COMMUNITY OF CARING

Building Character. Any School. Every Child.

All Day Long.

Community of Caring • University of Utah • 1901 E. South Campus Drive #1120 • Salt Lake City, UT 84112

Why Eunice Kennedy Shriver Began Community of Caring

“My original concept for Community of Caring was to create school environments in which children with intellectual disabilities would be appreciated for their gifts, and all children would gain the skills to become strong, independent, joyful teenagers whose decisions would be hopeful, caring, responsible, and endowed with a sense of justice and a sense of freedom. Young people would be able to make decisions that would enlarge their capacities to contribute to the goodness of their families, schools, communities, and nation.”

About Us!

• K-12, comprehensive, whole-school, data driven research-based character education framework

• Inclusion of all students, especially students with disabilities, in a caring school community

• Groundbreaking, pioneering work in the teaching of values

• Today, a comprehensive, K-12 whole school character education program adopted by almost 1,400 schools in the United States and Canada

• Integration of the five core values of caring, respect, responsibility, trust, and family into every aspect of school life

Community of CaringCore Values

Richmond Campaign to Prevent Teen Pregnancy

Community of Caring Schools

• Bellevue Elementary

• Chimborazo Elementary

• Fairfield Court Elementary

• George Mason Elementary

• Woodville Elementary

“Values are the reasons we give for what we do, for how we live our lives. They are the ends which guide, or ought to guide, all the activities of a school.”

Dr. William Sullivan,

Carnegie Foundation for the Advancement of Teaching

Community of Caring Research

Early Research (1991): The Center for Health Policy Studies, Columbia, Maryland, found that students earned higher grade point averages and had reduced at-risk behaviors, such as teen pregnancy and use of alcohol

Recent Research (2003-2004): Dr. Ann Higgins D’Alessandro of Fordham University reports that Community of Caring schools evidence significant improvements in

• student to student relationships• student to teacher relationships• student autonomy—students being able to speak out and

feeling they have a say in what happens in school• student attitudes—students feeling they have good

educational opportunities at school

Community of Caring Research

Increases in positive behaviors such as interacting more kindly and respectfully with other students and teachers, and showing care and concern for others (Johns, 1994)

Creates safer school environments by preventing violence and bullying (Johns, 1994)

Decrease in discipline referrals (Johns, 1994) More effective collaboration among teachers and students

(Johns, 1994) Improves school attendance and academic performance

(Higgins-D’Alessandro, et.al., in preparation) Increase in being responsible and caring for others

(Higgins-D’Alessandro) Increase in listening to each others’ ideas (Higgins-

D”Alessandro

Community of Caring Research

Reduces tobacco, drug and alcohol use (Balicki, 1991) Fosters acceptance of diversity and includes those with

intellectual disabiities (Higgins-D’Allessandro, Barr, & Markman, 2003)

High Implementation Level Leads To Better Outcomes

• Students show improvement in attendance and academics

• Students respect and care for each other, even if not friends

• Teachers respect and care for their students

• Students and teachers have significantly more positive attitudes toward their school

• Teachers respect and care for students, having genuine interest in stronger norms against vandalism, fighting, cheating, and verbal abuses

The Influence of Community of Caring in the Classroom

on Student Attendance

Teachers who use more Community of Caring practices in the classroom report that attendance is higher.

Attendance

5.004.504.003.503.002.502.00

Co

C t

ea

che

r p

ract

ice

s

5.0

4.8

4.6

4.4

4.2

4.0

3.8

3.6

3.4

3.2

3.0

Professional Development and Ongoing Support

• Start-up professional development to become a Community of Caring school

• Follow-up professional development

• Introductory Student Assembly

• Resources/Mentoring/Coaching

• Annual summer conference

with graduate credit

Lead Teacher

• Serves as the chairperson of the Coordinating Committee.• Coordinates the implementation of the Comprehensive Action Plan

developed by the Coordinating Committee.• Serves as the primary resource person for the Community of Caring

Program.• Works to assure that the core values of the Community of Caring are

taught across the curriculum.• Provides suggestions for lessons, methods, and materials for teaching

values across the curriculum.• Acts as the liaison between the school and community on matters

related to the Community of Caring Program.• Acts as the liaison between faculty and administration.• Acts as a mentor by providing guidance to faculty, support staff and

parents.

Coordinating Committee

A Coordinating Committee is selected by the Principal and Lead Teacher to design a Comprehensive Action Plan for the school to enhance the understanding of the concept of Community of Caring and to establish a broad network of local support in the wider school community.

The members of the Coordinating Committee serve two important functions:

o Make recommendations and provide input for the programo Act as ambassadors, spreading the word about the program

in the community

Comprehensive Action Plan

A comprehensive Action Plan for implementing the Community of Caring program is developed by the Coordinating Committee which includes representatives from the administration, faculty, staff, parents and community. This plan is representative of all core values, program components, and structures.

