

Very High

High

Moderate

Somewhat Low

Poor

20

5

0

0

0

4.8

2.Useful take home information–Roberto Rivera

5

4

3

2

1

Average

Very High

High

Moderate

Somewhat Low

Poor

15

5

5

0

0

4.4

  1. I’m glad that you . . .
  • Revisited 7 mindsets, love them; had sketch-noting
  • Gave us time to talk and reflect during the presentation.
  • Offered this to people outside of LACCS
  • Opened this session to guests – I was able to bring several colleagues. It was great!!
  • Shared your experiences and gave us steps to inspire action.
  • Used this time to engage with us and gave us the opportunity to share with our tables and thoughts on things that resonated with us.
  • Brought Rivera in… he is amazing.
  • Invited the woman to create the artwork
  • Incorporated so many things into tonight… Thank you.
  • Invited Roberto to speak. Had the artist with the notes – so awesome
  • Gave real examples
  • Invited Roberto to share with us today. The information that he talked about lit a fire inside of me, I know that I cannot do it alone; how do I get staff on board; some will join others I’m unsure.
  • Reminded us of our implicit biases that everyone has. I am glad that you kept us engaged.
  • Invited me as an alumni!
  • Inspired me to be an elder.
  • Enthusiasm and charisma; life stories.
  • Stories you shared really painted a picture; really focused on the students; relationships make it happen.
  • Brought the woman doing the sketch notes – so cool.
  • Brought clear conversation and gave food for thought.
  • Presented on information that was relevant and useful.
  • Hired a graphic artist; tackled the issue of cultural bias in the world of SEL – and ways to confront/overcome this; emphasized the power of voice.
  • Made it fun, interesting, relevant. You linked various initiatives with practical ideas, inspiration and cultural competency.
  1. I wish you had . . .
  • Explicit “try this” ideas that have been successful.
  • A bit more physical movement throughout the presentation.
  • Unlimited resources to work one-on-one with our organization to unleash this work!
  • A longer time to connect with peers and brainstorm/reflect what to do with such great info.
  • Everything was great. I wish we had more time.
  • Given a little break (I didn’t want to get up and miss anything ☺)
  • More time and resources – simple how can “I” get started.
  • Spoke more about your “HIP HOP Fulfilling the Dream” Curriculum.
  • Gave us more things we could do “tomorrow” in my school.
  • More practical things to take back and DO; the room has consistently been cold – especially at night.
  • More time to talk with colleagues about how to change our site.
  • Given more time for us to talk with our team.
  • Handouts.
  • Allowed for more Q&A
  • Skipped the disconnected nurtured hearts part with the 3 fast “games”
  •  
  1. I gained the following “key” learnings (aha’s, questions, etc.) from our work today:
  • 3 components of thriving
  • Connecting more with challenging students is so important!
  • Look in the mirror for what I’m doing/saying with our youth; how can I do more?
  • Relationships with adults other than parents; make it ok for adults to connect with kids.
  • WOW! So many insights to chew on. Reminding to find the beautiful sculptures in our youth.
  • Commit to bridging the gap and detoxify the environment and create a thriving community.
  • YOUTH VOICE à cultural competency
  • To know that 7:1 of students are thriving and 93:1 are surviving; old people vs. elder (19-91)
  • Social emotional perspectives that I haven’t thought of before; relationships really do matter; education vs. schooling à don’t need to teach to test to get better data/ need to see potential
  • Ways to engage the 8th grade young men so they will be more in tuned during the guidance lessons; we definitely need to work on giving student voice within our school.
  • Youth voice and tapping into every student’s spark. Teach every day with the mindset that there is greatness in the room.
  • Look to be an elder, not an “old person.”
  • Media suppression of information; relationship with our staff.
  • Not “am I smart?” but “how am I smart?”
  • Smart, but how are you smart.
  • Building student groups – more student-led initiatives.
  • There is cultural bias to be dealt with in the world of SEL; the stats around youth lacking the 3 keys to be thriving (relationships, spark, and voice).
  • Transformational SEL
  •  
  1. Between now and next session, I will try out the new knowledge and/or skills in the following way(s):
  • Evaluate myself along the voice continuum.
  • More impactful relationship-building with youth; discovery around my implicit biases; listen to Roberto’s TED Talk, transformation SEL!!!
  • Building authentic youth voice – examining our practice and look for enhancements; how can we activate other school staff in our work?
  • Re-examine my SEL practices to be more inclusive and empowering.
  • Taking the time to really connect with the youth we serve.
  • Spark passion in students who are rarely heard from!
  • Approaching students and being culturally responsive.
  • Finding my inner Michelangelo to chip away at my students to find their positives (the sculpture)
  • Finding/using more creative experiences to reach all students.
  • Spark the interest in my students (find their spark).
  • Find a way to recognize the students’ greatness.
  • Look into 7 mindsets more.
  • Trying to change mindsets.
  • Think about my biases.
  • A guest, but will continue to work and grow!
  • Create mentorship/significance of self; groups.
  • Encouraging teachers to give students voice and sharing ideas for how to give students constructive dimensions.
  • Learn more about transformational SEL; recommit to fostering relationships, sparks and voice – always important to have the reminders to prioritize these areas.
January 10, 2019

January 10, 2019 Evaluation Summary (Based on 13 green evaluations + 3 online evaluations)

  1. Quality of presentation–Service Learning

5

4

3

2

1

Average

Very High

High

Moderate

Somewhat Low

Poor

4

5

2

5

0

3.5

2.Useful take home information–Service Learning 

5

4

3

2

1

Average

Very High

High

Moderate

Somewhat Low

Poor

5

7

2

1

1

3.88

3.Quality of Presentation– the Plan

5

4

3

2

1

Average

Very High

High

Moderate

Somewhat Low

Poor

2

7

4

2

0

3.6

  1. I’m glad that you . . .
  • Clarified the difference between community service and service learning
  • Provided the service learning guide book and resources
  • Shared examples
  • Provided resources –articles, websites, books for us to continue learning
  • Shared that there are state standards
  • Discussed the differences between community service and service learning
  • Emphasized the service learning is an evidence-based practice
  • Provided a number of resources to explore regarding service.
  • I have a much better understanding of what service learning is.
  • Let us know that service learning has standards
  • Explained the difference between service learning and civic project. I wasn’t aware of this.
  • Did the service learning presentation, I think many of us do “civic/community’ projects.
  • Gave definition and shared concrete examples of service learning
  • Gave us time to talk to our team about the plan
  • Gave us work time
  • Gave us copies of the service learning workbook
  • Covered this topic and explained service learning more. I have been interested in service learning projects, but I wasn’t sure how or what it would entail.
  • Thank you for dinner and the service learning book!
  • Talked about the components that make it a service learning vs. volunteering
  • Worked to get the technology fixed when it was not working – thank you for trying!
  • Discussed service learning.
  1. I wish you had . . .
  • Solved the audio problems that seem to occur every week, ruins the pacing of the presentation and is very distracting
  • End on time
  • Presentation from schools who0 have done service learning.
  • Better prep prior to the class. Better awareness of documents provided, ensuring technology is ready, accurate description of pages provided.
  • Having examples from schools who participated in LACCS. When creating a plan, providing a tangible example.
  • Provided more time to look through examples
  • Hot cocoa or tea for the non-coffee drinkers. Something warm.
  • Given us a past plan? Not sure of other schools’ plans will make sense to outsiders (or if they’re confidential)
  • Cocoa with the coffee.
  • A break during the service learning portion to stretch more
  • Slides for service learning
  • More knowledge about service learning to start a project at the beginning of the year.
  • Dove deeper into service learning for schools that are already incorporating. It would have been helpful to hear ways to make it even more meaningful for the students at the elementary level or ways they can go into deeper reflection
  • The presentation didn’t seem to have any new information that we didn’t already know. We already have many service learning projects going in our district and was looking for new information to deepen our thinking and learning around those already in place.
  • Discussed examples of how it is incorporated holistically in schools, within classrooms, by individuals and the community.
  1. I gained the following “key” learnings (aha’s, questions, etc.) from our work today:
  • Community service vs. service learning
  • DPI learning standards
  • Reflecting step is more than reflecting on the experience. It is also reflecting on what character traits students are using to work in group, etc.
  • “Take it and morph it.” You can build on existing initiatives.
  • Self-reflection piece is critical – build in at every step.
  • “Morph” what you already have – don’t throw it all out.
  • Community service v. service learning. Service learning seems like something that is tangible for use at our schools. Appreciated the “template” page provided.
  • Learning that service learning is student lead. As a 1st grade teacher I am excited to get the students involved.
  • Service learning (involves academics) is different than volunteering.
  • Lots of resources about service learning. Information on how to involve students in the process.
  • Student voice is so important for service learning
  • Civic ed. vs. service learning.
  • Looking more into service learning and our CE plan at CWA
  • I liked the idea that after students participate in a service learning project it helps to have them reflect on their learning. That is a key piece in the learning.
  • The importance of students creating and deciding what they want to do.
  1. Between now and next session, I will try out the new knowledge and/or skills in the following way(s):
  • Talk with my team teacher about possible service learning projects we could do
  • Morphing community service idea into service learning – adding more curricular ties and asking students to plan process, even, reflect.
  • Pass on learning to committee members that weren’t here.
  • Check out I am Jazz. My PPG is on transgender youth.
  • Sharing the distinction with our staff.
  • Do not believe I will use knowledge immediately. However, this will be a springboard for preparation for the 2019-2020 year. Will definitely conduct more research.
  • Plan on creating a survey for parents regarding the culture in our school.
  • Adding more structure to my circle.
  • Talking to staff about service learning.
  • Reimagine the civic ed. I do toward service. Use the service learning workbook to plan/identify with students.
  • Get a better idea of our plan to re-evaluate our CE plan.
  • I will talk to staff about the reflection piece in our service learning projects.
  • Whenever we discuss service learning.
April 11, 2019

April 11, 2019 Evaluation Summary (Based on 10 responses; paper and online)

5

4

3

2

1

Average

Very High

High

Moderate

Somewhat Low

Poor

16

5

1

0

0

4.68

  1. Quality of presentation

2.Useful take home information

5

4

3

2

1

Average

Very High

High

Moderate

Somewhat Low

Poor

16

5

1

0

0

4.68

Please respond to the following questions. Please use the back side for additional comments. 3. I’m glad that you . . .

  • Provided so many great things to use right away.
  • Nice video overview
  • Reminded me about some of the DPI resources of trauma- informed practices I.E. Emotional regulation plan.
  • Shared further resources to use in our buildings.
  • Were able to reach both secondary and elementary needs
  • Provided example sheets
  • Brought usable tools for myself as an educator and as a school leader.
  • Invited her to speak
  • Provided detailed handouts that I can use as a reference to look back at.
  • Very good presentation
  • Touched on potential interventions to employ, 1 size doesn’t fit all.
  • Provided handouts/example/stories/video clips.
  • Invited someone from our area to talk about trauma-informed care.
  • Had Sara Daniel speak to us- She was very informative and easy to listen to.
  • Had Sara come and talk to us. I have had the training recently, but learned new things today.
  • Provided real world examples in references to Trauma informed care.
  • Used videos and specific examples to illustrate the point.
  • Addressed trauma informed care! So important-especially in MKE
  • Spoke your truth and was real about issues that can come up. Also that you emphasized how every student is different.
  • Provided so many great resources that are ready to use immediately.
  • Gave us time to work with our team on the plan.
  • (Sara) ended the excellent presentation with strategies for personal care for educators. With all heart, time and energy teachers give daily, it’s a great reminder to focus on personal, emotional and physical wellness.
  1. I wish that you had . . .
  •  
  • Spoke to; leading the building culture addressing these needs, shaping experience.
  • Good job!
  • Been able to take time to talk w/our tables to discuss personal issues with students
  • You mentioned ½ of a day of mindfulness… I would love to see that back ☺
  • N/A
  • More time
  • The room is regularly cold. Please turn the temperature up!
  • More time with us
  1. I gained the following “key” learnings (aha’s, questions, etc.) from our work today:
  • Strategies for different part of the brain.
  • A review of a program that addresses the needs after trauma.
  • Self-care, teach regulate become self-regulate; you provided a full background and gave the WHY!
  • Balavisx is very interesting! I’m excited to learn more.
  • Consider trauma as a factor even when behavior looks like ADHD.
  • Surveys (tools) as ways to help measure and foster conversations and self-awareness.
  • How we “look” at our kids-deeper understanding on why kids maybe doing what they do.
  • Serve and return – the serve isn’t always pretty; create environments that are predictable.
  • Emotional regulation plan
  • Sensory menu and emotional regulation plan
  • We spend so much time on our students, we need to take care of ourselves.
  • I can reframe my perspective about specific student situations- great refresher about self- care.
  • I was very grateful that we had worktime! It was helpful to bounce ideas off each other and get questions answered by Alverno Staff.
  • Trauma is real for students and staff. We all need self-care.
  • Consequences and restorative justice can work concurrently.
  • Serve and return- setting up as many positive interactions at school as possible.
  • Overall just the mindset to continue to build relationships w/students.
  • Sensory information- idea of tier 1 sensory design.
  • Some students live in alarm/fear and we need to help move them “to the left” to concrete thinking!
  • An “aha” moment was when a consequence ceases to be an effective intervention.
  1. Between now and next session, I will try out the new knowledge and/or skills in the following way(s):
  • Use some of the checklists
  • No new knowledge here, review, the area not provided was a nice time to reflect on; 90% talking to us; limited learning…
  • Work w/our trauma students in a more mindful way!
  • Consider all of my students and find the few I know I haven’t talked to as much and pay attention to them.
  • Organize ways we can use these tools to help organize self-awareness to increase as the year ends and organize for next year.
  • Perspective shift- seeing a behavior a different way. Great ideas on personal wellness.
  • Perspective shift.
  • Sensory diet exploration; It is always so cold in the conference room, can this be changed?
  • Explore different sensory tools for me and students.
  • We will have our written document and poster/Power Point completed.
  • Better apply trauma informed care with my colleagues.
  • Utilizing the behavior plan sheet
  • Look at school policies w/trauma lens- look for more effective interventions, utilize the emotional regulation plan.
  • Inform the teachers about trauma more.
  • Focus on self-care ☺ Thank you for lunch!
  • I would love to gather a school team to complete the EI trauma-sensitive school self-evaluations to see how we score as a whole right now and to identify areas where we can improve.
November 1, 2018

November 1, 2018 Evaluation Summary (Based on 27 responses)

  1. Quality of presentation–Elaine Gehring and panel

5

4

3

2

1

Average

Very High

High

Moderate

Somewhat Low

Poor

1

17

7

0

0

3.7

2.Useful take home information

5

4

3

2

1

Average

Very High

High

Moderate

Somewhat Low

Poor

1

17

8

1

0

3.67

3.Quality of presentation–panel

5

4

3

2

1

Average

Very High

High

Moderate

Somewhat Low

Poor

4

18

4

1

0

3.93

  1. I’m glad that you . . .
  • Had an interaction with award winners
  • Provided a panel of people who lived/experienced the process of winning promising practice awards to becoming school/districts of character
  • Shared examples of what Character Ed can look like
  • Brought in admin from schools who went through the process
  • Had the panel. I was confused as to what all had to be done to apply for Promising Practices.
  • Modeled mindfulness and group unity again with connection to why it matters and what research shows.
  • Had pizza!
  • Presented the information in a presentation and panel format
  • Had a very delicious dinner. Also, that we had the overview of the 11 Principles
  • Explained 11 principles and discussed implementation dips.
  • Jason Termaat talked about struggles they faced in embedding C.E. in different ways – momentum
  • Had tangible examples via the panel to discuss what success look like.
  • Feed us and keep the room cool (So we don’t get too comfy …and fall asleep).
  • Chose a panel as a method for presentation. It was more engaging than an oral presentation.
  • Had the panel members share their promising practice award information. The 11 Principles overview was also helpful because of how she organized them. The cookie book is great!
  • Shared the chain and link video
  • Began the conversation about promising practice so that we can begin to take notice and plan to apply
  • Dinner. Overview was helpful.
  • Gave a handout Elaine’s PowerPoint
  • Showed the video of Joe Beckman
  • Had people tell us about their promising practices.
  • Touched on multiple grade levels
  • Reviewed the 11 principles
  • Brought in the panel to talk about “live” schools that have CE in progress. It was re-affirming that we are doing good things in our own school and are not too far behind the 8-ball.
  • Gave us an overview of the 11 principles
  • Covered/explained the 11 principles
  • Printed the slideshow so we could take notes
  • Gave us the overview of the 11 principles of character. The panel was good information to see what growth we can achieve.
  • Introduced the 11 core principles5. I wish you had…
  • Been specific about changes in principles
  • Allotted more time for the overview of the 11 principles
  • A little more time for Elaine to run through her presentation.
  • Found a way to get rid of that high pitched buzzing sound that lasted all night.
  • Given more concrete ideas. It felt like a sales – pitch to apply for an award…I wanted ideas not reflecting on what we might already be doing. We wouldn’t be here if we felt we were ready for an award.
  • Allowed more time for Q & A from the panel.
  • Shown the videos that the schools of promise have made.
  • Spent more time with Elaine Gehring’s presentation.
  • Given more examples of how schools with severe behavior concerns took steps of improvement with Character Education – the panel discussed how they went from “great” to even better.
  • Let the audience ask question to the panel before 7:10.
  • Shared more of what the promising practices actually were instead of talking about, “this is a thing.” – A more practical presentation, things we can do now, right away.
  • A pot of coffee
  • A better understanding of the 11 principles. It felt rushed.
  • Coffee (4)
  • A little more time for the overview and opportunities for differentiation for certification
  • Given us more time to talk with our school teams about 11 principles and where we are, etc.
  • I wish WE had more time to discuss the 11 principles. We went through them pretty quickly.
  • The people show us as well as tell us and expand on relationship between character education and PBIS.
  • Less promotion of things that cost money.
  • Given us some more action steps or activities to personalize it. A lot of sit and listen at the end of a long day.
  • Coffee
  • Time for us to discuss current activities and areas we’d like to improve/change in our school groups. Time to discuss potential promising practices within our school
  • Coffee please!
  • Included either urban schools and/or non-public schools on the panel for the field trip.
  • A list of resources mentioned or on the sharing table included in printed resources each time.
  • More time, always so much good information and so much to absorb.
  • We had more time. Today felt rushed.6. I gained the following “key” learnings (aha’s, questions, etc.) from our work:
  • Implementation dip’
  • You don’t have to create something new at your school. We can focus on what we already do and develop it.
  • That we are already doing many things that strengthen character. Labeling these things as character education helps to build emphasis.
  • We can get recognized and move now on our school – we are the 1st to attend and are piloting.
  • Our school already does A LOT!
  • Very helpful tips for promising practice application
  • It helped me think how I can connect with the high school level (I’m elementary level)
  • Panelists discussed how to engage families in developing values and a common language.
  • Learning that there is no order when using the principles.
  • Unfortunately not a lot of new information as I had attended the 2 conference days in June.
  • Stick with the process. Look at things that we are already doing and start there.
  • Applying for promising practices awards will help strengthen our commitment.
  • Beginning to get a better understanding of the 11 principles and I feel that taking the all-day session will greatly benefit me.
  • Infuse/embed in all subjects, spending time on CE shows it’s important.
  • When Jason Termaat said, “it has to be a part of your culture.”
  • Video clip of the teacher who said, “I am here (using character ed.) instead of a metal detector.”
  • Weave character education into lessons you are already teaching.
  • Emphasizing and explicitly teaching kindness, respect, etc.
  • Really working to connect LACCS info, 11 principles to some of our current district and building initiatives and principles.
  • The Joe Beckman video – would love to show this to our staff.
  • Applying for promising practice helps refine your practices.
  • What promising practices are. Things we are already doing at our school and how it fits with LACCS.
  • Ideas to the 11 principles realizing we already do a lot
  • Saw some of the things we are already doing.
  • We are already doing great work. 7. Between now and next session, I will try out new knowledge and/or skills in the following way(s):
  • Be specific about practices that empower students
  • Focus on what we do at school now, what principles it addresses, and how we can develop it further
  • Reviewing 11 principles and finding ways to model it.
  • Love the cookies book! My class would really enjoy it!
  • Fresh eyes when I look at our building.
  • Think about and find out how to apply for a promising practice – our relationship with South Pointe Nursing Home.
  • #3, 6, & 9
  • Identify 2/3 principles that we are already employing.
  • I will try to identify ways that we are using the 11 principles.
  • We need to circle back around at our building level and plan our next steps.
  • Establishing a more structured class meeting, and involve my students more with problem solving.
  • I will try to incorporate more of the 11 principles in class room routines-organically.
  • Noticing what we are doing well as far as character goes and begin to recognize what we can do to apply for promising practice this year.
  • Check in with staff about how modeling is going – emphasizing this. Parking lot question: Do you have examples of a school culture survey?
  • Continue to bridge PBIS and Character Education efforts.
  • Group check – ins with peer group.
  • Trying to connect with parents to invite them into the classroom. Make a connection between home and school.
  • Re-evaluate the good things we are doing that connects to CE and where we need improvement. Hearing the examples presented by the panel has motivated me to keep an inventory of our CE traits as a school.
  • Look for promising practices and advocate for the expansion of our core values.
  • I will take the 11 principles worksheet and start to create a list of what we are doing within each principle.
  • Using the 7 mindsets and principles together to do some service learning.
  • Have more discussion with my principal about what we are already doing and what we can do in the future.
February 7, 2019

