Principal Interview

Principal Interview

Principal Interview

Thank you, in advance, for responding to the following questions. This instrument is being administered as part of a long-term research project by WestEd to examine the impact of the Lessons in Character Program (LIC) — an English language arts-based character education program — on student academic performance, attendance, school motivation, and endorsement of universal values consistent with character education. WestEd, a research, development, and service agency, works with education and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults.

In order to better understand the school context in which the LIC program is offered, this survey asks about other programs your school is offering. According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this information collection is 1850-0826. The time required to complete this information collection is estimated to average 30 minutes per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection.  If you have any comments concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education, Washington, D.C. 20202-4651.  If you have comments or concerns regarding the status of your individual submission of this form, write directly to: Rafael Valdivieso, U.S. Department of Education, 555 New Jersey Avenue, NW, Room 506E, Washington, D.C. 20208.

This collection of information is authorized by Public Law 107-279 Education Sciences Reform Act of 2002, Title I, Part C, Sec. 151(b) and Sec. 153(a). Participation is voluntary. Your responses are protected from disclosure by federal statute (PL 107-279 Title I, Part C. Sec. 183). All responses that relate to or describe identifiable characteristics of individuals may be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose, unless otherwise compelled by law. Data will be combined to produce statistical reports. No individual data that links your name, address, telephone number, or identification number with your responses will be included in the statistical reports.

Please contact Dr. Barbara Dietsch with any questions at 562.799.5126 or by email at [email protected].

Principal Interview:

1. ACTIVITIES AT EXPERIMENTAL SITES

(From SACD Evaluation)

Interviewer: Please indicate whether this is an experimental or control school.

1  Experimental 2  Control  (go to B1)

1.	We understand that you are implementing Lessons In Character in your school this year as part of your participation in this research. In order to better understand the school context in which that program is offered, we would like to know about other programs your school is offering. Are there, or have there been in the past 6 months, any other formal programs related to social and character development underway at your school? 1  Yes, one other program 2  Yes, more than one other program (Specify number of programs) __ __ 0  No (go to C1) (IF MORE THAN ONE OTHER PROGRAM): Let’s talk about them one at a time, beginning with the program you think is the most widespread or fully implemented in the school.
2.	What is the name of the program and its purpose?
3.	When did the program start? ___ ___ ___ ___ Month Year
4.	Who is the “point” person for the program at this school? Interviewer: Write title/position of person

5.	What school-wide activities are related to the program?
6.	Can you describe any training that the staff participated in?
7.	How broadly is the program implemented? Is it implemented school wide, or in specific grades or classrooms? 1  School-wide  (go to A9) 2  Specific grades (Please specify) 3  Specific classrooms (Please specify)
8.	How were these specific (grades/classrooms) selected?
9.	What else can you tell me about the program?
10.	How are you evaluating the program?

1 through 10 is repeated for each formal social and character development program named.

Principal Interview:

2. ACTIVITIES AT CONTROL SITES

(From SACD Evaluation)

Interviewer: Please indicate whether this is an experimental or control school.

1  Experimental  (go to C1) 2  Control

1.	Are there, or have there been in the past 6 months, any formal programs related to social and character development underway at your school? 1  Yes, one program 2  Yes, more than one program (Specify number of programs) __ __ 0  No (go to C1) (IF MORE THAN ONE OTHER PROGRAM): Let’s talk about them one at a time, beginning with the program you think is the most widespread or fully implemented in the school.
2.	What is the name of the program and its purpose?
3.	When did the program start? ___ ___ ___ ___ Month Year
4.	Who is the “point” person for the program at this school? Interviewer: Write title/position of person

5.	What school-wide activities are related to the program?
6.	Can you describe any training that the staff participated in?
7.	How broadly is the program implemented? Is it implemented school wide, or in specific grades or classrooms? 1  School-wide  (go to B9) 2  Specific grades (Please specify) 3  Specific classrooms (Please specify)
8.	How were these specific (grades/classrooms) selected?
9.	What else can you tell me about the program?
10.	How are you evaluating the program?

Repeat 1 through 10 for each formal social and character development program named.

ALL SITES: OTHER SCHOOL-WIDE PROGRAMS

1.	Next I would like to read a list of activities and strategies that schools might use informally; that is, without having a formal curriculum. For each one, please tell me whether or not your school has had such an activity or strategy underway in the past 6 months.
	Activity/Strategy	Underway in past 6 months?
a.	Character education (such as promoting positive character traits such as honesty, respect, and cooperation)	1  Yes	0  No
b.	Violence prevention (for example, changing attitudes, values and/or behaviors regarding violence and aggression)	1  Yes	0  No
c.	Tolerance, diversity, cultural awareness, or bias awareness (for instance, understanding cultural differences, reducing/preventing prejudice or strained racial relations)	1  Yes	0  No
d.	Civics or citizenship (such as fostering a sense of belonging and a sense of responsibility to the community)	1  Yes	0  No
e.	Community service or service learning (for example, promoting helping behaviors, “giving back” to the community)	1  Yes	0  No
f.	Targeted risk prevention (like changing behaviors related to current or future risk behaviors such as drug/alcohol use)	1  Yes	0  No
g.	Self-management/self-discipline (an example would be increasing students’ knowledge of and control over their own behavioral choices)	1  Yes	0  No
h.	Emotional control/anger management (such as managing of intense emotions, relaxation, self-calming techniques)	1  Yes	0  No
i.	Resisting peer pressure (including refusal skills, avoiding risky situations)	1  Yes	0  No
j.	Perspective-taking/empathy (for example, understanding others’ points of view, understanding how one’s behavior affects others)	1  Yes	0  No
k.	Assertiveness/ communication skills (including listening skills, successful communication and/or negotiation strategies)	1  Yes	0  No
l.	Conflict resolution/social problem solving (such as managing or avoiding conflict, seeking out a third party to mediate)	1  Yes	0  No
m.	Individual behavior management (for example, daily/weekly behavior checklists or report cards, individual point or token reward system)	1  Yes	0  No

	Activity/Strategy	Underway in past 6 months?
n.	Group behavior management (such as daily/weekly behavior checklists or report cards, individual point or token reward system)	1  Yes	0  No
o.	Selection or rotation of “character words” or target values (such as respect and kindness)	1  Yes	0  No
p.	Campaigns to change the school culture (for instance an anti-bullying campaign)	1  Yes	0  No
q.	Opportunities for individuals or groups to do community service (such as tree planting or canned food drives)	1  Yes	0  No
r.	Use of peer or adult mentors	1  Yes	0  No
s.	Discouraging undesirable attitudes or behaviors (such as “Stop the Hate” posters)	1  Yes	0  No
t.	Showing or discussing negative consequences of undesirable behaviors	1  Yes	0  No
u.	After-school groups or clubs based on social and character development themes	1  Yes	0  No
v.	Classifying or displaying library books based on social and character development themes	1  Yes	0  No
w.	Public recognition of groups or individuals for desirable behaviors	1  Yes	0  No
x.	Promotion of suggested role models or heroes	1  Yes	0  No
y.	Addressing issues of sportsmanship or teamwork in physical activities	1  Yes	0  No
z.	Offering professional development or training related to social and character development	1  Yes	0  No
aa.	After-school sessions for students exhibiting problem behaviors	1  Yes	0  No
bb.	Parent meetings or parenting classes to address students’ social and character development	1  Yes	0  No
cc.	Are there any other activities that promote social and character development that have been informally implemented in your school? (Please describe)	1  Yes	0  No

Permission to use specific items may be required