For further information, please contact the Eunice Kennedy Shriver National Center for Community of Caring (801) 587-8990

Dr. Paula Smith, Executive Director

Dr. David Parker, Associate Director

Penny Keith, Professional Development Director

Katie Lewis, Office Manager

contact@communityofcaring.org www.communityofcaring.org

Community of Caring Schools Include Everyone

Why Do Schools Adopt Community of Caring?

• Fosters character and citizenship development

• Improves school attendance and academic performance

• Improves school climate, creating a caring classroom and school community

• Includes students with disabilities and fosters greater acceptance of diversity

• Creates safer school environments with less bullying and other forms of violence

• Prevents teen pregnancy through a youth development focus

• Reduces tobacco, drug and alcohol use

Community of CaringImplementation Strategies

Create Caring CommunityGive Values Voice, Hands, FeetShare Responsibility with

Communities and FamiliesShare LeadershipEmpower Values through Practice

and Policy

Direct/Indirect

Advocacy/

Research

The Kid in the Red Jacket

COC Class Rules

School Touch-stone

Planning/ Decision Making

Check-In

Service Learning

Classroom Management

Classroom Lessons

Class Meetings

Values Across TheCurriculum

Six Principles for Integrating Character Education

• Principle l: Character education is part of every subject, not just another subject.

• Principle 2: The school and community are vital partners in the character education of youth.  

• Principle 3: A positive classroom environment supports character education.

• Principle 4: Empowered teachers are in the best position to carry out the goals of character education. 

• Principle 5: Character education is encouraged through administrative policy and practice.

• Principle 6: Character education is action education.

From “Integrated Character Education,” a Phi Delta Kappa Educational Foundation publication (Fastback 351), by Kenneth Burrett and Timothy Rusnak, derived from the 1980 Council for Research in Values and Philosophy project and literature review.

Community of CaringImplementation Strategies

Create Caring Community• Big Friendly Groups/Families• School Touchstone• Values Behavior Matrix

Give Values Voice, Hands, Feet• Service-Learning• Lesson Template and Examples

Community of CaringImplementation Strategies

Share Responsibility with Communities and Families

Share Leadership• Buddy Activities/Student Leadership• Coordination Committee• Lead TeacherEmpower Core Values with Practice

and Policy • Action and Sustainability Plan

One Day Professional Development Workshop

• Personal Learning Goal

• Defining Your School’s Values/Rubric

• Video and Discussion

• Assessment

• Implementation Strategies

• Action and Sustainability Plan

Community of Caring Implementation and Sustainability Cycles

Coordinating Committee

F/C/S Involvement

Ongoing Professional Development

Process Evaluation

Celebration

Learn and Share Best Practices

Develop Next YearÕs

Plan

Implementation Cycle School identifies need Professional

Development Assess School Culture

and Climate Action Plan &

Activity Plan Implement Plan Outcome Evaluation Course Correction Sustainability Plan

6

8 1

2

3

5

4

7

Sustainability Cycle

Changing Climate and CultureCommunity of Caring

Professional Development/ Inclusion of All Students Ongoing Support

Family/Community Values In & Across Involvement the Curriculum

Service Learning/ Student Forums Community Service and Leadership

Your School

Values In and Across the Curriculum

• Process for integrating values of Caring, Respect, Responsibility, Trust and Family into existing curriculum

• Development of school and community-wide activities, strategies, and programs to foster values

• Posters and banners to display school support for character education

Student Leadership/Forums

• Offer opportunities for students to problem-solve through the lens of the five core values

• Provide multiple options for student voices to be heard in middle and high schools

• Include class meetings, buddies, and cross-age groups in elementary schools

Service Learning/Community Service

• Provides opportunities for students to grow intellectually, ethically, socially, and emotionally

• Involves all students, including students with disabilities

• Identifies primary community needs

• Allows schools to participate in the affairs of the broader community

Family and Community Involvement

• Families and schools work together to foster the five core values

• Community members become involved in school activities

• Community of Caring brings together all segments of the school community

Inclusion ofAll Students

• All students will feel valued and accepted

• All students will have opportunities for friendship

• All students, especially students with disabilities, will participate in the activities of a caring school community

The Community of Caring Framework

Community of CaringPROGRAM STRUCTURE

_______________________

Community of CaringCOMPONENTS

_______________________

Community of CaringCORE VALUES

Community of CaringProgram Structure

• Lead Teacher

• Coordinating Committee

• Action Plan/Sustainability Plan

• Professional Development/Ongoing Support

Video: Five Words That Can Change Your Life

As you watch the video, think about what you find interesting or significant and applicable to your school.

What questions do you have about Community of Caring as a result of watching the video?

The Community of Caring Framework

Community of CaringPROGRAM STRUCTURE

_______________________

Community of CaringCOMPONENTS

_______________________

Community of CaringCORE VALUES