February 7, 2019 Evaluation Summary (Based on 21 responses)

5

4

3

2

1

Average

Very High

High

Moderate

Somewhat Low

Poor

19

2

0

0

0

4.9

  1. Quality of presentation– Drew deLutio
  1. Useful take home information– Drew deLutio

5

4

3

2

1

Average

Very High

High

Moderate

Somewhat Low

Poor

15

6

0

0

0

4.71

  1. I’m glad that you . . .
  • Spaced the day with various activities and movement
  • Shared a real classroom concept (physics!) and show us how to introduce a new concept in a circle.
  • Gave Drew the whole day!
  • Modeled the process, shared personal stories
  • Taught us so many useful tips and strategies!! Wow!!
  • Modeled how to do a restorative practices lessons including content
  • Were open to the learning process that is inherent in true teaching.
  • Used a variety of media/activities to demonstrate concepts.
  • Gave us a full day with him! Brought in Playworks!
  • Kept us engaged and entertained, provided great team building/ice-breaker to help us get to know and understand you, All content was applicable and clearly communicated.
  • Gave us some examples to use in the classroom.
  • Had practical and theoretical information about RP
  • Demonstrated circles, explained purposes.
  • Modeled restorative circles.
  • Perfect presentation.
  • Brought Drew in for this day!
  • Reaffirmed my beliefs that building relationships and truly getting to know my students and their families is how my students and I will have a successful year.
  • Included the Zoom Friends! We really appreciated it!
  • Gave this guy a full day
  • Modeled the circle and gave good examples of linking this to content
  1. I wish you had . . .
  • Shared a little bit more about the time when you taught a restorative practice class. ☺
  • Hot cocoa
  • Come every session! ☺
  • Had time to talk about the course you created.
  • Explained how to incorporate this with Trauma Sensitive Practices, PBIS, and Culturally Responsive Schools.
  • Drew speak closer to the beginning of our program. I feel he did a nice job of explaining the why behind Character Ed. It was hard to understand creating a plan without the why and the what.
  • I have no suggestions – one of the best presentations I’ve attended.
  • Allowed some sharing to be optional for anxious/nervous speaker.
  • Been able to have teachers who don’t always buy into this HERE and learning this!!
  • I wish you will… bring him back for a follow up as suggested in the circle
  • nothing. All good! Thanks for sharing resources
  1. I gained the following “key” learnings (aha’s, questions, etc.) from our work today:
  • Engaging students in a scaffolding process
  • I feel like I can introduce any academic concept via a circle. I love this idea!
  • What/how a restorative circle works ☺
  • How RP involves building relationships between the student and educational content.
  • How to do a circle lesson
  • It was great to see new perspectives on ways to use relationship building in the classroom
  • The questions used to promote engagement
  • The importance of the balance in the process to educate the whole child.
  • PowerPoint will be a great resource of guides, tables and visuals to help guide me when incorporating and plenty conversations and circles with my students.
  • Using circles to teach content.
  • Conflict is an opportunity.
  • We can’t change someone’s behavior.
  • The 4 questions to use for content lessons – physical, mental, emotional, spiritual.
  • Employing as part of curriculum. Not only to repair harm, but to be proactive.
  • You can’t change others’ behavior, you can change the environment that empowers them to change. Conflict is opportunity for learning.
  • It is comforting to know that the community building I do in my classroom is the foundation for restorative practice.
  • Circles aren’t just for little kids!
  • “Ratchetdemic”
  • How to better tie content learning to restorative practices and character ed lessons.
  1. Between now and next session, I will try out the new knowledge and/or skills in the following way(s):
  • Adding restorative practices to my lesson plans
  • I can’t wait to try the concept to introduce seemingly “boring” writing concepts ☺
  • A restorative circle!
  • Create lesson plans
  • Circle lessons!!!
  • See #3! [Modeled how to do a restorative practices lessons including content]
  • I will be using the four questions process.
  • Working on MY mind shift, sharing information with administrators.
  • Being aware of the social discipline window.
  • Experiment with restorative circles with our students.
  • Using circles during lessons.
  • Use circle next week to engage students in lesson about 4 types of conflict.
  • Conduct RP circle w/ class.
  • Talking piece/ center piece
  • Listening more – without trying to solve problem.
  • Going to add “checking in” to my morning meeting. Quick and easy to see/understand the tone and mood of our day.
  • Share lesson templates with teachers
  • I gotta figure out how to incorporate this in my homeroom period
  • I plan to do a circle activity to start out our next math unit (when we get into new teams), and I’m excited to connect what we’re learning now in Algebra (sequences) with a bigger idea!
  1. Other comments:
  • Thank you very much for this presentation!! Thanks, too, for the books!
  • Way to go! You’re incredibly smart!!
  • Thanks for the books and for lunch!
September 13, 2018

September 13, 2018 Evaluation Summary (Based on 27 responses)

  1. Quality of presentation

5

4

3

2

1

Average

Very High

High

Moderate

Somewhat Low

Poor

7

20

0

0

0

4.26

2.Useful take home information

5

4

3

2

1

Average

Very High

High

Moderate

Somewhat Low

Poor

9

11

7

0

0

4.1

Please respond to the following questions. Please use the back side for additional comments. 3. I’m glad that you . . .

  • Gave us activities to keep us focused + moving. Doing “morning meetings” rather than talking to us about them. ( Same with mindfulness)
  • Had us get to know each other with the opening activity
  • Created a great program to share. You came prepared and modeled the character qualities that we hope to learn and implement in our programs/schools.
  • Set parameters and have a great sense of humor.
  • Utilized classroom systems in adult PDs(i.e. Group Agreement Circle)
  • Got us to move and interact in small groups.
  • Has us moving and mixed the groups up for an activity.
  • Waited for everyone.
  • Included circles.
  • Provided handouts electronically
  • Practice methods that could be mirrored in the classroom.
  • Shared the overview for the year.
  • Did the circle and the “Getting to know you” activity. It’s great to learn about the people you’ll be working with.
  • Had the meeting in the beginning where we sat in the circle and shared. I also enjoyed the getting to know you activity.
  • Had times for us to meet one another to build sense of community.
  • Are giving me the tools to help to inspire Character Ed. success in my school.
  • Are so interested to know who we are and look at our whole selves, not just the educator part of us.
  • Gave us a mindful moment.
  • Did a circle so we could get to know classmates.
  • Modeled a morning meeting.
  • Provided online resources we can start using right away.
  • Gave many resources
  • Handouts of slides, did a “Get to know you”, had us meet new folks w/ candy activity.
  • Explained the scope + sequence of the year’s activities.
  • Provided the opportunity for educators to receive training In CE.
  • Stayed on time and had purpose for each session.
  • Thought about us as adult learners and put into place activities and aspects that made us feel welcomed and comfortable. Margee was so funny and wise!! I love her ideas and humor! ☺
  1. I wish you had . . .
  • Given more water or a LACCS water bottle. ☺
  • Coffee
  • Coffee ☺
  • Can’t think of anything yet… maybe allowed more time for individual reflection on the gallery walk activity.
  • Allowed for more interaction throughout – Maybe some turn and talks, periodic journaling.
  • Made PowerPoints more visual-they help to keep me focused and to make connections! ☺
  • I don’t know…
  • More group work.
  • N/A
  • The binders available today.
  • Let us read the overview ourselves, then just ask questions if we had them. This part got long, but I understand this was orientation.
  • Coffee ☺
  • Allowed us more time to share in the circle.
  • More clearly defined/discussed the II principles.
  • Given us more time to reflect as a school about what we are doing to implement character ed.
  • Spent less time on the outline of the program.
  • More Mountain Dew, lol ☺
  1. I gained the following “key” learnings (aha’s questions, etc.) from our work.
  • What is the purpose (heart)
  • The feeling that my school is on the same page about what character ed. should look like.
  • TBD- I am excited to learn more and find new strategies to use!
  • Character is not passive. It’s a decisive action.
  • The Icebreaker was great!
  • I can see connections between the goals/outcomes of LACCS + our school’s vision.
  • Overall perspective of what character education is all about.
  • How can I include more diversity at my school?
  • Differences between PBIS and Character Ed.
  • To take time and reflect and breathe.
  • How do you define a school of character?
  • That Character Ed is evolving and many other schools and districts want to be part of that “common language” ☺
  • Presume positive intentions; “change is the only constant in life.”
  • Different groupings; candy mix; new tools.
  • I need to be more intentional with the time I have students!
  • Character attributes.
  • Connecting this program to our school initiatives.
  • Common language idea of what character is.
  • Each child has a gift that should be celebrated.
  • Understanding of the variety of character ed organizations local, state, and national.
  • Great getting different ideas; perspectives from others. It’s really sad that we have to teach children to be good people!
  • Our view of character ed., where other schools are in the process (or have been).
  • Good understanding of “what’s to come”.
  1. Between now and the next session, I will try out new knowledge and/or skills in the following way(s):
  • I will read about the ii principles.
  • More formal class meetings with my students.
  • I will continue to journal and practice self-reflection.
  • Be a little less irreverent in the activities. This is important stuff.
  • Evaluate my personal character statement.
  • Create activities for homeroom that mirror some of the strategies we are learning in LACCS.
  • Circle talks.
  • Cultural activities.
  • Practicing mindfulness
  • I will send some encouraging emails to staff regarding morning meetings.
  • I will add to my class meeting. I need to include a morning message.
  • Begin to read up and learn more on the II principles.
  • Practice mindfulness in classroom and on my own; use a talking piece for Morning Meeting.
  • Having more intention around students. Talking with each other and feeling connected- Inclusivity.
  • Use morning meeting daily + focus on greeting w/ eye contact.
  • Morning meetings.
  • I want to look at and hopefully implement some of the online resources.
  • Student morning meetings.
  • Celebrate each “gift” my student bring.
  • Develop my morning meetings better/routine.
  • Research charactered.org to see what I can implement now in our school.
  • Look at the OLB for areas of interest.
November 29, 2018

November 29, 2018 Evaluation Summary (Based on 10 online evaluations)

  1. Quality of presentation–Brown Deer Middle School/ HS

5

4

3

2

1

Average

Very High

High

Moderate

Somewhat Low

Poor

7

3

0

0

0

4.7

2.Quality of information–Edgewood Elementary

5

4

3

2

1

Average

Very High

High

Moderate

Somewhat Low

Poor

6

2

1

1

0

4.3

3.Useful take home information–Brown Deer Middle School/ HS

5

4

3

2

1

Average

Very High

High

Moderate

Somewhat Low

Poor

7

2

1

0

0

4.6

4.Useful take home information–Edgewood Elementary

5

4

3

2

1

Average

Very High

High

Moderate

Somewhat Low

Poor

4

3

2

1

0

4.0

  1. I’m glad that you . . .
  • balanced elementary and high school
  • had us at the Edgewood all school program
  • had us visit schools from both levels! It was a great experience!
  • included both elementary and secondary ideas
  • Allowed us to tour Edgewood and go into the classroom and see things in action. That makes all the difference!
  • Had students be a part of the presentation. The PowerPoint at BD was very helpful in understanding the whole picture and plan.
  • Had student involved at both schools.
  1. I wish you had . . .
  • asked the elementary to do a more complete overview of their work like the high school did
  • Toured the Brown Deer shop class
  • Allowed us to tour the high school.
  • More time to tour the High School like we were able to at Edgewood
  • Scheduled a time for Brown Deer Elementary schools to be a part of the presentation. It would have been helpful to see it as a K – 12 program.
  1. I gained the following “key” learnings (aha’s, questions, etc.) from our work today:
  • how to build more intrinsic motivation in the lower elementary
  • Create visual reminders of good character throughout the school.
  • Embedding character into various subject areas.
  • It really provided a vision on how we can start a student led leadership group in our middle school. I would love to start small and grow, using the BD model as a guide.
  • Don’t just focus on the ‘big things”, the small changes are important, too. Not everyone will agree at first but the buy in will increase as success is shown.
  1. Between now and next session, I will try out the new knowledge and/or skills in the following way(s):
  • I will do some research into the BD Way lessons online
  • think about ways of incorporating some of the daily reminders of good character, posters/vocabulary in everyday use.
  • Using read alouds more often to develop and discuss character, try out the nomination for student of the month in a way that would fit my class, and discuss our character lessons more at our meetings with my team.
  • Talk with leadership on how we can implement some of the strategies we learned.
  • Clarify with my team what our direction/timeline looks like.
February 1, 2018

February 1, 2018 – Service Learning Evaluation Summary (Based on 14 responses)

  1. Quality of presentation

5 Very High 3

4 High 7

3 Moderate  4

2 Somewhat Low

1 Very poor  

Average   3.93

  1. Useful take home information

5 Very High 1

4 High 8

3 Moderate 3

2 Somewhat Low 2

1 Very poor  

Average 3.57

Please respond to the following questions. Please use the back side for additional comments.

  1. I’m glad that you . . .
  • Had guest speakers that are in schools talking about what they are doing
    • CMH -> Shared the foundation of your service learning
    • St. Mary -> Gave examples of how to relate to classes
    • R.R -> Shared your website which was phenomenal
    • Brought such a diverse panel in to speak
    • Brought in speakers to talk about their schools and service learning projects
    • Had various disciplines incorporated as guest speakers
    • Had a panelist from the Arts. It is too often where I see English and math experts over and over again.
    • Defined the difference between service and service learning
    • Had representatives talk about service learning from different schools
    • Brought teachers who are currently doing service learning
    • Modeled the group meeting in an efficient manner
    • Included a diverse selection of schools and programming
    • Love a Catholic school perspective
    • Offered a secondary educator (in the public school setting) who was offering service learning as a part of their class expectations.
    • I liked the different ways in which the schools presented what they do for service learning. I’m curious how to foster that into the elementary life, but will explore ideas.
    • It was helpful to hear from schools that are implement service learning. But I wish there had been less of a showcase and more of an action plan – steps as to how to get this underway, what went well, what did not. This was the GREAT thing that Brown Deer did not the site visit. BD did not showcase all that went well – the staff spoke openly about what they did wrong, how to implement a plan, you the stakeholders need to be. Most of the rest of our sessions have not been this way.
  1. I wish you had . . .
    • Provided book recommendations that I can bring back to my high school à many of them are geared only towards K-5/8 • Team Time: more direction on getting started
    • Done this on a skype session for all of us or told us it was an option because I live in Madison.
    • Talked about where to start
    • Spent less time on “sharing”. This point has been made at previous sessions. We just need suggestions for how we believe in the “why”.
    • Received the “School Climate” pamphlet sooner in this series
    • Given us more time to talk rather than reading “Planning Points” sheet to us.
    • Just be available for questions
    • Allowed more time for individual team time to discuss service learning
    • More practical information. Great to hear what other schools are doing, but what can I take to my school?
    • Given us more worktime. 20 minutes at the end isn’t enough. We want to be a part of big changes at our school and it’s hard to find the time to coordinate that.
    • Thought it was all good.
    • Shortened the presentations by one hour. Get rid of the class meetings and the general presentations before and after the speakers. I am simply not finding these pieces at all helpful. I also wish this were differentiated for schools that have no plan, no data, etc. I also wish high school was separated from elementary. Telling me about elementary books does not help me know how to create a culture plan.

 

  1. I gained the following “key” learnings (ahas, questions, etc.) from our work today:
  • Student led is the driving factor
    • Network
    • Lots of concrete examples of service learning
    • What sets service learning apart from service
    • Service learning is much different than “service”
    • How cross disciplinary these service projects are
    • I loved Chad’s presentation and looking at all of the work his students put forth.
    • Put the reins in the kids hands
    • Mr. Chad -> Reagen -> require every teacher to connect with a community stakeholder -> very intrigued by this idea
    • Student portfolios in new online platform
    • Incorporate student learning – help build resumes, use for course selections/ self-discovery, etc.
    • Service learning has deep connections and partnership with the community.
    • Buy-in is key
    • Student-driven programming
    • Service learning is powerful.
    • Different thoughts in the mind about how to enhance our service learning opportunities we have.
    • Some good ideas for service learning – the presentation by CM was the most helpful in terms of steps students need to go through. Wish more time were spent on the process and not the product.
  1. I anticipate needing the following resources to support my change(s) efforts back in our school/district:
    • Getting other people to help, implement and follow through
    • Examples of different service learning projects
    • Unsure
    • Time to plan service projects, whether by class/grade/homeroom etc.
    • More work time with my team
    • Freedom/trust (will have this)
    • Administrators who have time to talk through these things
    • How do we build this plan? We have so much info-but we need to hear more from those who built something from scratch.
    • Planning time
    • We have a senior service day- not sure we have a place for large group setting service learning.
    • Different discussions with community members
    • Still wish we had clearer models, frameworks, pitfalls. Need time to reflect with team during the presentations. Need less time being talked at. What we need is scaffolding, not just information. We know a lot and really have no plan. What would help is direct time with experience folks during these meetings as we work to build a plan. Bring the BD people here to work with us!
  2. Between now and next session, I will try out the new knowledge and/or skills in the following way(s):
    • Figure out what community needs
    • It’s a starting point. Something I’d love to do, but have not done much with thus far
    • Talking to my administration about vamping up our service learning projects
    • Already planning a service day with my student council duties but I am excited to use what I have learned by doing that day and bringing it to my homeroom
    • I am not sure. I need time to soak in the information.
    • Morning meeting/greeting inner circle idea
    • I need to reflect on where to go from here. We have a service requirements but I’m not sure kids are going gaining value.
    • Survey students how they’d like to serve community
    • Unsure. We have a strong service program, will need to reflect and evaluate what we need. T
    • Keep on trucking with addressing school climate.
    • Bring back the thought of career day.
    • Honestly, at the end of a 12 hour day this is tough.

