---

---

CHARACTERplus

Creating a caring community of learners

The CHARACTERplus process offers a multi-phase, school wide process whose central aim is to help each school become a "caring community learners" that effectively promotes students' intellectual, social, and ethical development and teachers' continuous improvement of practice.

Community participation (School, Home, and Community) is vital for the success of this program. Educators, parents, students, and members of the community come together and invest themselves in a consensus-building process to promote positive character traits for long-term success.

Parents, teachers, and community representatives have established the following Character Traits to focus on each month.  These character traits are connected to classroom lessons so that students see how a trait might figure into a story, be part of a science experiment, or how it might affect them. Community-based, real-world experiences that illustrate character traits are included in the curriculum. Children "learn what they live," so it is important that all adults in the school community  who interact with children on a daily basis demonstrate positive character traits at home, school, and in the community.

HOLDEN R-III 
CHARACTER TRAITS

AUGUST
Cooperation - Working together toward a common goal

SEPTEMBER
Respect - Treating others the way you want to be treated

OCTOBER
Responsibility - Taking ownership of what you say and do

NOVEMBER
Citizenship - Being a responsible member of a community

DECEMBER
Gratitude - Being thankful

JANUARY
Optimism - Finding the positive in any situation

FEBRUARY
Compassion - Caring how others think and feel

MARCH
Perseverance - Never give up

APRIL 
Integrity - Always doing the right thing

MAY
Courage - Holding to your beliefs and opinions even when it is difficult 

CHARACTERplus® Ten Essentials

1. Community Participation

Educators, parents, students, and members of the community invest themselves in a consensus-building process to discover common ground that is essential for long-term success.

2. Character Education Policy

Character education is a part of the district’s philosophy, goals, or mission statement, including a formal, written policy adopted by the school board.

3. Identified and Defined Character Traits

Parents, teachers, and community representatives agree on which character traits to emphasize and what definitions to use. Developing consensus on the definitions is
key, and the early involvement of students enriches the process.

4. Integrated Curriculum

Character education is an integral part of the curriculum at all grade levels. Character traits are connected to classroom lessons so that students see how a trait might figure into a story, be part of a science experiment, or how it might affect them.

5. Experiential Learning

Students are given many opportunities to experience character traits, see them in action, and feel them rather than just talk about them. Community-based, real-world experiences that illustrate character traits are included in the curriculum.

6. Evaluation

The character education initiative – including the implementation process, program activities, and impact on students – is evaluated on a regular basis to determine
if it is achieving the anticipated results and to validate that the processes and structures being implemented are working.

7. Adult Role Models

Children “learn what they live,” so it is important that all adults in the school community who interact with children on a daily basis demonstrate positive character
traits at home, school, and in the community. 

8. Staff Development

Significant time and resources are allocated for staff development activities so that staff can create and implement character education on an ongoing basis.

9. Student Leadership

Students are involved in the planning, implementation, and evaluation of all aspects of the program.

10. Sustaining the Program

The character education program is sustained and renewed through implementation of the first nine essential elements, with particular attention to a high level of commitment from the top; adequate funding; support for district coordination staff; high-quality and ongoing professional development; and a networking and support system for teachers who are implementing the program.

For additional information, please feel free to contact one of our school guidance counselors.