8. How do you envision today’s learning having an impact on student achievement results?
• Service makes them own their work
• Anytime connection is increased they will learn more and keep that knowledge long term
• Sharing with students
• The speakers had good ideas, but how do teachers fit this into curriculum when time is not a luxury.
• Service builds community and character. May be our own “angle” for character ed buy-in.
• Service learning -> leadership and community; investment in academics
• Development of whole child
• Positive effect.
• I think it could help students learn in a more life changing way.
• No data that any of this impacts performance has been presented

September 27, 2018

September 27, 2018 Evaluation Summary (Based on 29 responses)

  1. Quality of presentation–Scott Shickler

5

4

3

2

1

Average

Very High

High

Moderate

Somewhat Low

Poor

18

10

1

0

0

4.59

2.Useful take home information

5

4

3

2

1

Average

Very High

High

Moderate

Somewhat Low

Poor

16

10

3

0

0

4.45

  1. I’m glad that you . . .
  • Invited Scott back. I thought he was great 2 years ago!
  • Added Scott to introduce the 7 Mindsets. I’ve heard him speak before in June 2016, but having him speak again added a new perspective for me and my school; allowed time for us to speak to our school groups. It was a great time to reflect and discuss.
  • Had the guest speaker present his book/findings. His info resonated with what I’m trying to do with my school’s culture.
  • Brought Scott in! He is realistic, knowledgeable, and entertaining. Also, the afternoon activity was a great way to go outside my comfort zone.
  • Brought Scott to us.
  • Shared the 7 Mindsets in a powerful way.
  • Gave time for schools to talk, plan and reflect together and not just have presenters talking.
  • Brought Scott in to speak with us. He was very effective and insightful.
  • Brought in a speaker that gave great insight.
  • Work hard to attract high-quality speakers.
  • Made today’s session interactive. I really enjoyed the group activity after lunch.
  • Took the time out to roll out the 7 mindsets. I also love that we are allowed to receive a digital download.
  • Had Scott come and speak. He was very motivational and knowledgeable.
  • Had Scott speak; did activities in teacher/student format to see it really play out.
  • Focused a lot on taking care of self or emphasized the need to live out and model the “7 mindsets before we can teach it. It was self-motivating.
  • Brought in such an engaging speaker.
  • Brought Scott in! He was awesome!
  • Provided option for binder and paper copies; had vegetarian food options.
  • Had Scott come! He was great!!
  • Had Scott come and present! His mission is amazing and opened my eyes.
  • Included circle and mindful pause.
  • Let us have paper binders! (Thanks)
  • Took time to be mindful to start the day.
  • Taught how the 7 mindsets were crucial to character development. The hands-on learning was great!
  • Tailored the presentations to all grade levels.
  • Used a lot of examples, videos and stories to drive home the importance of the 7 Mindsets.
  • Provide two ways for the cohort to obtain the session information (i.e. website and binder). Also, I truly enjoyed the get to know you activities and ice breakers!
  1. I wish you had . . .
  • A longer lunch to network a little more.
  • A longer lunch break.
  • Given opportunity/time for Q/A with Scott.
  • Shifted to make time for mindfulness☺.
  • Provided the resources for free.
  • Given everyone an actual book.
  • The afternoon could have been shorter? We were given a lot of time to eat cookies and talk at tables.
  • Show more ways to implement/apply the 7 Mindsets.
  • Provided healthier food options for breakfast and dessert.
  • Given everyone an actual book.
  • Given time to create ideas and strategies for implementation in our own schools.
  • Given more time for collaborating and reflecting on our school’s practices.
  • Taught us more about the 11 principles prior to the activity.
  • Hot cocoa w/ the coffee & tea.
  • A little more time to debrief with my team about Scott’s presentation.
  • Stopped Scott’s presentation at lunch… it felt like a commercial for his expensive products ☺
  • Given shorter, more frequent breaks.
  • Brought in speaker whose resources were low or no cost.
  • Made portal resources available if they’re being shown.
  • Been able to offer a package access plan to our cohort!
  • Given us more time to eat lunch and socialize with individuals at our tables.
  1. I gained the following “key” learnings (aha’s questions, etc.) from our work:
  • How I can apply the 7 mindsets to my own life. I’m more excited about starting our school’s Kindness club- great stuff to use.
  • We are really close to meeting all of the character principles. It will be my goal have it “filling” in all students and staff as soon as possible. I am inspired.
  • The 7 habits are part of who I want to be, but I need to be kind to myself and integrate slowly.
  • The time is now.
  • About the 7 mindsets.
  • 7 Mindsets feel like they have actions built into the mindsets.
  • 7 Mindsets- new ideas for me.
  • 100% accountable.
  • Excellent videos!
  • To enhance student learning, it is important to show videos and connect curriculum and principles of character ed to real life.
  • Morning meeting importance. Mindfulness. Candles.
  • 7 mindsets and morning meeting refresh.
  • Be patient and realize that this is a journey.
  • That Mindset is the driving force behind self-motivation and profession practice.
  • Encourage passions, stop negative memes, thoughtàhabit.
  • What are the 7 mindsets and how I am doing personally in each. Some are better than others.
  • 7 mindsets – clarity!
  • 7 mindsets
  • 7 mindsets and ideas on how to include them in my classroom.
  • We need catchy phrases- memes for mindsets for our kids. Reinforced power of videos.
  • Add message to end of morning meeting. “Changing a habit should feel uncomfortable”.
  • Reminder that it is a journey and we are constantly growing.
  • 7 mindsets- beyond skills.
  • Building our passions into lessons.
  • Lots of ideas to take back to my classroom regarding SEL and being “Life ready”.
  • About mindset shifts and that happiness/success depends on how an individual thinks.
  1. Between now and next session, I will try out new knowledge and/or skills in the following way(s):
  • Morning meeting activities we did here. Greetings too!
  • Adding affirmations and mindsets to the windows and mirrors in the building to add more positivity for students and staff.
  • Teaching and incorporating mindful moments in the classroom.
  • My team will each focus on a different mindset and by December we will each present the 7 mindsets and have the staff work on 1 mindset per month with their class. We can roll it out as a school w/all 7 next year.
  • Using 7 mindsets with a new “Young Men’s” group.
  • Reading the 7 mindsets book and try to collaborate w/classroom teachers to set it into rooms.
  • Implementing 7 Mindsets to personal and professional life.
  • Mindset #3 “we are connected” during my classroom’s morning meeting.
  • Introduce the 7 mindsets into morning meeting.
  • Send my admin dog videos.
  • I will start to read Scott’s book on the 7 mindsets and do more mindfulness activities in the classroom.
  • Passing along to other staff members.
  • More peer sharing to further development of relationships.
  • I will educate myself more on the 11 principles.
  • Gratitude journaling w/ kiddos (returning to this practice) & more videos to anchor. 
  • Focusing on one to three mindsets to improve my practice and build toward all 7. I feel it’s a great way to improve myself, and in turn, improve student behaviors.
  • Using Scott’s video portal to find some videos to share with my class to spark conversation.
  • Think about how to incorporate 7 mindsets into our SEL curriculum.
  • Look over new info!
  • Having students show gratitude daily – talk about that more.
  • Incorporating/ teaching about mindful pause and thankful Thursday.
  • Discuss the 11 principles capsule summary sheet with admin.
  • Native American traditional decision-making process.
  • I will dig into the mindsets more and connect with our core values.
  • So much!
  • Lots of classroom activities to have the idea of the 7 mindsets.
  • Present new information to teachers, present new information to scholars for mind-shift changes.
  1. Other thoughts:
  • Although it was informative, it was a ton of “Sit & get”
  • Please use a strong and interactive voice. At times presenters didn’t feel upbeat or excited about material being presented.
  • Scott’s activity where we paired up and “checked each other out” and changed three things about us made me feel uncomfortable and embarrassed. I happened to be paired with a person of the opposite sex and it didn’t feel right to have him look me over one-on-one. He picked up on the fact that I was embarrassed which of course made the situation worse. A little tone deaf here?? There is so much I am getting out of this program, but I thought I should pass this along.
  • [Scott] did get a little “salesman-like” in the afternoon.
April 12, 2018

April 12, 2018 Evaluation Summary (Based on 10 responses; paper and online)

  1. Quality of presentation

5 Very High 7

4 High 3

3 Moderate  

2 Somewhat Low

1 Very poor  

Average   4.70

  1. Useful take home information

5 Very High 6

4 High 3

3 Moderate 1

2 Somewhat Low

1 Very poor  

Average 4.50

Please respond to the following questions. Please use the back side for additional comments.

  1. I’m glad that you . . .
  • Let us have a little time at the end to talk with our school team or ask LACCS members’ questions.
    • Talked about this topic – super important for all schools. I appreciate the small card.
    • Brought Andrew, did announcements first.
    • Brought this speaker. This topic was very useful.
    • Very interesting and informative presentation
    • Were able to answer questions from the audience- I thought it was a good discussion.
    • Were such a great listener to questions and discussed realistically the challenges of implementation.
    • Acknowledged the challenges and realties of implementing restorative practices.
    • I liked the approach of different language to resolve conflict.
    • Had Drew speak to us. Honestly – this is the first speaker who I felt gave us something we can really use and a framework for thinking about culture

    4. I wish you had . . .
    • Given us copies of the Power Point or provided it online – I couldn’t keep up with note-taking! 🙂
    • Given more examples of how to handle certain situations with students.
    • Given us more time on this issue.
    • Given more situational strategies.
    • Come to our school and spoken to our teachers. 🙂
    • had him earlier in the year

  1. I gained the following “key” learnings (aha’s, questions, etc.) from our work today:
    • I am more interested in Restorative practices and want to study more about them and implement ideas.
    • Relationships building is key. I have a student I’m really struggling with right now. I won’t get anywhere unless he feels like he trusts me.
    • Don’t ask “why”, Restorative Questions!
    • Stay in the ‘with’ box
    • I completely believe in the circle process and relationship building as the key to finding a process that works for students. Your restorative question card was a great resource.
    • Stop asking “why”
    • Language to use in conflict.
    • the entire restorative justice framework
  2. I anticipate needing the following resources to support my change(s) efforts back in our school/district:
    • Unsure at this time; the book we were given may be sufficient.
    • I need to learn more about the ins/outs of restorative practice.
    • We need to have an honest conversation about equity and how we classify our practices as “restorative”
    • More information on restorative practice.
    • I have some colleagues that need support to put themselves out there in relationships with students.
    • Changing mindsets of teacher > how?
    • facilitators to help us move to a RJ framework
  3. How do you envision today’s learning having an impact on student achievement results?
    • Like the speaker said, relationships are the conduit to the academics.
    • I really hope we can use this more to reduce our detention rates.
    • We need to have an honest conversation about equity and how we classify our practices as “restorative”.
    • Increasing engagement. Trust amongst teachers and classmates.
    • When students feel like they belong and are connected by trusting relationships with teachers/adults in the building, energy can be devoted to learning, increasing achievement.
    • Increasing ownership of learning > increasing achievement
    • I’m looking forward to be able to utilize this approach in class.
    • By creating a community students have skin in the game – data shows this works!
November 30, 2017

November 30th, 2017 (Based on 29 responses)

  1. Quality of presentation – Susan Lubar Solvang

5 Very High 17

4 High 7

3 Moderate  4

2 Somewhat Low 1

1 Very poor  

Average   4.38

  1. Useful take home information – Susan Lubar Solvang

5 Very High 15

4 High 11

3 Moderate 2

2 Somewhat Low 1

1 Very poor  

Average 4.38

  1. Quality of presentation – Sara Daniel

5 Very High 15

4 High 11

3 Moderate  3

2 Somewhat Low

1 Very poor  

Average   4.41

  1. Useful take home information – Sara Daniel

5 Very High 15

4 High 10

3 Moderate 4

2 Somewhat Low

1 Very poor  

Average 4.38

Please respond to the following questions.  Please use the back side for additional comments.

  1. I’m glad that you . . .
  • Had two different presentations to break up the day
  • Shared ted talk video, shared resources, gave us practice
  • Were able to demonstrate multiple mindfulness activities with us.
  • Discussed trauma informed perception on students and parents
  • Included materials for note taking; brought these issues to the attention of non-MH professionals.
  • Had two presentations. They had wonderful things to share that definitely relate to schools.
  • Offered a vegetarian option for lunch
  • Included the topics
  • Discussed how important mindfulness is for students.
  • Had these 2 speakers. They were fantastic.
  • Provided valuable info; well-researched; delicious lunch too.
  • Invited Sara to work with us. Very engaging.
  • Brought Susan in! It was a very informative presentation!
  • Provided time to actually do mindfulness and do activities
  • Reviewed mindfulness strategies; discussed self-care/reevaluations
  • Included Sara’s presentation.
  • Chose to include session in mindfulness and trauma sensitivity.
  • Offered so many examples and resources for mindfulness and trauma sensitive schools
  • Provided practical strategies that can be used at the building level
  • There was so much engagement –excellent
  • Provided us with great, engaging speakers.
  • Had such a relevant day for teachers
  • Sara- played the video about the door greeter and Mrs. Porter
  • Had a focus on both teachers and students
  • Combined these two presentations in one day- they are so related and both the presenters gave such a useful information
  • Both sessions today really provided good information that will be useful as we create our school plan. I also think that I can personally begin to use some of these ideas and strategies in my classroom.
  • Had us practice mindfulness. It made the ideas both real and reachable.
  1. I wish you had . . .
  • Shared the presentation with us
  • Strategies for presenting student mindset to staff about trauma informed perception.
  • Gone more in depth of how to create a trauma informed school. I have a significant background in trauma so there was not a lot of new information
  • A snack option, it’s a long day
  • Just wanted to mention- the two topics presented today were both huge (and very interesting and helpful) we could have spent a whole day on each one
  • Given group work time; included discussion time embedded in presentation
  • Given us worktime allowing us to analyze our 11 principles and compare them to other buildings
  • Sara- more specific info of what we could be doing. Seemed a little disjointed but great info.
  • Shortened the morning session. The ideas became repetitive.
  • More time with Sara Daniel
  • Sent out an uber to pick up the people who missed the day
  • While I believe mindfulness is important, especially for students who struggle with control (which is most if not all), I felt that the presentation and activities were very childish and geared towards young kids, ie 5th grade and under.
  • Time to work in our cohorts to begin discussion on how this will work in our schools. It would be nice to do this so if we have questions we can get help and answers.
  • More movement
  • Susan- address how to get to “the pause “. Once you’re reminded of it, can use strategies to calm down, but what if you’re never able to remember the pause until the explosion/anger flip out is over?
  • I think the Sara Daniel presentation could have been a full day. Super information that was important. She did great with the time she had, but I do believe it would be great to have more time with this information.
  1. I gained the following “key” learnings (ahas, questions, etc.) from our work today:
  • I have a much better understanding of how to start using mindfulness
  • Great info on mindfulness, trauma info-excellent
  • Dan Siegel’s hand out of the brain. Pausing is important to not flip your lid.
  • Trauma informed perception increases in structure empathy.
  • How mindfulness can be incorporated into the classroom and new techniques for practice.
  • Mind full vs. Mindful = so true
  • Self-care is important and can be part of a school culture; how mindfulness is research based
  • Techniques to use with students
  • To pay attention to your mental health and how to fight burnout
  • Stress trigger; teachers need strategies as well as dispositions; serve and return
  • I’ve taken away some tools for how to work w/students (ACES) when they make poor decisions
  • I want to put more mindfulness practices into action in my classroom. I am curious to learn more and further my knowledge.
  • Definitely want to bring mindfulness and trauma-informed care to my school.
  • Basics of TSS
  • I need to further develop my own understanding and practice of mindfulness and TS.
  • Think about the perspectives of others and how to support those multiple perspectives.
  • Becoming in tune with my own mental health will help me help the students I serve
  • Can apply it in teaching, family, and personal instances.
  • Just knowing that there are times (and actually looking back and seeing a few) where I may have benefited from taking a break from a situation to help re-center myself to prevent myself from “flipping my lid”
  • How can I use/incorporate mindfulness in my class room and in my teaching? I am hoping I can use strategies of mindfulness when stressed or when I feel like I am going to “flip a lid”. I believe mindfulness is extremely important not only in schools, but in everyday life.
  • How can I incorporate self-care for myself and teach it to my students? How can I help students feel safe and cared for in my classroom?
  • The importance of mindfulness in the classroom
  • I use mindfulness practice in all of my classroom guidance lessons and the Take 5 practice videos are something I am very excited to incorporate into my work. The info on caregiver capacity was good because it isn’t something I spend much time thinking about.
  • Wow- do we need to slow down. Need to really try to think about how we interact with kids on an institutional and individual level.
  • The impacts of trauma on learning.
  1. I anticipate needing the following resources to support my change(s) efforts back in our school/district:
  • Time, more ideas to help kids with trauma without all the gory detail of their trauma, if it is known
  • Teacher (lack of) readiness and engagement
  • Sharing this info/websites/resources with our learning support team and what we would like to start with.
  • Not sure – lots of resources in the packet
  • Simply the handouts given today.
  • Long term plan to build a TSS (consultant?)
  • Work Time 3-4 hours focused with outcomes.
  • How to get the time/$ to implement
  • Additional information and supportive training.
  • I will need to review the resources and see what is best to share with staff.
  • I will make time to speak with our Character Ed Team
  • Starting a class using Sara & Susan’s exercises. Susan is a master teacher; Sara would do better with less talking-synthesize
  • Time to work with our team
  • None
  • I would like to begin educating the teachers in my building more specifically on trauma informed practice. This would help them understand the students even more. I think it would be a great idea to include a mindfulness moment into all of our staff meetings
  • I still feel that some sample plans would be helpful. I am also very concerned that at some point we need to discuss kids that struggle academically – it feels like this layer is something we have not addressed. At the high school level it is tough to get to the deeper issues when students have skill deficiencies. I know that emotional and academic go hand in hand, but I would like to see more information gaps – especially because Nicolet is a high performance school. These kids struggle, and we have community members that still think that we should track kids.
  • I am encouraged by the new state resources.
  1. Between now and next session, I will try out the new knowledge and/or skills in the following way(s):
  • Mindfulness and the videos of Take 5
  • Centering myself more during the day
  • Show good intentions and model that to students
  • Strategies for incorporating traumas informed perception and mindfulness regularly into instruction.
  • Different mindful breathing and movement activity in the classroom
  • Check out the DPI websites for resources
  • Encouraging my direct supervisor to use the tools to help cultivate a school culture of empathy and self-care
  • Using mindfulness in a 1:1 setting with students
  • Incorporating mindfulness activities into my HIP
  • Burnout survey; sensory diet (for me)
  • Personal mindfulness
  • Teach one strategy to teachers
  • I want to study up a little more. Then I am thinking of launching a “Month of Mindfulness” in my classroom-building a foundation and putting a special emphasis on it.
  • Talk to admin about these ideas
  • How to refine our TSS work into current planning
  • I will try to find ways to use technology to assess and monitor mindfulness and trauma
  • I will be more “mindful” in my interactions with students sent to my office
  • Trying to get my students focused at the start of class in order to maximize our time and their ability to focus and learn
  • Mindful exercises for myself and with my classes
  • Work to change my mindset as to student behaviors. Focus on whys instead of what’s
  • Mindfulness
  • Using relaxation techniques with my students
  • I will incorporate the take 5 practice and as a review with my students discuss the Hand Model of the brain
  • Try some mindfulness activities. I want to use Sara’s presentation and work specifically with three kids in my classes this semester. She gave me some great ideas about how to better approach their struggles.
  • I’ve shared the modules with our instructional team. We anticipate using them for future PD.
  1. How do you envision today’s learning having an impact on student achievement results?
  • Being more aware of using both topics than I have used them in the past
  • Ideas about utilizing time before school for physical activity
  • Student’s need to be aware of themselves/thoughts to truly understand their role as a student. If they are mindful, they will be able to understand how to succeed.
  • Incorporating mindfulness and increasing students self-awareness and mental health stability academic achievement will increase
  • Responding to trauma and other non-academic issues removes barriers to academic learning. Mindfulness is a tool for all students to increase self-regulatory skills, which we know are correlated with academic performance and future life outcomes.
  • If students believe they can, they can
  • I’m not sure- it depends on if I get to begin
  • More focus, more completion of work
  • Increasing positivity should increase student success
  • ‘Well’ students learn and perform better
  • Helping kids self-regulate and learn strategies for mindfulness.
  • Lowering demerits/detentions and helping students feel better about themselves!
  • Better able to understand and work with students who have experienced multiple trauma in their lives.
  • If students’ emotional needs are met, their academic needs could become easier to meet.
  • Hoping to gain an even better safe, trusting classroom environment and rapport with my students
  • Healthy minds are achieving minds
  • Hoping students will feel safe enough in my room to take risks with their learning.
  • Improve them
  • Making a more relaxing, calming atmosphere in my classroom
  • If students feel regulated and we as educators can recognize when they are not and implement interventions that help achieve regulations, students will be ready to learn and achievement will increase. Students will be ready to engage.
  • Clear connection between emotional and academic.
  • Children will learn and pick upon exercises faster than us and pass it on
  • The better able we are to meet the social emotional needs of students, the better able we are to help them be learners.
March 1, 2018

March 1, 2018 Evaluation Summary (Based on 19 responses)

  1. Quality of presentation

5 Very High 5

4 High 9

3 Moderate  5

2 Somewhat Low

1 Very poor  

Average   4.00

  1. Useful take home information

5 Very High 7

4 High 9

3 Moderate 2

2 Somewhat Low

1 Very poor  1

Average 4.12

Please respond to the following questions. Please use the back side for additional comments.

  1. I’m glad that you . . .
    • Had such a thorough background knowledge and deep understanding along with very specific tips and examples, Thanks!
    • Presented research and reason for managing student technology.
    • Covered anxiety issues…talked about discomfort being okay – and working through it.
    • Very good! Many ideas to share with parents and other educators
    • Gave us time to look through examples with peers.
    • Connected the digital work to neuroscience; connected mindfulness to SEL.
    • Went around and discussed strategies as small groups.
    • Gave specific examples for classroom intervention in regards to tech use.
    • Brought in a credible speaker with practical strategies.
    • Know what you were talking about and made efforts to talk to me about my school situation.
    • Addressed the science or the “why” or the functions of the brain behind the addiction to media/technology.
    • Shared all the information.
    • Gave us brain breaks; the circle time was good.
    • Covered a broad scope of information both theory and practice.
    • Discussed this topic along with the concept of SEL. This helps increase awareness around digital issues for staff and students.
    • Made the connections between relationships, learning and tech. Also that you framed it in a way that tech is not evil, but we need to be self-aware.
    • Integrated the digital world with the physical world and brain development.
    • Had a great extensive PowerPoint – So much information there. Thank you!
    • Built in brain breaks throughout the presentation. There was a lot of information to gather, and the breaks allowed me to regroup.
  2. I wish you had . . .
    • Done 2 slides per page or had bigger font – a little hard to read.
    • Given us a presentation we could share/use with students.
    • Provided more info about specific apps/tech that students are using most.
    • Made it more engaging/interactive.
    • Discussed tech expectations/responsibility in relation to brain development.
    • Had more time for discussion interaction, provided more tangible ideas to try out. I’d love to know more about what successful sell-out of tech looks like to build self-control and respect.
    • Focused on students’ cell phones more than laptop/chrome book use.
    • Given more practical strategies in how to integrate SEL and the academics @ a high school level
    • Told the speaker we had already seen some of her videos, topics etc.. at a different time.
    • Given teams more work time!
    • Made the presentation a little more interactive.
    • Made the font larger on the smaller parts of the PowerPoint and the handouts. Maybe it is just my eyes but it was really hard to read the smallest lines. I tried to enlarge the slides on the PowerPoint but that just made the lines too blurry to read.
    • Had more activities built in throughout the presentation. There were some small activities like poses. I think it would allow the audience to see some of the information or ideas in use.
  3. I gained the following “key” learnings (aha’s, questions, etc.) from our work today:
    • Don’t shame/blame criticize tech. I’m guilty of that!
    • The key to effective social/emotional learning is in brain development.
    • I liked the numerous sources you shared. Ideas for mindfulness too.
    • Children need time in the physical world. This helps build relationships and makes them more personal.
    • Tech design is tied to neuroscience
    • Empowering students to self-regulate
    • Strategies for ways to handle students being distracted by phones.
    • Expectations should be realistic in relation to brain development.
    • How to slow down and compose myself before working with a tense situation.
    • I need to try to understand Kids’ actions with tech instead of confront them as much.
    • Turning tech in a positive > not treating it as a negative.
    • How a cell policy impacts feelings toward teacher.
    • Too many aha’s.
    • Relationship is important.
    • How we approach the student with media matters
    • Be actively engaged as a parent
    • Physical/motor develop before cognitive; not writing > slow to read> for me as a parent
    • 4 step approach
    • The brain is a key to understanding how tech can manipulate how children process information.
    • Challenges of living in a digital world and how it connects to character education.
    • I like the Teaching Tips/Conversation Starters, guidelines for using Tech in the Classroom, and Summary Challenges in the Digital World.
    • What do we want to use the laptops or tablets for in school? Sometimes technology is implemented just for the sake of using technology. There needs to be a purpose for using the technology.
  4. I anticipate needing the following resources to support my change(s) efforts back in our school/district:
    • Using the sidewalk analogy tonight @ a parent.
    • A summary that can be shared with students /staff
    • I’d like to see a more formal “session” with parents and students prior to giving computers to students. We don’t – we need something.
    • ADHD resources
    • Speaking so kids can learn (book)
    • Need support from administration and other teachers to keep everyone on the same page.
    • Outlined strategies to implement in the classroom.
    • Continued team conversations.
    • Ideas for how to intro Chrome books to the students.
    • More access to tech in my classroom.
    • More guidance and work time.
    • We need time to develop our character program etc…
    • Resource designed to help the parents of our students.
    • We will need to develop a comprehensive plan for PD and support for staff.
    • Lesson plans or ideas to better teach how to appropriately use a chrome book, and transition back to the classroom.
  5. Between now and next session, I will try out the new knowledge and/or skills in the following way(s):
    • Build the skill of refocusing attention (acknowledge and shift)
    • Getting students to release or come out of their reactive brain and into their thinking brain.
    • Avoiding sometimes of sending an email- when I have the chance for a face to face visit.
    • Choose word carefully when approaching students who are off task.
    • I will try to use strategies.
    • Being conscience of word choice and tone when addressing student tech use in the classroom.
    • Using the new skills with my students.
    • Self-control app > see if my advisees take the bait.
    • Card activity. Handle off task behavior with “I noticed you’re …” instead of with a question at times.
    • I am hoping to share the STOP Method to my students. We’ve been experiencing a lot of online bullying and posting of inappropriate behaviors.
    • It wasn’t new really.
    • I will try to incorporate the 4 step approach with students.
    • Continuing the conversation of the connection of character education and tech.
    • Try to explain why we are using the chromebooks so the students understand the purpose behind the activity.
  6. How do you envision today’s learning having an impact on student achievement results?
    • I need to help teachers understand importance of relationships and relevance.
    • Long term gain in student confidence and capacity.
    • When you respect the digital world, you start to understand the students’ world. Take time to work with students on that.
    • Share the posture/poses at my teachers
    • I hope for results.
    • Giving students reflection time and more responsibility in regards to their tech use should improve student achievement.
    • Helping (empower) students to take ownership of their learning.
    • Students will be able to better regulate themselves with technology.
    • Students learn to share time between digital world and reality.
    • Not 100% sure. I’m sad today this wasn’t a practical presentation. Not much use for me.
    • Addressing the SEL of students will help them w/their readiness to learn.
    • If we can help to teach kids how to use technology appropriately.
    • I hope as we move to work together as a district to move in the mindful digital world to help allow students and staff feel safe and secure in school and therefore be able to focus on achievement.
    • If teachers throughout our building used lots of the strategies shared today, I think that there would be a huge impact on academic achievement.
    • I think it will have a positive impact on student achievement not only in the classroom, but also at home and any other time they use technology. General Comments
    • I loved the presenter and valued her knowledge and examples highly. Same of the presentation, reviewed previous content from other sessions and the content as a whole wasn’t enough for a whole day.
    • Please consider incorporating team time in the program next year- it is frustrating taking time off of school to sit and listen when only about 50% was applicable to true high school classroom.
January 11, 2018

January 11, 2018 Evaluation Summary (Based on 23 responses) Quality of presentation

5 Very High 14

4 High 9

3 Moderate  

2 Somewhat Low

1 Very poor  

Average   4.61

Useful take home information

5 Very High 15

4 High 6

3 Moderate 2

2 Somewhat Low

1 Very poor  

Average 4.57

Alverno Session (Based on 22 responses) Quality of presentation

5 Very High 1

4 High 9

3 Moderate  5

2 Somewhat Low 5

1 Very poor  2

Average   3.55

Useful take home information 

5 Very High 2

4 High 6

3 Moderate 5

2 Somewhat Low 7

1 Very poor  2

Average 2.95

Please respond to the following questions. Please use the back side for additional comments.
1. I’m glad that you . . .
• Provided us an opportunity to visit with great programs.
• Had us walk around the school to see each classroom. Got a brief presentation of character education structure in school.
• Arranged for the site visit. I’ve always wanted to visit MCP.
• Arranged for off-campus visits at schools of character.
• Let us get to a school to see this in action.
• Allowed us to meet with leaders/schools who have implemented character education.
• Had us visit MCP. It was incredible to see their work in action.
• I’m glad that Brown Deer had students lead and adults chime in.
• Had is take a field trip to the site.
• Organize site visits.
• Took us to sites where this is already in place and proven to be effective.
• Planned time for us to work on out plan.
• Gave us the opportunity to visit character education schools.
• Had us visit a site school. I really appreciate seeing character education in a different setting. Also thankful for the feedback I received at the end which is heling me feel supported.
• Encouraged the site visits.
• MCP was bought in on their school culture. It was evident at both sites that teacher and students enjoyed being at school. Alverno have us time to debrief and honest about timeline to be a school of character.
• Continue to make time for self-reflection.
• Had us visit the schools this AM
• Are always so open and receptive to our questions, concerns, etc. Thank you! I am also glad and appreciative for all the handouts that you give us, as well as for the great binder! It is also very helpful to have the online binder to refer to. It has lots of great resources! Thank you for all of these materials. • Are very passionate about the work that you do.

  1. I wish you had . . .
    • Maybe emailed us some of the information for the afternoon session.
    • Planned a brief meet with a classroom teacher to pick their brain.
    • Given us more time to chat about and work on plan and spent less time debriefing in the circle. I also feel like we have much to do and so getting to what and how matters more than the why. I feel like we were not using time wisely this afternoon. Less spousal banter please.
    • We would have seen the schools sooner to help understand how to build our plan. More time to work after the sire visit while the information was fresh.
    • Let us go to 2 schools
    • I wish Alverno had more work time with staff available. That Brown Deer had more time to do a tour and more time in classrooms. “Monday” visit to see more “live” lesson planning > Out of your control anyway.
    • Provided the opportunity to visit both schools, not just one.
    • Let us have work time that was allotted.
    • Given team time.
    • Allowed groups to debrief in small groups following large group. We needed plan/review time.
    • Allowed more plan work time with LACCS staff available.
    • Given more time to work on our plan.
    • Provided us time to visit both schools.
    • Provided more ideas for the site plan. The afternoon didn’t seem to be the greatest use of time.
    • Limited the circle/class meeting time, I can yak all day with students, but have serious issues about speaking in front of colleagues/peers.
    • MCP shared more examples of how character was built into curriculum as well as had students speak on behalf of the school.
    • Let us stay longer or see both sites perhaps a half day at each if possible.
    • I am really struggling with the Alverno piece – not sure how what we did today was helpful – what we needed this PM was to process the morning session with our school based teams to see what we could use or what would not work for us. It seems as though the Alverno folks would be more helpful circulating and working with the groups.
    • Shown us some examples of plans from other schools. I think it would be helpful to see what other schools have done. It would also help to see the actual format of their plans. Also, the handout that we received on 1/11 entitled “The LACCS Plan” states in the last bullet point: “See Guidelines for additional suggestions that are pertinent for your plan”. Can you please tell me where the “Guidelines can be found? Maybe it is there, and I am missing it! Thank you very much! I also wish we would have received some printed materials/resources from Milwaukee College Prep School.
    • Given us valuable team time. We don’t have any time for us to process the visitation and our next steps in our home schools and to go through a big circle activity or to hear about how some schools aren’t teaching about MLK Jr isn’t going to help my school implement character education. I appreciate all of your experience, but please give us the gift of time. We need that more than anything else.
  2. I gained the following “key” learnings (ahas, questions, etc.) from our work today:
    • Institutional change needs to happen for whole school buy-in • It is possible to have a staff that are all on board with an idea/concept – curriculum.
    • Based on my observation at MCP I now believe that an all0inclusive character education program is possible.
    • I understand how we can think about a plan now.
    • Consistency is the key. The amount of commitment on behalf of the MCP staff is astounding and inspiring.
    • Brown Deer> *service above self*
    • It is possible to implement a character education program that can make a difference.
    • Students can work to plan lessons in a successful way (Brown Deer)
    • Student ownership; “touch stone”
    • I don’t feel like we had productive time following our visits. I was often confused on what the learning targets were.
    • Importance of consistency across a building.
    • I like the activity prior to a test, allowing students to laugh and de-stress before the test helping them perform their best.
    • Our school has a far way to go in implementing character education and have it fully embedded.
    • I’m interested in getting student leaders to meet each week to plan 1 day of advisory a week (similar to what Brown Deer does). Hopefully, include current mentors on this team.
    • Add a component to our character education lessons that could expand to a reflection piece about how you are going to live the content being taught.
    • Schools of character do not have to look the same. Brown Deer and MCP have very different school climates yet both are national schools.
    • A powerful perspective is available to us if we are open to the possibility of looking at our own reality and making appropriate changes.
    • How this looks in a completed form
    • I want to know what we need to do to be more like Brown Deer. I want our school to be like theirs.

4. How do you envision today’s learning having an impact on student achievement results?
• Students who feel respected and are respectful perform well and enjoy school!
• Continuing to use core value language with students in all aspects of the school day.
• If our current structure evolves to integrate more processes that reflects that of MCP, student engagement will increase therefore increase student achievement and drive.
• Thinking about involving students more in the planning of institute’s character education.
• Today’s lessons will allow us to modify our current practices to build a plan for next year.
• Still trying to work through how to propose a reporting system for character and our school. It’s been rejected in the past.
• ↑↑↑ 🙂 Negative Behavior ↓ = academic ↑↑
• Hopefully we (as a school) can take what we saw today and implement what our school needs.
• We instill skills for future success.
• Helping them de stress will positively impact my students’ performance.
• Long term, it will be so beneficial to students.
• This could help our character education be more student driven.
• We write a class compact, but I think that it would be a good idea to have students write a mission statement at the beginning of the year next year.
• Dick Pieper “Character is the plate” foundation to the job.
• More student involvement and input should equate to higher engagement and achievement.
• I do believe that a learning based culture will help students be more successful, though I still have not seen clear data of this. Have BD and MCP seen good longitudinal results? Would be good to see this data and have it available for our school / community if we want to sell the plan.
• I truly believe in Character Education, so therefore I know that quality Character Education efforts increase student self-esteem, encourage positive relationships between students, and also between students and staff members. These efforts also promote respect for others, honesty and integrity, and healthy conflict resolution. I believe that when the aforementioned positive results are achieved, students are more ready and willing to learn, and this in turn increases academic achievement

August 17, 2017

August 17, 2017 Evaluation Summary Please rate the following items on a scale of 1 – 5. (Based on 36 responses)

  1. Quality of presentation

5 Very High 7

4 High 2

3 Moderate  

2 Somewhat Low 1

1 Very poor  

Average   4.35

  1. Useful take home information

5 Very High 6

4 High 2

3 Moderate 1

2 Somewhat Low 1

1 Very poor  

Average 4.11

Please respond to the following questions.  Please use the back side for additional comments. 

  1. I’m glad that you . . .
    • Were so engaging and specific in ways to help build relationships
    • Brought Phil in1 Great presentation! I was laughing the whole day and have so many good ideas to take home
    • Reinforced the importance of what we already practice at our school-relationships and routines
    • Gave very specific examples and I am thrilled that you paired down the first book to all extremely easy to read concrete and practical guide. I look forward to it.
    • Incorporated stories and strategies you’ve seen being used, as it made all of the info more relatable/applicable.
    • Included real life situations and experiences. Made it relatable.
    • Shared specific examples for rules, routines and relationships.
    • Gave many school examples.
    • Share personal success stories along with practical application in school/classroom setting.
    • I enjoyed some of the different thoughts on routines rather than rules.
    • Used humor in your presentation. The day was very interesting and the time went by quickly
    • Provided specific examples for implementing ideas. Lots of takeaways.
    • Were honest and shared examples of rules, routines, and relationships.
    • Reinforced many of my practices and beliefs
    • Focused on importance of routine vs. rules
    • Shared so many stories – narratives are the best learning organizers.
    • Reinforced best practices regarding routines and the importance of relationships
    • Scheduled breaks and made a digital binder available
    • Said “economic poverty does not translate to moral and emotional poverty.”
    • Told us so many stories from your experiences. They were very insightful and informative.
    • Stressed the importance of relationships and routines.
    • Gave great big picture on relationships, rules, routines. Distinguished between control and routine. Suggested we slow down—this is huge.
    • Selected a presenter with such experience and an ability to captivate a crowd.
    • Focused on the importance of relationships with students.
    • Brought in a high quality speaker
    • Added a personal touch by sharing stories that fit into the presentation.
    • Arranged for a nice learning environment
    • Brought Phil Vincent into our lives, what an excellent role model and teacher
    • Offered a book and copy of the slide presentation
    • Incorporated stories into the presentation
    • Included humor in the presentation
    • Emphasized the importance of relationships and ways that successful teachers/schools address this, like all meetings, and celebrating students.
    • Related the information by using stories.
    • Brought Phil in to talk about his book. Phil’s stories help to emphasize the importance of the 3Rs.
    • Used narratives to “tell the story.”
  2. I wish you had . . .
    • Maybe elaborated on how to build relationships with particularly difficult students.
    • Slightly longer lunch. I would’ve loved to stretch my legs a bit and taken a walk outside.
    • Had more specific examples beyond the classroom and school building walls. I am wondering how we can ge the family, sports, and co0curriculum community involved. We have many entitled children whose parents do not follow moral compasses.
    • Inserted a few more small breaks (even 3-5 minutes).
    • Allowed time for teams to discuss implementing planning ideas into school
    • Allowed more time for teams to develop school specific rules and routines.
    • Showed more photos and examples.
    • Actually showed a morning meeting in action at the various levels – this is something I’m interested in implementing school wide.
    • More engagement with audience, was a long time to sit and listen.
    • Given us time to work with our peers to establish continuity within our district.
    • Given more opportunities to get up/talk and process with others.
    • Allowed more time for discussion/interaction within the cohort.
    • Given more time for discussion at tables.
    • Brought in a speaker that was a bit more current with research and practices.
    • Given us time with our school peers to process and discuss along the way.
    • Embedded more collaboration time. We need time to network/plan/work together.
    • Provided time for discussion instead of being talked at the entire time. We also were told we would have time to work on our plan and we didn’t.
    • Provided much more discussion/reflection/application time. Used other methods to teach. Given team work time.
    • More engaging activities. Demonstrating something rather than explaining it.
    • Given time to make the content practical/concrete to our work inside our school
    • Built in more opportunities to ask Phil questions.
    • Addressed how to convince those who are skeptical. Given us more time to talk to others from similar grade levels. Taken an inventory of what our questions, concerns, etc. were.
    • Given some time to process/discuss with our school team
    • All the time in the world
    • Shared more data resources regarding studies you mentioned. Not that I don’t believe it, but when one is trying to change someone else’s mind, the research if powerful to share.
    • I wish the day had been more interactive. Even with great stories, 6 hours of stories gets tough.
  3. I gained the following “key” learnings (ahas, questions, etc.) from our work today:
    • “It’s not about controlling them, it’s about developing them.”(3) Awesome!
    • Rethinking PBIS and how we utilize rewards – this is a much bigger conversation that we are just starting to have as a faculty.
    • Make sure you are taking time to celebrate students. Take time to ask students what they expect from you as a teacher.
    • I would like to employ some of the ideas given. Specifically, I would like to create display boards in our front wall for a compliment tree, a service learning hall of fame, and an interest and talent/special skills display board.
    • Stop the “either-or,” and think about the “and”.
    • Routines, routines, routines.
    • Rules and routines are not for controlling student. Rules and routines are for developing students.
    • What I can start immediately in school.
    • I really appreciated the discussion regarding outcomes as a picture of not just test scores, but also service, behavior, athletics, and value enhancing activities.
    • I like to hear that some things I’m doing are quality educational and character building activities
    • I feel affirmed. Our school focuses on character education and incorporates many of the things you spoke about.
    • Specificity of rules. Practice, practice, practice routines.
    • A routine is not meant to control students, but to help them develop.
    • Self-contained 9th grade to indoctrinate them and set a tone of majority.
    • I need to look at how important it is to establish routine to improve classroom culture.
    • How important is it for total buy-in and implementation across a building.
    • Circle question ideas for our advisors. –Good news – Concerns
    • Defining general rules with specific rules.
    • Routine is key
    • Many new relationship building techniques.
    • There were many times that I heard recommendations from the speaker of activities, procedures, etc. that we are already doing! This served as a validation to me regarding the great things we are already doing.
    • I as an admin need to stress relationships and routines throughout the year.
    • Critical nature of routine-this is really huge – a simple concept that is so important.
    • Morning meetings-routines> rules.
    • The idea of student involvement impacting student engagement in the other aspects of school.
    • Relationships first. Using class time for character education or S/EL is an investment.
    • The importance of routines in schools, and the importance of all school staff not just educators and administrators.
    • Relationships are key. Teaching the how to…of classroom/school rules.
    • Focusing on culture and “slowing down” also has a positive effect on student learning.
    • Develop kids, don’t control them. Slow down to speed up.
    • Mindset re: rules/routines
    • It’s okay to forego instructional time sometimes to create relationships.
    • The importance of routines, relationships, and rules – I know I just copied part of the book title, but it reaffirmed the importance. It also made me think about how this looks at my school.
    • Reinforced the importance of relationships and how we build them
    • Routines are extremely important at all levels and consistency is key.
    • Develop not control. The quote you presented on climate. Routines.
  4. I anticipate needing the following resources to support my change(s) efforts back in our school/district:
    • I believe I’ll use the website you showed us today-w/ all the LACCS resources – a lot!
    • Many small things I can implement without a hindrance. Bigger ideas will take more effort and buy-in from the staff and administrators.
    • I want to share the morning meeting book with some teachers who will benefit from a softer start and building community.
    • None that I can think of.
    • Planning time, administrator support.
    • All teachers to put in the same effort.
    • I anticipate, being in a small school needing to develop a team to work with in an implementing a character initiative.
    • There won’t be any resources required. Just need to present and communicate ideas with staff.
    • Teacher buy-in time.
    • A critique of routines/rules that we have established.
    • If needed administrative support, but nothing to start.
    • Having crucial conversations with teachers who negatively impact culture.
    • Time; staff involvement.
    • Support from superintendent.
    • Time
    • Time and reflective activities to staff thinking about the importance of relationships and routines.
    • Time – time to process: implement once we are back in out buildings. This is super hard to do.
    • More time for group collaboration. • Guidance in developing out character ed. Plan and time to develop it.
    • Supported team work time.
    • Websites to share some information easier and support staff. Templates or examples of certain activities.
    • I believe relationships are key – most of my staff would agree. Time spent on how to better reach those students who struggle would be helpful/needed.
    • I plan to access our character education team
    • Convincing all that their actions/words (or lack thereof) send a message. Handouts and directions on how to implement these ideas (i.e. rule writing chart in Vincent’s book).
    • Plan to follow through
    • I think it goes back to showing the research behind thigs said today. I see the book has references, so maybe that’s all I need.
    • I will need time and discussion with teachers/admin at one or more schools
    • Resources around relationships and routines.
  5. Between now and next session, I will try out the new knowledge and/or skills in the following way(s)😐
    • I’ll look into our systems at school and see how we can better build relationships.
    • I really like the ideas of: new student bulletin board, mailing postcards home with compliments, compliment boards, and community service opportunities involving families too.
    • Create a space to celebrate student success in my room
    • I’m still early enough in the school year that I will try to establish some routines for the start of my lessons. I currently do it with my KG, 1st, and 5th grade, but will add some to my 2nd-4th grades.
    • Talking to my HS admin about reducing student swearing in the hallways/school
    • School wide greet the students out the door.
    • Compliment tree
    • During my classroom guidance lessons, I would like to implement a morning meeting structure to show my teachers how it works.
    • I always pride myself on knowing and greeting all students in the morning. I’m going to continue to strengthen that.
    • We spend the first two weeks teaching routines but when I return to my class tomorrow I will revisit the routines that are in place and put more though into others that may need to be developed. Having lunch with students > 1x/week
    • Morning meetings > “slow it down”
    • I do many of these items already. I will try to shake hands, but I hate grubby hands maybe I will fist bump them.
    • I plan on working on AP routine to improve instructional time.
    • Develop a student celebration/compliment tree type of routine.
    • Set relational outcomes > strive for them
    • Use “connect time,” our last hour of the day, and implement strategies suggested in “Quality climate” section.
    • Creating a wall of fame. Trying to be at my door for every class’s entrance.
    • I will follow through with a “Staff shout out” activity that I found online. It is a way to acknowledge fellow staff members for doing something positive or helpful.
    • Stressing relationships and routines in specific student conversations.
    • See if I can develop a clear set of routines for my classroom – share ideas with department members.
    • I will attempt to put together a possible morning schedule.
    • A positive culture building techniques such as a compliment corner.
    • Launch Student Advisory Team.
    • Making sure my classroom rules are specific. Spending more time focusing on relationships in my room.
    • We used to do “thank you Thursdays” – going to bring that back. Also, will look into bringing it within the school day clubs – to build culture.
    • I will infuse conversation on character into my interactions with students.
    • Bell work-routine. New bathroom routine/reduce students wasting time in restroom.
    • Encouraging connections. Facilitating change.
    • (Mail) Send out notes to parents.
    • I’m going to share key points with my staff and ask to observe their AM meetings. Currently I don’t really know how many teachers use them.
    • Helping teachers to incorporate the info and process into their practice.
    • I will discuss ways to celebrate student success in arts, academics, athletics, etc.
    • I will push the idea of developing and fostering character over control with my teachers. 8. How do you envision today’s learning having an impact on student achievement results?
    • Building relationships can only increase student success.
    • Helping to build a caring community and developing good kids!
    • Continue consistency with routines > creates a well-run classroom – more time for instruction and student worktime.
    • Soon, we will have a large influx of new students due to an upcoming rezoning in our district. I feel like I will be much better prepared to help our building build community and welcome our new students to a caring culture.
    • Very positive! When students feel safe, supported, and cared about they’re more likely to do better in their academics.
    • Positive impact
    • An increase in student achievement will be a result of student engagement and better school culture.
    • Students will do what you ask when they know you care about them.
    • I don’t think achievement and climate could even be separated. Students that feel comfort and understanding of school rules and routines are ready to learn. Also, a routine climate gives teachers more time to learn.
    • I four faculty establishes a safe, comfortable, and respectful environment. The hope is that the students will gain confidence in their own responsibilities.
    • More student engagement, less academic time lost, fewer discipline referrals.
    • Students will be engaged in learning and discipline will go down.
    • Talking to key people in the school about ideas I’ve taken.
    • It should improve results.
    • I believe that when children know they’re valued, they work harder and achieve more.
    • I appreciate the idea of kids celebrating themselves and each other. I believe this can help build self-efficiency and school culture.
    • Students with a stable adult they look up to are more likely to achieve. I can be that adult.
    • Increase student self-worth > increase confidence> increase work ethic > increase test scores.
    • Immediately I don’t think it will have a huge impact but over time I believe it will greatly impact achievement.
    • I truly believe that there is a huge correlation between character education and student achievement especially the premise that RELATIONSHIPS between educators and students is our first priority. These relationships have a huge impact on student learning.
    • Creating a welcoming inviting learning environment.
    • I think it is critical to move away from evaluating districts based on test scores. This gives ideas on how to rework the notion of achievement.
    • Culture > Test scores, grow good culture.
    • Developing relationships with students gets them to school where they want to engage and learn.
    • I wish I knew!
    • I think it will have a positive impact on student achievement. Help making the kids more comfortable will allow them to be more confident in their work.
    • Not sure – the learning today was familiar to my belief system…
    • Clarity and routines will increase confidence and achievement.
    • Routines lead to comfort – I fear them in case it promotes monotony – but I’m rethinking how I can incorporate more routines
    • I envision growth in our school community.
    • I agree with what I heard, and believe it has an impact on St.Ach, but as a principle, I also have a “pull” to make sure we spend enough time on academics.
    • Relationships can sometimes in the long run so that more emphasis can be placed on achievement/instruction.
    • By improving school culture, student academic growth will be easier to reach.
    • School climate will drive achievement.
October 25, 2017

October 25, 2017 Please rate the following items on a scale of 1 – 5. (Based on 16 responses)

  1. Quality of presentation

5 Very High 3

4 High 8

3 Moderate  5

2 Somewhat Low

1 Very poor  

Average   3.88

  1. Useful take home information

5 Very High 3

4 High 8

3 Moderate 5

2 Somewhat Low

1 Very poor  

Average 3.88

Please respond to the following questions. Please use the back side for additional comments.

  1. I’m glad that you . . .
    • I love this time to sit back and reflect. SO many ideas come to mind while attending these sessions and the presenter had many valuable insights. I’m leaving fired up to try new things and tweak existing elements of char. Ed in my classroom and school.
    • Allowed time to discuss
    • Provided a chance to reflection the most important groundwork that all of our work is built around. I had many ideas sparking that I wrote down, and can’t wait to discuss with my team.
    • Thank you for presenting the 11 Principles and explaining what kind of plan will be required of us. I think it will be interesting to go back to talk with the leadership. Want to find out our personal goals.
    • Had Elaine speak: great speaker, very knowledgeable, easy to listen to
    • Share this comprehensive approach with specific indicators
    • Allowed us as our school group to have time to discuss. It is nice to start thinking about how we are going to develop things back at our school.
    • Had teaching experience, so could speak from experience.
    • Had the “morning meeting” at the beginning
    • Gave the brief overview of the 11 principles, it really got me ready and thinking about what is already happening at my school.
    • Were able to make it through all 11 principles.
    • Provided a framework for the 11 principals
    • Reviewed the 11 Principles
    • Provided us with the self-assessment tool
    • Shared the 11 principles booklet.
    • Shared this comprehensive approach with specific indicators.
  2. I wish you had . . .
  • Given us the time to think about how to apply at our location…walk away with something to use.
    • Gave us the foundation of the 11 principles and provided a condensed blue book to look into further.
    • Some concrete examples of parent buy-in would have been helpful.
    • Given us team time to work on this together. We are hoping to develop the plan together and it would have been great to go over principle, then assess our sites through the night.
    • Food choice WITHOUT MAYONNAISE already added to it. (Can it be served on the side?)
    • Added more laughter
    • Not had the lights as low. A long day made it difficult to focus. Had us to get up and move around.
    • Provided some time for teams to process the themes and apply to their individual plan
    • Showed more concrete examples of them in action to help me think about what I would consider implementing as first steps in my building. I realize that time was limited in the evening format.
    • Differentiated learning for those of us who had heard this information before. I also wish we would have had time to work on our plans as promised to us upon registration.
    • Given us team time to work on this together. We are hoping to develop the plan together and it would have been great to go over a principle, then assess our sites throughout the night.
  1. I gained the following “key” learnings (ahas, questions, etc.) from our work today:
    • Peer mediation is a must.
    • “AHA” – I wrote down the term = PBIS builds compliance. Character Ed builds commitment.
    • We are already doing a lot of things, but our whole staff in not involved.
    • We have a lot of work to do to finalize our approach to character ed.
    • “How can we be more proactive, instead of reactive?
    • Get our parents and community members involved.”
    • Head, hear, hands
    • Student/Staff Learning Community
    • I might try to change my end of year activity to incorporate more service work for our older students. • Character education is thinking, believing and being
    • I reflected upon the compliance vs. commitment idea and it really reinforces why character education is so important.
    • Self-assessment tool
    • We have a lot of work to do to formalize our approach to character ed.
  2. I anticipate needing the following resources to support my change(s) efforts back in our school/district:
    • I would like to ask the PTA for some money to help us create some visuals that go along with our ideas.
    • Time
    • We just need to find time for our group to sit down and meet more often to share ideas.
    • Staff support/participation
    • Meeting times
    • More morning work to make sure students understand their role
    • I think I would need to spend more time discussing these things with my staff. It needs to be a school program not just a guidance program.
    • time to work on our plan
    • Time.
  3. Between now and next session, I will try out the new knowledge and/or skills in the following way(s):
    • How to incorporate peed mediation with current mentors
    • I will look for more ways to infuse our core values into student discipline moments.
    • “Bring core values into the classroom.
    • Create projects based on character ed. and core values”
    • Literature Circles • Evaluate our work on the 11 principles
    • Share the principals with my team and align them to our district mission, vision, and goals.
    • I will discuss with my principal the idea of adopting core values that surround our mission of believe, grow, achieve.
    • I will take the self-assessment tool and compare results with our team.
    • I will evaluate the 11 principles to determine how well our district is implementing them, if at all.
    • I will look for more ways to infuse our core values into student discipline moments.
  4. How do you envision today’s learning having an impact on student achievement results?
    • I think these ideas will increase achievement and decrease behavior problems.
    • In the end, good people do good work. We want students to learn to hold themselves and their peers to high standards at all times.
    • Everyone becomes more positive
    • Increase test scores
    • I think adding service involvement would be enjoyable by all
    • Our school will develop a set of core beliefs as a foundation for our school culture.
    • I think the idea of self-motivation is the key to successful school progress and life success in general. I would hope to see the adoption of a character education model as the basis of improved academic achievement.
    • Not sure yet
    • There was quite a bit of new information during this session. I will need to dig through the information to determine which pieces will have the biggest impact on student achievement.
    • In the end, good people do good work. We want students to learn to hold themselves and their peers to high standards all the time.
April 28, 2017

April 28, 2017 Evaluation Summary – Topic: Service Learning Please rate the following items on a scale of 1 – 5. (Based on 9 responses)

  1. Quality of presentation

5 Very High 5

4 High 2

3 Moderate 2

2 Somewhat Low

1 Very poor  

Average   4.3

  1. Useful take home information

5 Very High 5

4 High 2

3 Moderate 2

2 Somewhat Low

1 Very poor  

Average 4.3

Please respond to the following questions.  Please use the back side for additional comments. (Based on 10 responses)

  1. I’m glad that you . . .
  • Shared personal school stories and the effects on student growth.
  • Got Chad. He’s great.
  • Brought in great speakers!
  • Explained the innovation process and gave specific examples of how your school used it to “back into” your school’s service learning experience.
  • …brought in educators to discuss their experiences with establishing service learning in their schools.
  • Brought individuals in who have actively practiced service learning.
  1. I wish you had . . .
  • This presentation earlier in the year.
  • A checklist for service learning.
  • Started early-or let’s always start at 4:30 since we really don’t get going until 5:30 or after.
  • Found public school programs and how they fund us.
  • Visuals or pictures or memoirs of active students participating in the service role!
  • …a better way to integrate service learning into the curriculum that we’re often forced to cover.
  1. I gained the following “key” learnings (ahas, questions, etc.) from our work today:
  • The relationship between service learning and the development of character.
  • Process to develop service learning program.
  • How to implement service learning within our school
  • Service learning is a direct/”hands-on” way to teach (and model) children character development!
  • Ideas for service learning.
  • Service learning is about taking ownership and taking responsibility while getting something done.
  • More information on service learning and how the process looks.
  1. I anticipate needing the following resources to support my change(s) efforts back in our school/district:
  • Teacher and admin support.
  • Contacts to talk with
  • Key developments in the character ed. plan for our school will require staff collaboration.
  • I’ll need the “buy-in” of colleagues and administrators to get a program started.
  • Time to sort through all the information.
  1. Between now and next session, I will try out the new knowledge and/or skills in the following way(s):
  • Look at my work and how to incorporate service learning.
  • Put some of these ideas into my plan for next year.
  • Discussion w/colleagues about the projects they have done.
  • Organize this process (Key developments in the character ed. plan for our school will require staff collaboration)
  • I will try to brainstorm ideas with my colleagues on how to get service learning done.
  • Incorporating service learning process with some more accountability places on these students.
  1. How do you envision today’s learning having an impact on student achievement results?
  • I’m curious how I can collaborate differently with H.S. as high schools collaborate with colleges
  • A growth in SEL and character skills.
  • Hopefully get to a point where we implement this-need to instill empathy.
  • Once students buy in to service learning, I can envision it snowballing into something greater.
  • Service learning can provide such powerful impacts on students and takes time.
May 25, 2017

May 25, 2017 Evaluation Summary Please rate the following items on a scale of 1 – 5. (Based on 10 responses)

  1. Quality of presentation

5 Very High 7

4 High 2

3 Moderate  

2 Somewhat Low 1

1 Very poor  

Average   4.5

  1. Useful take home information

5 Very High 6

4 High 2

3 Moderate 1

2 Somewhat Low 1

1 Very poor  

Average 4.3

Please respond to the following questions.  Please use the back side for additional comments. (Based on 10 responses)

  1. I’m glad that you . . .
  • Had the opportunity to experience the many different speakers.
  • Summarized the year in review. It brought back evidence of learning that I had not kept in mind.
  • Had everyone share out.
  • Had every school present their plans. It was nice to hear what everyone is doing.
  • Allowed us time to reflect with each other.
  • Kept people on time.
  • Offered this opportunity and always provided support.
  • Provide amazing speakers who provided valuable information that we could take and use right away.
  • Brought in speakers throughout the year. I liked that they were on diverse topics.
  • We shared our plans. Loved seeing similarities and differences.
  • Had us present – it gave me many great ideas!
  • Invited me.
  • Had many different schools to provide many perspectives.
  1. I wish you had . . .
  • Great job!
  • Created a sheet of highlights throughout the year and/or reminders of all we’ve done.
  • Started presentations a bit earlier.
  • More stories! Makes it real, grows and glows. I’ve really enjoyed the LACCS course and getting to know others.
  • Us write less reflections and instead we could have time to work on gathering tools, ideas to implement these ideas into the classrooms. I feel like we did not have much time to work together as a group.
  • Given us a list of books on one page of things you would recommend based on age level.
  • Given contact information for each school.
  1. I gained the following “key” learnings (ahas, questions, etc.) from our work today:
  • Advancing CE towards the development of children different ways.
  • Presentation of ideas are great witness to plans and experiences gained.
  • Everyone seemed to get something out of the class which is great.
  • How lucky I am to be in a district that has such an established character education program.
  • I enjoyed reviewing the year in circle time.
  • I love the character wall from Brown Deer and can’t wait to re-create it at Rawson!
  • Parent “buy in” informational nights.
  • Showing kids how they look when not showing character (“Bullying video”).
  • Technology and the physical world.
  • Mindfulness
  • Brown Deer – Service learning idea through homeroom.
  • Each one choosing a different idea for the month of March.
  • Involve the kids.
  • I’m on the right track.
  • Many ideas to take back to my building.
  • What is character education.
  1. How do you envision today’s learning having an impact on student achievement results?
  • The more character education a child has, the greater the impact.
  • Overall, the LACCS course will help me greatly in my classroom; with relationships, student focus, and mindfulness.
  • We can take ideas from others’ presentations back to our school.
  • Students who grow in their character also grow in their education.
  • Take some ideas back from other schools. I thought about using mindfulness during the middle school lunch.
  • Took notes of all the things schools/districts are doing that I can bring back to our character education team.
  • If students don’t start showing more character, academic achievement will drop.
  • I think character is important as academic success.
  • Schools need to look at it as equally as valuable.
  • I plan to use some of the ideas from presentations – Character education wall for recognition.
  • Hopefully incorporating this will help kids reflect on behavior resulting in change.
  • I imagine my students having a safer, calmer environment to learn in.
February 23, 2017

February 23, 2017 Evaluation Summary – Topic: Mindfulness Please rate the following items on a scale of 1 – 5. (Based on 10 responses)

  1. Quality of presentation

5 Very High 10

4 High  

3 Moderate  

2 Somewhat Low

1 Very poor  

Average   5.0

  1. Useful take home information

5 Very High 10

4 High  

3 Moderate  

2 Somewhat Low

1 Very poor  

Average 5.0

Please respond to the following questions.  Please use the back side for additional comments. (Based on 10 responses)

  1. I’m glad that you . . .
  • Used specific examples, had us practice. You were animated. You were aware when we needed a break.
  • Taught methods of mindfulness that can be used in my daily practice.
  • Gave us the booklet. Showed Ted talks. Compared to social emotional learning.
  • Added video clips that aided the understanding of the importance of mindfulness.
  • Had us do activities.
  • Had us try and participate in strategies.
  • Had us do some examples we could use ourselves and/or with kids.
  • Gave tons of strategies to use as soon as possible.
  • Provided strategies to take back to the classroom.
  • Practiced mindfulness with us.
  1. I wish you had . . .
  • De-mythed the connection of mindfulness with witchcraft, voodoo, and/or brainwashing.
  • More time to learn more.
  • Spoken more about how direct instruction is impacted when children live in flight/fight.
  • Given us a copy of the “Mind full? Or Mindful?” cartoon.
  1. I gained the following “key” learnings (ahas, questions, etc.) from our work today:
  • Focused breathing.
  • Accelerator/brake.
  • Flight/fight response.
  • That I need to practice mindfulness in my daily life and practice.
  • Negativity bias and pay attention on purpose.
  • Mindfulness is almost as old as I am. Why am I just learning about it?
  • Tell my students more about “practice.” I would like to try the glitter jar.
  • Paying attention can be learned and needs practice!
  • I learned about brain functioning – makes so much sense!
  • Have to be “in the moment”… just stopping.
  • Practicing gratitude in lessons.
  • I need to practice mindfulness with my students more often. Not just with myself.
  1. I anticipate needing the following resources to support my change(s) efforts back in our school/district:
  • Taking time during class to do mindful activities.
  • More ideas for different mindful activities to do before kids transition out of my room.
  • Take time for mindfulness myself.
  • Mindfulness tools and posters.
  • Time!!!
  • Buy-in.
  • Staff PD!
  • Perhaps access to more “growing minds” curriculum.
  1. Between now and next session, I will try out the new knowledge and/or skills in the following way(s):
  • “I’m calm” breath.
  • Take 5 breathing.
  • Washing machine. “Wash out method.”
  • Glitter jar/brain jar.
  • I will use the “I Am Calm” breathing technique on myself and on appropriate student situations.
  • Increase brain function knowledge and understanding.
  • Since February 5th, I have been practicing 5 minutes of mindfulness before I start each morning! I will now try to increase to 10 minutes and add the washout and “I Am Calm” techniques.
  • Practice mindfulness with my classes.
  • Teach students (and maybe staff) some breathing strategies.
  • Try a few techniques in class to see if there is any difference – also maybe demonstrate to teachers at staff meeting.
  • I want to bring these strategies into a K5 class that we’ve had lots of behavioral issues in.
  • Bringing gratitude to lessons/faculty.
  • I’m going to make a mindfulness glitter jar.
  1. How do you envision today’s learning having an impact on student achievement results?
  • I think when kids pay attention on purpose, it will allow them to learn more. When kids are more focused, they will achieve more!
  • Being able to assist students in relieving stress will help student achievement.
  • Teach children to pause and to focus on the good things.
  • It will help me model and teach students how to be less angry and more open to resolving conflict with positivity!
  • I hope it will calm down some of my “angry” students.
  • Helping students to reduce stress so they can focus and learn.
  • Not sure yet… hopefully better behaviors!
  • Just learning about themselves, slowing down (to focus).
  • In a positive, measurable way.

My room will be calm and students will be able to focus and learn

March 24, 2017

March 24, 2017 Evaluation Summary – Topic: Social Emotional Learning and Technology Please rate the following items on a scale of 1 – 5. (Based on 17 responses)

  1. Quality of presentation

5 Very High 11

4 High 2

3 Moderate 4

2 Somewhat Low

1 Very poor  

Average   4.4

  1. Useful take home information

5 Very High 11

4 High 4

3 Moderate 2

2 Somewhat Low

1 Very poor  

Average 4.5

Please respond to the following questions.  Please use the back side for additional comments. (Based on 10 responses)

  1. I’m glad that you . . .
  • Compared physical vs. digital state.
  • Gave examples and the history of the smartphones existence and the impact it had on the need to exercise the wizard Brain for internet safety.
  • Shared current research and impact on personal and social growth.
  • Focused a session on digital citizenship.
  • Provided Do’s and Don’ts for addressing challenges in the digital world.
  • Were able to present information that I can bring back directly to my teaching. Valid information for all levels and teaching courses.
  • Used lots of examples of how your body reacts to technology and provided healthy/wise ways to live in a world surrounded by technology.
  • Invited Dr. Bauerfeld to speak
  • Covered this topic. Very important in schools today.
  • Provided us with a ton of information and suggestions! Explained what happens to the brain when using technology.
  • Helped us delve into these subjects as they are extraordinary topics and must be discussed.
  • Had Susan Bauerfeld come talk today. Very powerful.
  • Shared valuable and interesting information.
  • Shared this topic. So pertinent not only as a teacher but as a parent.
  • Provided the four step process.
  • Shared steps on what to/not to post.
  1. I wish you had . . .
  • Given info on how to deal with sexting
  • Involved us more. I really had to fight hard against sleeping.
  • A presenter more attuned to our students’ daily lives- my kids don’t need help organizing their horse-showing rings.
  • Less sit and get. More small group or table discussions based on our own experiences. Needed more breaks or a longer break.
  • More time for questions and discussion related to your career, but like you said,”…that would be a whole extra presentation.” :p
  • More tools on how to discuss with our own children.
  • More time to discuss what you have shared with us.
  • More time to discuss with table mates.
  • Allowed us more hands-on activities and discussion.
  • A print out of Susan’s PowerPoint. (Long day…maybe 2 days or shorter if possible)
  • More breaks-more chances to reflect and collaborate with table mates.
  • Designated some specific resources to use with kids.
  • Provided resources for us as professionals to retrain ourselves to become single taskers. Provided the PowerPoint for better note taking.
  • Given us opportunities to interact/engage.
  1. I gained the following “key” learnings (ahas, questions, etc.) from our work today:
  • How to be more engaging over control.
  • For optimal development children need to spend time in the physical world with attuned caregivers/parents.
  • The connection between “the whole child” and the influences that shape a child’s world.
  • Kids have phones. Accept it. Manage it.
  • How our brains are affected by the digital world.
  • Teaching how to cross the street, but nothing for digital world. Don’t fight it, connect and work to relate.
  • “Power pose”. How disconnected you are to the world when connected to your device. Needs that can only be met in physical world.
  • The teaching tips for dealing with device control and attention control.
  • Manage the waves, learn to surf!
  • Many tips on things I am currently struggling within my own classroom. I have a ton of things I learned today that I am excited to try.
  • Challenges in the digital world. How frontal lobe changes.
  • Teach, model, refocus = over and over.
  • “Connect before you correct!” It really struck a nerve when she said that I know that relationships matter but this was a nice reminder.
  • 4 step process to turn off the alarm, definition of addiction, explanation of multi-tasking.
  • “Aha” waves aren’t leaving-gotta learn to ride them.
  • Multitasking- the problems it creates. The potential connection of technology and mental health issues.
  • Stop-Breathe-Think-is it true/helpful-empathize-reflect on input-post
  1. I anticipate needing the following resources to support my change(s) efforts back in our school/district:
  • Not sure
  • More practice with mindfulness training and techniques.
  • Is it possible to get a copy of the PowerPoint? (Nice review and reminders)
  • A link to the PowerPoint from the presentation.
  • I would love the slides as I couldn’t keep up with notes. Great for my class presentations and follow up reminders for the future.
  • Discussion starters.
  • N/A – We are using growth mindset strategies already and working towards building our strength in mindfulness.
  • Would like the PowerPoint.
  • Training and focus from more colleagues and admin.
  • Good examples of how to compete with fun/fast/easy in a high school classroom.
  • Lessons on digital citizenship.
  • The many steps and guidelines that were shared.
  1. Between now and next session, I will try out the new knowledge and/or skills in the following way(s):
  • Social cues.
  • Place my arm around a child who may be struggling, academically, socially, or emotionally!
  • Self-reflection (personal & professional) of my devices use.
  • More explicit, critical thinking digital lessons.
  • Try to help students and myself by trying to turn the worry alarm off.
  • Teaching more about purpose of mindfulness related to the brain.
  • Disconnect from my device. Have conversations with my own kids about disconnecting.
  • Discuss the teaching tips with students.
  • I will not only use the new knowledge at work with students but also with myself and my family. A lot of these techniques pertain to how I wasn’t to parent my child.
  • Excited about trying some of the mindfulness skills provided and keeping the body in mind.
  • Just discuss the ideas with kids –Body poses
  • Try to remember and address the technology wired students.
  • Continue to make relationship and try to reach those that I may not have reached.
  • Helping kids understand the science behind what makes media challenging and the benefits of unplugging.
  • Having more discussions with my students and my kid.
  • 4 steps to calm, having conversations with kids when I ask the how they notice what impact technology is having on their everyday life.
  • With students before there’s a “social media” crises at school (pro-active).
  1. How do you envision today’s learning having an impact on student achievement results?
  • Guide lessons and conversation about boundaries.
  • We have to get students out of “an alarm is sounding” mode to help them gain calm, use breathing and open themselves up to the learning process.
  • Be more mindful of which “would” I want to be in.
  • More focus in classroom= greater results
  • Finding a balance between technology use and human/physical interaction will benefit students’ achievement.
  • Feeling hopeful and validation about teaching my mindfulness course, along with model both as a parent and teacher.
  • Hopefully kids will have a greater awareness of how they interact with technology and devices.
  • I think that having knowledge that today’s students have a different world than the one I grew up in. It’s important to acknowledge these difference and help children to be present and not checked out.
  • Keeping these strategies in mind, in addition to focus on the students’ well-being the achievement that will result will be much more noticeable.
  • Improved relationships = better engagement
  • If I can make connections/relationships they will know they have a safe place to learn and will continue to learn.
  • Hopefully more self-awareness.
  • Hopefully helping students become more successful by being able to feel regulate and focus along with trying mindfulness.
  • I’m always about empowering kids through self-awareness.
  • Students crave and rely on technology. This learning can positively impact how they feed those cravings.
December 8, 2016

December 8, 2016 Evaluation Summary – Topic: Restorative Practices Please rate the following items on a scale of 1 – 5. (Based on 13 responses)

  1. Quality of presentation

5

Very High

2

4 High 6

3 Moderate 5

2 Somewhat Low

1 Very poor  

Average

 

3.77

  1. Useful take home information

5

Very High

2

4 High 8

3 Moderate 3

2 Somewhat Low

1 Very poor  

Average

3.92

 

 Please respond to the following questions.  Please use the back side for additional comments. (Based on 20 responses)

  1. I’m glad that you . . .
  • Demonstrated the circles.
  • Demonstrated a restorative circle.
  • Showed how a restorative circle works and what it looks like.
  • Handed out the restorative questions sheet.
  • Had a vegetarian choice for lunch.
  • Role playing to show how restorative works.
  • Provided a role play scenario.
  • Always have resources to use when we get back to school.
  • Conducted a role play scenario.
  • Let us see/do a circle!
  • Discussed the importance of relationships.
  • I’m glad about the topic; I’ve been self-researching this since the summer!
  • Modeled the restorative discipline circle. Even though some of the responses took on humor, I was able to glean from seeing other perspectives.
  1. I wish you had . . .
  • Given more insight into other examples from restorative circles.
  • A Q&A after restorative presentation. Discussed how circles are structured. This is very important. How to begin circles in the middle of the year.
  • Limited the time on the role play.
  • Provided more resources.
  • Established start and stop times for each of the evening’s task.
  • Let us try multiple shorter role plays so more got involved.
  • Incorporated small group practice for the role playing.
  • Allowed more reflections from the onlookers watching the circle.
  1. I gained the following “key” learnings (ahas, questions, etc.) from our work today:
  • How to make a circle and what language to use.
  • Wordings for our restorative circles.
  • That time is a big issue with restorative circles as well as building a foundation prior to attempting this.
  • Information on circles.
  • Taking time to really let restorative discipline work.
  • The usefulness of circles in ensuring student voices.
  • How to look at and evaluation dealing with issues with student situations.
  • Restorative questions sound good to me.
  • Everyone deserves to be heard!
  • Facilitators need adequate practice before implementing “circles.”
  • Adult to Adult and Adult to Student.
  • Adults have to be billboards for the traits that we want our children to learn. We cannot have a “Do as I say and not as I do attitude.”
  1. I anticipate needing the following resources to support my change(s) efforts back in our school/district:
  • More time needed.
  • Continued training.
  • The ability to actually do this.
  • The book appears to be helpful.
  • Time – as always which is difficult.
  • My school will need to change its culture in order to facilitate restorative circles for conflict resolution.
  • I want to observe a school doing this with real children!
  • Professional training to facilitate.
  • Time… I am trailing in assignments due to training overload. I just completed neurodevelopment training, next week will complete mindfulness training then I can fully devote to my character training.
  1. Between now and next session, I will try out the new knowledge and/or skills in the following way(s):
  • To utilize the circle technique when time and the situation allows.
  • Might try to role play in my class.
  • I will use this information to assist in my mediations.
  • Using some new language with students.
  • Circles to solve problems.
  • Work on a version of circle discussion.
  • I’ll try some of the restorative questions with students.
  • Restorative chats between my advisory boys.
  • Small group/teach peer circles.
  • Work on my personal character plan.

 

  1. How do you envision today’s learning having an impact on student achievement results?
  • Less discipline = more learning.
  • Think on how to respond to situations.
  • This will assist student achievement by having students be heard.
  • Practiced this in the past. I have kids feel safer and more connected.
  • Feeling heard and safe will build a relationship that will be able to withstand tough situations and long term.
  • Working to be a better listener.
  • Students will take ownership in their own conflict resolution.
  • Not sure yet!
  • A safe non-judgmental environment.

Help me facilitate good examples for staff.

January 9, 2017

January 9, 2017 Site Visit/Session Evaluation Summary Please rate the following items on a scale of 1 – 5 Milwaukee College Prep (Based on 10 responses)

  1. Quality of presentation

5 Very High 10

4 High  

3 Moderate  

2 Somewhat Low

1 Very poor  

Average   5.00

  1. Useful take home information

5 Very High 9

4 High 1

3 Moderate  

2 Somewhat Low

1 Very poor  

Average 4.90

Please rate the following items on a scale of 1 – 5. (Based on 8 responses) Brown Deer Middle/High

  1. Quality of presentation

5 Very High 4

4 High 4

3 Moderate  

2 Somewhat Low

1 Very poor  

Average   4.50

  1. Useful take home information

5 Very High 6

4 High 2

3 Moderate  

2 Somewhat Low

1 Very poor  

Average 4.75

Please rate the following items on a scale of 1 – 5. (Based on 17 responses) Alverno Session

  1. Quality of presentation

5 Very High 3

4 High 5

3 Moderate 9

2 Somewhat Low

1 Very poor  

Average   3.65

  1. Useful take home information

5 Very High 5

4 High 2

3 Moderate 10

2 Somewhat Low

1 Very poor  

Average 3.71

Please respond to the following questions.  (Based on 18 responses)

  1. I’m glad that you . . .
  • Allowed us to go to schools that have character ed in place.
  • Allowed us to get out and see it happening in a school.
  • Allowed us an opportunity to view other schools. Visiting Brown Deer was an enlightening experience and I plan to take several ideas to the other members of my leadership team.
  • Let us debrief about our morning – and arranged for this “field trip” – it was great!
  • Made this trip happen so we could all see things first hand.
  • I’m glad I got to see Brown Deer.
  • Had us go to a school of character Ed.
  • Gave us the opportunity to do the fieldtrip. Thank you for feeding us.
  • Were able to set this up. It was very motivating!
  • Allowed us to discuss our school visit.
  • Had us share what we observed at schools we visited.
  • Had a large group discussion on what each person took from their site visit.
  • Allowed an opportunity to view a school with a great character education program in place, as well as time to discuss findings.
  • Allowed us to visit MCP to see how their character education program is intertwined in all aspects of their school.
  • Had us see a school that has total buy-in to the character education program.
  • Showed the ‘Celebrate What’s Right with the World’ video – very powerful.
  • Offer the opportunity for us to visit schools who are actively incorporating character education and experience their school culture.
  • Had an immediate debrief session to allow the information exchange and perspective forming to be timely and relevant.
  1. I wish you had. . .
  • Allowed us to go to more than one school!
  • Debriefed with them, the school.
  • Gone around the circle during our meeting time so everyone could share. Also, it was (for me) a bit too long today.
  • Broken our tour groups up smaller and allowed more time in HIP class.
  • I wish I could see more than one school.
  • Let us see more than one school of character.
  • Given us the opportunity to see a newer school using character Ed.
  • Had a handout from MCP’s character Ed report card.
  • Given us time to complete our strategy plan.
  • An agenda for our time at Alverno.
  • A written version of what our homework is for each class.
  • A lot of lecture gets difficult to sit through.
  • More time to work with my team to work on our LACCS plan. During the normal work week, it is almost impossible to get our team together.
  • I wish you had us visit a second school to observe in the afternoon.
  1. I gained the following “key” learnings (ahas, questions, etc.) from our work today:
  • Keep the growth mindset always present when making decisions about our students.
  • The importance to involve all stakeholders, especially parents/students.
  • Promising Practice.
  • Character Ed programs require all stakeholders.
  • I really felt the “we can do this” mentality after our visit and talking with others.
  • Students, community, staff ALL have to be part of making this happen!
  • We need to focus more on student-led sessions/activities.
  • Classroom management techniques that enhance character traits cross-grade level.
  • Active learning.
  • Using a variety of teaching techniques.
  • Charts for kids to believe in themselves.
  • Ways to incorporate character Ed in my building.
  • We are doing some of these things already and I really loved involving the students in the lesson.
  • Buy In is so important. Triangle = Parent/Teacher/Student all play a role.
  • More celebrations for students.
  • I’d like to try to implement some of the strategies that I saw at MCP in my own school.
  • Keep striving to improve and progress forward and always make time to celebrate the small celebrations.
  • It’s okay to make mistakes, this is how we grow. . Especially in character Ed.
  • I really liked that all staff and students developed mission statements.
  • Lots of ideas from MCP to bring back to the Leadership Team.
  • Loved the video “When we believe it, We See It”. We all need reminders to know it’s okay to believe in “it” (student change).
  • There can actually be a highly oiled machine working beyond expectations in an urban environment.
  1. How do you envision today’s learning having an impact on student achievement results?
  • Character Ed has shown to improve student achievement and trying to implement ideas from Brown Deer would help that!
  • I want to try some things I saw in order to enhance our character Ed program.
  • Carmen “must” incorporate more student input in order to see true success!
  • I’m hoping this helps us take those next steps forward in our character Ed journey.
  • More student accountability, relationships will contribute to student success.
  • I can see students becoming more involved in building our character Ed program.
  • If we focus more on character Ed, then scores should go up.
  • A very positive effect. Much more student / all stakeholders will be involved. *
  • Trying to bridge the gap between realistic expectations and what we can actually do.
  • I would like to take some ideas from the school visit to my school.
  • I gained a few techniques for questioning and classroom management.
  • Helps keep me motivated to continue character education even after the awards as it will continue to motivate students to be a better contribution to the school community!
  • I plan on taking back much of the good things mentioned about others who visited Brown Deer, as well as ways we can enhance our programs currently.
  • I do believe that after visiting MCP that their character Ed program lowers behaviors and increases academic results.
  • I can take back the information gathered at MCP to help augment our school’s character education practices.
  • With improvements in culture comes academic gains.
  • Taking back notes and things I noticed (things I can control) back to my school.

“When you believe it, you can see it”!  Today’s presentation really puts the focus on the adults to be open and creative and inviting for children to take learning risks.

September 22, 2016

September 22, 2016 Evaluation Summary – Speaker: Elaine Gehring Please rate the following items on a scale of 1 – 5. (Based on 19 Responses)

  1. Quality of presentation

5

Very High

3

4 High 13

3 Moderate 3

2 Somewhat Low

1 Very poor  

Average

 

4.0

  1. Useful take home information

5

Very High

5

4 High 14

3 Moderate  

2 Somewhat Low

1 Very poor  

Average

4.26

 

  1. I’m glad that you . . .
  • Discussed the 11 principles.
  • Covered all of the principles.
  • Went over all the principles.
  • Gave the chance for us all to talk with our group members so we could share ideas.
  • Had us all reintroduce ourselves.
  • Had us introduce ourselves to everyone with an adjective.
  • Provided dinner, but I wish we would start on time and eat as we go.
  • Shared video and papers as reference.
  • Gave examples of each principle.
  • Peer and share.
  • Had resources for us to take home.
  • Shared media that modeled effective Character Ed principles in practice with emphasis on the students sharing the message of its worth!
  • Reviewed and discussed the 11 principles.
  • Have to check in. It helps to reconnect with other members of the group.
  • Bring in personal experiences, involve all tables in conversation.
  • Provided examples to include the eleven principles within our schools.
  • Took care of housekeeping at the beginning.
  • Spoke about the 11 principles.
  • Told us what the next session would be about.
  • Covered the 11 principles in detail (with examples).
  1. I wish you had . . .
  • Schools discuss what principles are being shown and which aren’t.
  • Given an example of each in a National School of Character school – what it looks like/ideas.
  • Shown more videos of examples. I like to see what it looks like embedded in a variety of school settings.
  • More opportunities to discuss topics at our tables.
  • More time to discuss with others about what they do for Character Ed.
  • Given us more time to share what other schools do for Character Ed.
  • Given more examples on how to get staff to model a caring school community.
  • Given us more time to talk and reflect in our groups.
  • Access to the PowerPoint.
  • Given us a copy of the PowerPoint.
  • Start class earlier – serve dinner later and people can eat during the main session.
  • Less down time before the presentation.
  • A more recent video presentation.
  1. I gained the following “key” learnings (ahas, questions, etc.) from our work today:
  • Head, heart, hand.
  • How we incorporate everyone into our Character Ed program.
  • I loved PBIS – through compliance, Character Ed – through commitment.
  • PBIS is not Character Ed.
  • Students need to learn Character Ed by embedding into everything.
  • “And how are the children today?” Important question for every day.
  • My school has parts in place to being successful at Character Education, just need to keep going forward with them.
  • That we are doing some things already.
  • Embedding Character Ed in all of what you do! Head, heart, and hand (Knowing, wanting and doing well)!
  • LACCS Principles vs. PBIS.
  • Character Education can be implemented through curriculum such as reading and writing circles.
  • Core values have a two-fold focus: Ethical and performance. I usually (before today) only focus on “ethical” in thought.
  • I was allowed to review/assess my school’s status and level of commitment to the principles.
  • That the 11 principles should be infused in all of our schools and that principles are non-sequential.
  • How all of this plays in together. Also, how much of this I have been doing with my students and didn’t realize it.
  • A better understanding of the eleven principles of Character Education.
  • That moral action can be part of a service learning project.
  • More to Character Ed than what meets the eye.
  • Insight into 11 principles particularly number 5.
  • The who’s and what’s of Character Education and how it fits in the 11 principles.
  1. I anticipate needing the following resources to support my change(s) efforts back in our school/district:
  • A clearing house of resources to use in the classroom.
  • Staff support, students, administrative support. Everyone to listen and share, work out problems with current Character Ed.
  • “Toolbox” of ideas to help teachers.
  • Ideas of how to implement in a high school or tools to get the desired response from the children.
  • To make sure mapping of meaningful and challenging curriculum into other lessons in team units.
  • It would be nice to have access to the video shared in this PowerPoint. Also, making and distributing copies of the handouts would be informational.
  1. Between now and next session, I will try out the new knowledge and/or skills in the following way(s):
  • How to incorporate Character Ed in regular lessons.
  • Thinking about how to integrate Character Ed in everyday lessons.
  • Embedding more character into my lessons.
  • Talk to administration to bring in Ty Sells.
  • Continue to build relationships with my students since we are only a few weeks in.
  • Read the book and speak with my administration.
  • Intentionally modeling and teaching students how to be good people!
  • How our new core values are beginning to be embedded throughout our school!
  • Teach “lessons” and take opportunities to teach Character Ed in writing circles on Monday.
  • Assess my school’s values and look at how staff embed core values in their everyday teaching.
  • Find ways the 11 principles are infused in our school.
  • I want to work on meaningful academic curriculum.
  • Incorporating more of the techniques and strategies I have been provided with today.
  • Discuss with my students the way we solve problems in my class.
  • Providing opportunities for moral action in the classroom.
  • Being more aware of encouraging other staff members to model Character Ed when I see that they might be drifting away from that in their relationships with students.
  1. How do you envision today’s learning having an impact on student achievement results?
  • We need to make sure we are hitting all 11 principles and if we don’t, how we can do it.
  • Students that demonstrate higher level of character and demonstrate being respectful will hopefully stay more engaged. Teachers that model these character traits will form relationships needed.
  • Better caring community – higher test scores.
  • Encouraging caring relationships so students know they have someone who cares that they don’t want to disappoint.
  • I know the more safe students feel, academics will increase.
  • Looking for ways to show how embedding values show student achievement. Happy students = higher results?
  • Getting along and building trust within groups.
  • Relationship, relationship, relationship. The value behind relationships.
  • The core values should help students have a better learning environment which should help on student achievement.
  • Continuing to build relationships which seems to bridge academic success for my students.
  • I see this being extremely valuable to student achievement.
  • More relationship building = better academic achievement.
  • Great information.

A culture of character in the school will have positive effects on student achievement

October 27, 2016

October 27, 2016 Evaluation Summary – Topic: Leadership Please rate the following items on a scale of 1 – 5. (Based on 19 responses)

  1. Quality of presentation

5

Very High

4

4 High 13

3 Moderate 2

2 Somewhat Low

1 Very poor  

Average

 

4.1

  1. Useful take home information

5

Very High

8

4 High 9

3 Moderate 2

2 Somewhat Low

1 Very poor  

Average

4.58

(Based on 20 responses)

  1. I’m glad that you . . .
  • Showed the video Art and Leadership, very engaging.
  • Made the greetings so welcoming for newbiesJ. Introduced those books, I’m ordering tonight.
  • Showed the video of “possibility” it helps clearly define what’s necessary to make a paradigms shift.
  • Presented information in various ways!
  • Opened with meeting. It really allowed me to get comfortable with the group.
  • Gave different perspectives about leadership.
  • Showed the video
  • Talked about leadership and made us focus on the characteristics we have, those we admire have, and what we can do to grow into others
  • Discussed transformational leadership and the various components, I also appreciated seeing transformational leadership in action during the video.
  • Discussed type of leadership styles.
  • Enjoyed the video
  • Played the Ben Zander video
  • Discussed leadership traits/components.
  • The leadership video and sparked many new ideas about what leadership should look like and now I want to lead.
  • Looked at leadership from a different perspective than just classroom-based. The video was interesting.
  • Reviewed morning meeting and allowed for practice.
  • Gave us evaluative tools
  • Showed us the video. I thought it was a really great addition and fun to watch.
  • Shared a visual and provided resources.
  1. I wish you had . . .
  • Spoken more on transformational leadership components. I was experiencing internal push back on that and would have liked to explore that further.
  • Provided the actual research of some of these studies.
  • [Could] send me the video. J
  • More detailed information about transformational leadership
  • Served dinner during a later time in the night. Dinner at 4:00 is not really dinner. I know you may not have control over this.
  • A few others visuals on demonstrating leadership successes.
  • More information/descriptions on types of leadership.
  • Discussed how to use Leadership traits/components within a downward spiraling climate to create change.
  • Us talk about what our leadership style is at our school.
  • A few more minutes on types of leaders and where they fit.
  1. I gained the following “key” learnings (ahas, questions, etc.) from our work today:
  • Being more aware of my leadership style and how to not let that get in the way of allowing another style to shine through.
  • Performance and moral character
  • An art of possibility
  • Personal plan
  • “The conductor is the only musician who doesn’t make a sound.” Very shocking, thought provoking, and true
  • I need to stop doubting myself as a leader and step up to the exciting challenge!
  • Don’t doubt myself. Live into, not up to.
  • Internal questions: what can I do to empower my staff? Also, am I giving them opportunities to shine?
  • Interesting to think about the “environment of an A”
  • The importance of leadership in a building. Great leaders can take away barriers and fears.
  • Giving the A’s/ Great idea of having people grow into the people they desire to become.
  • The key points of speaking of possibility and looking for shining eyes are reminders of the need to stay positive and optimistic while in the midst of a culture that can be stuck in the negative.
  • Transformational leaders> I liked the definition I learned today.
  • Great video and discussions.
  • Don’t think about what’s wrong or what needs to be fixed. Rather, think about the possibilities.
  • “Transformation rather” than domination. Live into > not up to.
  • Great leaders empower others to lead.
  • Rule #6 J Transformational leadership must be authentic, open, and humble.
  • Rule #6! Good reminder to myself and my “agenda.”
  • New ideas about leadership.
  • There are several characteristics of a leader you don’t need them all to be a great leader. You may only have one, but you still are an amazing leader.
  • I am a leader! Be the change you want to see. Be a servant leader.
  1. I anticipate needing the following resources to support my change(s) efforts back in our school/district:
  • I would love more resources around class meetings!
  • Character education lessons for adults/students
  • Helping my school change its perspective on developing the whole child instead of focusing only on academics.
  • Some time to meet with my team.
  • I will need to connect with co-workers and students. Build better relationships.
  • PPQ and SLO> Work on some of these ideas for my district plans.
  • I might show the Ben Zander video to my department.
  • Everyone’s voice is able to be heard and to be part of the process.
  • The ability to transform and not be stiffed.
  • I don’t think I need any. This is a personal/intrinsic goal that I want to change and make better.
  1. Between now and next session, I will try out the new knowledge and/or skills in the following way(s):
  • Enrolling everyone’s music
  • Lead by making others powerful
  • Allowing students (especially struggling ones) to live into possibilities.
  • Going to try class meetings
  • Going to do the first personal reflection.
  • I will be more lively and give others possibility
  • Understanding “Carmen’s vision” and integrating a solid character education plan. * is this possible? ** Will it be white-washed?
  • Quiet that voice.
  • Be more positive and try to bring out the best in others.
  • Bring leadership skills into my individual junior conferences.
  • Review the different characteristics of transformational leaders and pick one that I need to work on that I am not good at.
  • Being more positive and empowering.
  • I will try to empower the students more.
  • Journey to radiating possibility.
  • Really reflect on how to improve my own character rather than my students.
  • Continue to make learning fun.
  • I often try to bring the best out of students but I would like to focus on bringing out the best in the staff.
  • Rule #6
  • To try and have fun every day in my class and keep the positive attitude always present.
  • Serve others
  1. How do you envision today’s learning having an impact on student achievement results?
  • Improving the sep for sure. Bringing in the community creates more ownership and success.
  • Student achievement equals a powerful sound; like in the video she played a dance song but no one was dancing until she got close and added a little change.
  • The more open and understood that students feel the more apt they are to try!!
  • I will be able to build leadership in those who are afraid or think they can’t lead.
  • If I can convince staff the importance of character education it would have a huge impact on student achievement as well as the school culture.
  • Having in the back of my mind, not listening to that voice saying “you can’t do this…you might screw it up…”
  • Today’s learning will help students to see the possibility in things.
  • I think by challenging them to explore their leadership skills, they will look to explore more post-secondary option they though were not open to the previously
  • The school culture that speaks of possibility will likely have a positive impact on student achievement.
  • The ideas in the video> Quiet “no” voices in student.
  • Empowering my students can make them realize anything is possible and therefore take more risks.
  • I will try to get me students to do their science labs in a “Ben Zanderesque” manner.
  • Allow my students to see the spark of possibility, or I get to see it.
  • Positive relationships
  • Using resources to collect baseline data to measure results of culture and climate improvement efforts. This will allow us to adopt the program (improve it).
  • The more fun I have the more fun and willing to learn the students will be.

Motivate and encourage them.

August 11, 2016

August 11, 2016 Day 2 Evaluation Please respond to the following questions.  Please use the back side for additional comments.

  1. I’m glad that you . . .
  • Did the world café and defined Character Education.
  • Spend the extra time sharing. Had us move tables to interact with other people.
  • Let us share in our morning meeting, even though it took “time.”
  • Shared ideas and allowed us to practice morning meeting. I love being able to learn new activities that I can bring back to the classroom.
  • Gave an overview for the year.
  • Let us talk about control/empower situations in the morning meeting.
  • Take the time to allow for complete conversations without cutting anyone short.
  • Had interactive activities during today’s session.
  • Had us introduce each other.
  • Gave us time to meet and discuss/reflect key principals.
  • Allowed for times of discussion and collaboration.
  1. I wish you had . . .
  • An outline for the entire year.
  • Predicted the time that our conversations would take to better establish our schedule. I felt relaxed in the beginning but then rushed at the end.
  • I have nothing to say that I would have changed for this session.
  • Discuss how to implement this in our schools. Also, particularly to each department.
  • Discuss ways to implement in the classroom.
  • Was pleased with how things went.
  1. I anticipate needing the following resources to support my change(s) efforts back in our school/district:
  • Video!
  • I’m not sure at the moment but I’m happy we will have an opportunity to work directly with the directors and my school.
  • Ideas on how to get colleague buy-in.
  • I will use all of the character education resources listed in the PowerPoint.
  • Not sure yet.
August 18, 2016

August 18, 2016 Evaluation Summary – Speaker: Ty Sells (Based on 12 Responses) Please rate the following items on a scale of 1 – 5.

  1. Quality of presentation

5

Very High

12

4 High  

3 Moderate  

2 Somewhat Low

1 Very poor  

Average

 

5.0

  1. Useful take home information

5

Very High

11

4 High 1

3 Moderate  

2 Somewhat Low

1 Very poor  

Average

4.92

 

  1. I’m glad that you . . .
  • Filled the presentation with relevant, reproducible, fun activities!
  • Were very engaging and gave multiple activities I can use/talking points.
  • Came to the presentation.
  • Hired this speaker. He was amazing.
  • Were so engaging and translated what you know into ways teachers can benefit from in their classrooms.
  • Ideas and strategies that allow actual “thinking!”
  • Gave us hands-on activities to take home.
  • Brought in Ty Sells. He’s very effective and I can see how he can make an honest impression with youth.
  • Had a speaker that was relatable to us.
  • Brought in an amazing speaker! Wow!
  • Ty’s speaking today. He really did a great job at showing how to connect with students and how important it is in the educational process.
  • Shared experiences and stories of real situations.
  1. I wish you had . . .
  • Asked him to provide a handout.
  • Nothing – perfect!
  • Convinced Ty to move here.
  • Ty come to the schools participating.
  • More time. I really enjoyed listening and learning from Ty’s experiences.
  1. I gained the following “key” learnings (ahas, questions, etc.) from our work today:
  • Including “The Learner” in plans for their learning experiences will make our jobs more effective and possibly a lot of fun!
  • Prevention. H Factors. Compromise.
  • Compromise and communication.
  • Loved the H-Factor idea and Hero board.
  • Make sure information is safe, valuable and necessary. Change is uncomfortable.
  • Throwing stats and scare tactics don’t work! Allow them to think.
  • Card activity.
  • Several ideas regarding how to approach and relate to my students. I have 4 pages of notes.
  • I reviewed a lot of things that I had been taught in other classes.
  • Take ideas from students then discuss other than the opposite way.
  • 5 H’s. The H-Factor.
  • About making things simpler when teaching and not telling someone they’re wrong but discuss their answer to show the inaccurateness in their answer.
  • I learned the power of “looping” and how I can now use this to help myself and others to get out of the “bad day.” I also love the message behind feeling “uncomfortable” because it means it’s time for you/me to “grow.”
  1. I anticipate needing the following resources to support my change(s) efforts back in our school/district:
  • This presentation is a great example of Phillip Vincent’s chapter/discussion on Common Sense being overlooked in practical but effective educational practices.
  • None – easy to implement.
  • Not sure, I’m sure I’ll have a question and need to call.
  •  
  • Working with my classmates.
  • None I can think of now.
  1. Between now and next session, I will try out the new knowledge and/or skills in the following way(s):
  • Share some of the thought-provoking ideas at back-to-school P.D. Sessions.
  • 13 Cards / “Aces”
  • Treat all students equal.
  • I will do the card activity on the 1st day as an icebreaker.
  • Figure out and plan how I can use the “H Factor” in my class.
  • Strategies on getting to know my kids and allowing them to get to know me.
  • I’m going to try a “Hero” board to spark a conversation about values.
  • Come up with agreements with my classes.
  • Have the mindset to put these in place.
  • Look to have my students fill out info sheets about their interests/wants/concerns to get to know them better and use the information to forge relationships as I see them throughout the school year.
  • Developing an environment around the “H” Factor. Part of this development is just taking the “extra” time to get to know and understand my students and their needs.
  1. How do you envision today’s learning having an impact on student achievement results?
  • Hopefully teachers will listen more and include students in their learning plans and instructional strategies.
  • Getting students to buy into without knowing. “It’s hard for a student to be disrespectful if they have a positive connection with a person.”
  • Building relationships helps improve scores – huge gains.
  • More investment from the kids.
  • Building relationships and trust with students is key!
  • Community building.
  • Again, Ty’s information will help and guide me to form relationships with students.
  • Students will succeed if they have a voice in each lesson.
  • Thought of having a weekly meeting on our students to make sure they are okay.
  • Trying to use examples of what were shown.
  • I believe this will help make the topics more relevant and engage student’s interest.

I envision using different activities with staff to provide them the opportunity to see “perspective” in the eyes of a child/another person.

April 14, 2016- Remote

April 14, 2016 REMOTE SITES Evaluation Summary (Based on 11 Responses) Please rate the following items on a scale from 1-5 1. Quality of Presentation:

5 Very High

4 High 4

3 Moderate 6

2 Somewhat 1

1 Very Poor

Average 3.27

  1. Useful Take Home Information:

5 Very High

4 High 4

3 Moderate 4

2 Somewhat 3

1 Very Poor

Average 3.09

  1. Use of Remote Technology:

5 Very High 1

4 High 7

3 Moderate 3

2 Somewhat

1 Very Poor

Average 3.81

  1.  I’m glad that you…
  • Continue to draw attention back to the 11 principles;
  • Provided us with the handouts ahead;
  • Reviewed 11 principles of Effective Character Education;
  • Gave more information about the 11 principles- helpful hearing them again;
  • Presented the video to allow us to see the 11 principles in action;
  • Gave us time to work on our Character Education plan (5).
  1.  I wish you had…
  • Started on time;
  • Sent us the PowerPoint;
  • Been more efficient with the time and started on time;
  • Given an example of what is expected for presentation and plan; 
  1.  I gained the following “key” learnings (ahas, questions, etc.) from our work today…
  • The importance of whole school/community buy-in;
  • 11 principles take time – engage all stakeholders;
  • A couple of goals we created for our Character Education plan. 
  1. I anticipate needing the following resources to support my change(s) efforts back in our school/district...
  1.  I need more information about _____ regarding our school character education plan… 
  • How to organize it; Nothing at this time. 
  1.  How do you envision today’s learning having an impact on student achievement results?
  • I know everything we are doing with our plan. It goes along with the 11 principles;
  • Increase;
  • The presentation of the 11 principles helped to solidify the idea that we are moving in the right direction with our plan. 
  1.  What suggestions would you have to improve the use of technology for remote programming?
  • When the speaker switches to a video that you can switch to a computer view rather than zooming in on our screens;
  • Start more on time;
  • Direct link to video/upload video;
  • A link for the video;
  • None at this time;
  • It was very clear. No complaint.
April 14, 2016

April 14, 2016 Evaluation Summary (Based on 7 Responses) Please rate the following items on a scale from 1-5 1. Quality of Presentation:

5 Very High 2

4 High 1

3 Moderate 3

2 Somewhat 1

1 Very Poor

Average 3.57

  1. Useful Take Home Information:

5 Very High 1

4 High 1

3 Moderate 4

2 Somewhat 1

1 Very Poor

Average 3.28

  1.     I’m glad that you… 
  • Had this presentation/information to share!;
  • Had the 11 principles explained more; Elaborated on the 11 principles;
  • Showed us the 11 principles;
  • Provides many ways for us to learn about Character Development;
  • Showed us the 11 principles.
  1.  I wish you had…
  • This presentation sooner in the year as we are developing our plan and learning about Character Education (2).
  • It would have made the reflections easier to write and the final presentation prep easier;
  • Showed more examples;
  • This speaker on the first or second night of class. It would have been helpful to discuss the eleven principles first and then be able to see how the subsequent speakers touched on them in their presentation;
  • More time.
  1.  I gained the following “key” learnings (ahas, questions, etc.) from our work today...
  • A lot of what we are doing is really Character Education;
  • The understanding and examples of the 11 principles- a true understanding;
  • It needs to be embedded and infused in everything. Adult interaction is the number 1 factor in how students perform in a building;
  • Ways to get the staff involved;
  • Embed and infuse- keep that idea at the forefront in our school;
  • Building relationships. 
  1.  I anticipate needing the following resources to support my change(s) efforts back in our school/district…
  • Staff by in
  • More time. 
  1.  I need more information about _____ regarding our school character education plan…
  • Not sure yet;
  • Assessment and reevaluating our school’s Character Education vision;
  • Assessment evaluation; Nothing at this time;
  • 11 Character Principles. 
  1.  How do you envision today’s learning having an impact on student achievement results?
  • Not sure;
  • Helping to add things to the final project- it explained things very well;
  • The more attention to Character Education in the classroom, the better the students will perform academically, hopefully;
  • Helping focus our Character Education;
  • Good reminder about the real purpose/focus of Character Education;
  • Don’t know yet.
January 2016

January 2016 1. Evaluation Summary (Based on 28 Responses) for Milwaukee College Prep: Please rate the following items on a scale from 1-5 Quality of Presentation:

5 Very High 25

4 High 3

3 Moderate

2 Somewhat

1 Very Poor

Average 4.89

Useful Take Home Information:

5 Very High 21

4 High 7

3 Moderate

2 Somewhat

1 Very Poor

Average 4.75

  1. Evaluation Summary (Based on 28 Responses) for Catholic Memorial: Quality of Presentation:

5 Very High 9

4 High 15

3 Moderate 4

2 Somewhat

1 Very Poor

Average 4.18

Useful Take Home Information:

5 Very High 6

4 High 9

3 Moderate 12

2 Somewhat 1

1 Very Poor

Average 3.71

  1.  I’m glad that you… 
  • Provided us with the opportunity to get into classes and talk with staff;
  • Took us to see MCP – it was an amazing school for me;
  • Took us to MCP! The presentation and the overall atmosphere of that school was intoxicating! They were so excited about what they were doing, and there was so many ideas that I’m taking back;
  • Easier for me to relate to MCP/Great to visit classrooms/Didn’t see much at CM/It was obvious at MCP what was different from other schools;
  • Arranged for us to spend time inside the classrooms at MCP/It was so helpful to see their model in action – it really helped bring everything together;
  • Let us go in to MCP and see the great things happening/MCP staff was helpful and very candid and honest/Great instruction and high expectations there – it was awesome;
  • Choose two different socio/economical schools that are both successful implementing Character Education;
  • Schools were very open and honest about their programs. I loved the college prep school opening of the day;
  • I had the experience with 2 different environments of education;
  • Milwaukee College Prep gave us so many ways to use this info within our school;
  • Planned two very different school populations;
  • Involved students at HS tour;
  • Gave time to visit classroom. Provided 2 diverse school settings.
  • Scheduled the tours;
  • Gave us a chance to explore each site;
  • Took us on this trip to see in action schools of character;
  • Let us start at MCP. Lots of great running energy;  
  • Gave us the opportunity to come to two different schools – very neat to see everything they have going on;
  • Organized this as part of LACCS program;
  • Showed us an elementary school and gave us time to ask questions and freely observe in classrooms;
  • Made a day possible for us to see the schools in action. Everything about today was amazing!;
  • Gave us an opportunity to see aspects from K4 through HS;
  • Let us interact with the children and staff;
  • Showed both ages and allowed us to go into the classroom;
  • Had us visit two different schools that feature very different demographics. Good to see character education working in both schools;
  • Had us visit MCP – Awesome!;
  • (I) thought it was a great day! I really enjoyed seeing the schools in action, something we rarely get to do! 
  1.  I wish you had… 
  • Not had us go to Catholic Memorial. The presentation felt more like a sales pitch for the school and VERY little about being a school of Character;
  • Us sit in on classes at CM;
  • Allowed groups to choose between elementary level and high school level. It would have been so beneficial to spend the entire day at one school to gain deeper knowledge of how they envelop Character into their school plan;
  • Would also like to see a Public School (South Milwaukee, Brown Deer, etc.). Would have broken up the visit to suit school needs such as: Elementary LACCS participants – go to 2 different elementary schools and High School interest goes to 2 different High Schools;
  • Been able to see/walk through all the MCP campuses;
  • More examples of how this can apply Catholic Memorial to our school;
  • Allowed more time!;
  • Arranged for a visit to a public school. Are there public schools that are SSOC?;
  • Split us into 2 groups – Elementary and Middle/High for the whole day. I think this would’ve been more useful for each group;
  • Separated into elem/ middle-high school groups and spend more time in that setting;
  • Given us more time at the elementary school and had an example of a public school of character;
  • Given more time to be in the MCP classroom – I’d love to be in it for the whole day!;
  • We could have chosen to spend the whole day at Milwaukee Prep;
  • More than 24 hours in the day to spend more time here. 
  1.  I gained the following “key” learnings (ahas, questions, etc.) from our work today… 
  • Intentionally planning a program through engagement of the entire staff. Service learning – a day of it. The “Memorial Way.” Student Growth Plan;
  • Character culture, MCP and their kids lived what they talked about;
  • Quote from MCP Dean “You’re a teacher, you know what is effective. If I make you teach it a certain way, I am creating robots.”;
  • I was really excited to learn about how MCP integrates character into their students’ report cards. We have been searching for ways to collect student data in this regard;
  • All Teachers/Staff need to have a growth mindset. We will take lots of ideas from MCP back to our school;
  • That it is okay to put expectation/accountability on parents;
  • Just was glad to see some new ideas and new ways of approaching things;
  • Start small – make the change that you feel you can do – consistency is great;
  • To stay open to change anything is possible;
  • Morning assembly;
  • Small take-aways to use every day and that a more relaxed MS environment can work!;
  • How unique the journey is;
  • Ideas for student growth plan;  
  • Classroom layout – No desks for teachers, etc;
  • Morning circle with run through the circle for any acceptance to high school;
  • Music in the morning! Parent/student accountability was really refreshing at MCP. Seems like we’re often the only one who is held accountable/blamed for issues;
  • We are at a good starting place. I’d love to see more and spend more time in classrooms and picking the teacher’s brains;
  • Character is HUGE. Takes a lot of work from a lot of people on the same page;
  • Parent involvement/responsibility are key. A longer school day would allow more time to implement character education while still meeting district academic goals;  
  • Character education truly is infused into school culture and it’s possible! It’s a journey – keep going and know the impact will keep going!;
  • The importance of mission statements;
  • Many great tips on “How to” organize ourselves into a Character Education school;
  • How to set up stuff in the rooms and establish routine;
  • Continue to be intentional with language and all that we do. 
  1.  How do you envision today’s learning having an impact on student achievement results? 
  • Positively engaged students learn best when filled with character learning;
  • Student growth plans and mission statement;
  • I cannot wait to create a chant or declaration with my class to recite each day;
  • I envision Character reports/standards will help to increase achievement;
  • When you build and teach character in kids – the academics will come and will be better because you’re not dealing with behaviors. It also impacts one – all children can be college ready and succeed!;
  • Making more of a commitment to the core Character values on a daily basis will help students be more successful;
  • Build the idea that they are important – and relate what they do good and bad to the core values we have at school;
  • With more relationships being mature, people can learn freely;
  • I would like to take the info learned at Milwaukee College Prep and implement it at our school;
  • Education and character lead to success;
  • Improving my views on a completely quiet classroom is not necessary;
  • I think this will be very useful;
  • We can shift a lot of our focus – parent accountability, staff engagement, student expectations. It’s not hard but it takes commitment and this helped us renew ours!;
  • We are able to take back some great ideas from each school;
  • Students with great Character will work hard regardless of situation in their academics;
  • Increase them;
  • Bringing the info back and try to get teachers on board!;
  • Positive impact on my students;
  • Go back and discuss with the team;
  • The more enthusiastic about teaching and improving, so will my students want to learn.
March 17, 2016

March 17, 2016 Evaluation Summary (Based on 38 Responses) Please rate the following items on a scale from 1-5 1. Quality of Presentation:

5 Very High 27

4 High 9

3 Moderate 1

2 Somewhat 1

1 Very Poor

Average 4.63

  1. Useful Take Home Information:

5 Very High 30

4 High 7

3 Moderate 1

2 Somewhat

1 Very Poor

Average 4.76

  1.  I’m glad that you…
  • Shared stories that we find applicable;
  • Had examples of the principles that were taught;
  • Shared so many real life experiences that I could connect with;
  • Allowed an entire day for Hal’s presentation;
  • Brought him in;
  • Took a day to do this;
  • Shared stories;
  • Shared all your knowledge with us;
  • Shared simple lessons we can implement easily into our classroom immediately and that will help build our school/classroom community;
  • I loved Hal’s presentation! I think he has given useful, tried and true strategies and information;
  • Shared so many practical ideas to take back to school and use immediately;
  • Had Hal come to present. Excellent presenter, great message. I feel like I’m more energized and ready to take on the next few months of school!;
  • Gave us time to meet with Margee at the beginning. She is always so knowledgeable and helpful. Also an inspiration;
  • Provided the book for us to support our learning!;
  • Had Hal Urban come speak – he’s motivating, engaging, and had many applicable ideas!;
  • Provided us with Hal and gave us his wisdom through his writing;
  • Brought him to speak. I use a lot of his lessons in my own classrooms;
  • Had Mr. Urban speak;
  • Gave us a copy of the book;
  • Shared many stories;
  • Went over what was in your book;
  • Shared stories and specific connections to the classroom;
  • Kept Hal as one of the resources;
  • Gave a lot of examples and practical experiences. Enjoyed all the stories!;
  • Came;
  • Gave us a copy of your book to take home. Great resource!;
  • Told us personal stories. Gave examples;
  • Explained how to build classroom community and that you could take time in the beginning of the year;
  • Shared so many fun, relatable stories with us to keep the interest high;
  • Explained how your techniques were effective through personal stories; Shared your book;
  • Had Hal Urban come and share his knowledge with us;
  • Gave us periodic breaks – helps us stay focused;
  • Gave us so many practical strategies/tools to use with kids. Made references to your book as you talked – I could make notes right in the book and follow where you’re going;
  • Gave examples/stories;
  • Gave me ideas to use in my classroom right away;
  • Brought Hal Urban to talk to everyone. Hal is always a good speaker to listen to;
  • Had lots of stories and gave us all a copy of the book;
  • Had Hal, seen him before, great!;
  • Had Hal come and speak. I have heard of him before and I always pick up some great things!. 
  1.  I wish you had…
  • More interactive opportunities. Hearing a lecture all day was a bit challenging at times to stay engaged even though it was good information;
  • Come in at the beginning of our LACCS training. I would have loved to have used some of the things you shared the entire school year;
  • Cut it off a little earlier. Got super tired after lunch;
  • Made it half day;
  • More interaction with audience;
  • Talked longer – really great presentation;
  • More time to go over all lessons;
  • More time to share additional tips and strategies;
  • More round table discussion – small groups;
  • Time to go over all your chapters and tell more stories;
  • Been able to go through all the lessons;
  • Let us talk about it with others;
  • Done some “turn and talk” moments;
  • Come more often;
  • Cookies for the afternoon, not for breakfast;
  • Not had it on St. Patrick’s Day. Also, I think we could’ve Skyped in on this one instead of traveling. Cookies or snacks in the afternoon instead of cookies at breakfast. 
  1. I gained the following “key” learnings (ahas, questions, etc.) from our work today…
  • Giving affirmations as an assignment. The piece on not complaining – helpful reminder for staff;
  • Loved the questions for the two minute interview;
  • I need to add some additional visuals to my classroom. I also want to implement some of the activities that you shared;
  • What we as teachers already do as well as simple ideas to improve;
  • I need to get my enthusiasm back;
  • If you don’t correct it, you endorse it!;
  • Good kid notice;
  • Too many to list. Two pages full of great notes to go through;
  • “Celebrate today.”;
  • Continue forming relationships with students and among students – help them show their emotions;
  • Be more proactive; Toxic vs. Nourishing;
  • Bring out the best in all of our students;
  • Toxic/Nourishing (How to implement in the classroom);
  • It’s okay to be crazy (About your job and the kids);
  • “Cheers Atmosphere.”;
  • First day of school activities;
  • Yet again, Hal reinforced the idea that strong relationships with students consistently provide teachers/staff with the results we’re looking for;
  • Lots of simple things we can do to incorporate in our building;
  • Nourishing and toxic words;
  • Lesson #7 – Great for Morning Meeting in our building;
  • Teacher enthusiasm and attitude matters more than anything we teach. Transfer energy!;
  • I need to be certain all staff in our building build kids up and treat them as caring children;
  • I loved the idea that you will not reach every kid but you need to keep trying;
  • Protecting classroom from toxic words;
  • Focus more intentionally on manners;
  • The impact of the teacher – I teach pre-service teachers – your presentation inspired me. Will fuel my ability to inspire them!;
  • Great list of valuable notes, meaningful stories – allowing roundtable discussion;
  • Useful info – practical, no money needed;
  • Give students ownership of creating rules;
  • Toxic Words vs. Nourishing Words;
  • Loved the idea: Celebrate today;
  • great way to build community;
  • Poison example;
  • We as educators are the example for the students;
  • That I want to spend more time building community with my classes;
  • Positivity, positivity, positivity;
  • We (educators) can make or break a child;
  • Building relationships;
  • Toxic words/nourishing words – important to teach;
  • It’s not just what you say, it’s how you say it and connect to that: the most important variable is the personality of the teachers;
  • Good kid notice;
  • Setting a strong base at the beginning of the year;
  • Celebrate today – adding that to my morning meeting;
  • Loved the “Celebrate Today” and the Tell 3 people what you like best about them assignment. I’ve heard Hal speak 3 times now so I already do many of these things;
  • Good classroom management skills;
  • Ways to incorporate classroom rules and classroom management skills; 
  1.  I anticipate needing the following resources to support my change(s) efforts back in our school/district…
  • Support (buy-in) from the other 5th grade teacher. Our students transition between our classrooms. Sometimes, students come back to my room very upset;
  • More staff to continue in character education trainings;
  • Books and training workshops;
  • Copies of Hal’s book for more than just me;
  • Read entire book and try implementing at least 3 new lessons this year and more next year;
  • I think our entire staff should read Hal’s book to try and implement some of these ideas (inspiring and “double”);
  • I’m looking forward to just going deeper and reading the books written by Hal in order to gain a stronger understanding of what works in the classroom;
  • We need to devote time to share Hal’s message with our staff. If we can share what we learned, we will all have the same positive message;
  • I would love to use this book for a staff book study!;
  • Focused time for staff collaborations;
  • Reading the book in entirety;
  • Social work/counseling ideas/ implementation practices;
  • A copy of the book to share with staff to do a book club;
  • Copies of this book for staff in our building to drive implementing these ideas;
  • You (Hal Urban). Your knowledge and humor;
  • More staff trained;
  • Really read the book – Hal Urban gave us a great overview of the book;
  • Support of the rest of the staff to “revive” our implementation of PBIS – I think we’ve lost our focus on its value and purpose;
  • Toxic/Nourishing and Strict/Mean. 
  1.  I need more information about __________ regarding our school character education plan…
  • We LACCS attendees from my school are currently working to train and get buy-in school-wide;
  • Time;
  • What to focus most on so we don’t overwhelm our staff or ourselves;
  • Discipline examples within character practices;
  • How to change a building’s mindset;
  • An example of previously created plans for depth of information and format. 
  1.  How do you envision today’s learning having an impact on student achievement results?
  • Creating a better school climate/community;
  • Academic achievement will improve;
  • Classroom ideas for use now and the start of next year;
  • Helping with planning;
  • If I can get staff buy-in, it will have a huge impact on students;
  • I think there were so many strategies presented today that are useful!;
  • Today’s presentation will just continue to give us more ideas and strategies to strengthen our relationships with students;
  • High standards in character and high standards in academics go together. Character development comes first – then academics will be easier?;
  • Students who feel connected to school will increase their engagement, in turn supporting achievement. It will have profound impact!;
  • Increase engagement + increase care + increase character = Increase in results;
  • When you build that community, your academics will increase because they will want to learn!;
  • Creating a positive class environment for students to learn;
  • Character is the plate that everything rests on. Should we ask participants to encourage them to invite peers to ___ Conference email list?????;
  • Teachers are not knowledgeable (literate) of how WCEP is connected to LACCS;
  • Incorporate self-esteem and value in our students;
  • I plan on implementing “Celebrate Today” into my daily routine to foster student-student and teacher-student relationships;
  • I will work with our character team to make some “Community Building” Cool tools for the beginning of the year;
  • It will improve the whole building climate;
  • Huge impact. Taking the time to build community will pay dividends towards student achievement;
  • As examples were being given, I made connections to so many of my students. I see my students benefitting greatly;
  • After reading the book and listening to him – a lot of useful things to try with my students;
  • When students know I care and their classmates care, we can employ positive change;
  • I am going to use strategies mentioned today and/or the book;
  • My relationship with my students;
  • Creating a classroom community of kind kindergartners, not just learners;
  • When you have connections with your students, they will work harder for you and achieve;
  • Making rules meaningful to students;
  • I’ll try to get many of our staff members to incorporate many of Hal’s techniques into their classrooms.
February 16, 2016

February 16, 2016 Evaluation Summary (Based on 15 Responses) Please rate the following items on a scale from 1-5 1. Quality of Presentation:

5 Very High 14

4 High 1

3 Moderate

2 Somewhat

1 Very Poor

Average 4.93

  1. Useful Take Home Information:

5 Very High 13

4 High 2

3 Moderate

2 Somewhat

1 Very Poor

Average 4.87

  1. I’m glad that you…
  • Showed the video/movie. Had a circle;
  • Gave us your kindness and shared this with us;
  • Gave different examples;
  • Had a current video from Milwaukee;
  • Had it be interactive;
  • Expanded on the topic with a concrete example of what restorative justice looks like;
  • Included everyone;
  • Had Tina as a speaker;
  • Had a circle demonstration;
  • Brought in an expert using the method successful;
  • Had us participate in the circle;
  1.  I wish you had…
  • More guidelines;
  • Done a restorative circle;
  • More handouts
  1.  I gained the following “key” learnings (ahas, questions, etc.) from our work today…
  • 4 Questions for restorative communication;
  • Slow down and process;
  • Circle time;
  • Circles/talking can resolve many kinds of issues;
  • Circle questions; How the circle works. 
  1.  I anticipate needing the following resources to support my change(s) efforts back in our school/district…
  • Training (5 Day);
  • How to implement in a K4-6th grade school of 800+ students;
  • More staff knowledge and training;
  • Classes for the staff; 
  1.  I need more information about __________regarding our school character education plan…
  1.  How do you envision today’s learning having an impact on student achievement results?
  • It will help bring community and peacemaking opportunities to my classroom;
  • I want to use this as a principal with my students;
  • I will use some of the techniques in my classroom! Thank you!;
  • Can’t wait to use it!;
  • Possible conflict resolution plans for MS kids.

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