Community, schools join efforts to build character: Pleasanton Unified School District / California.

A broad-based program called Building a Community of Character led to Pleasanton Unified School District in Pleasanton, Calif., being named the California state winner in the 2007 National Civic Star Award competition.

The program was devised by school and community leaders who decided to focus the community on six traits: integrity, honesty, responsibility, respect, compassion and self-discipline. Banners with these words, which the community considers expected behaviors, hang from all city and school buildings.

Council members and other civic and business leaders have signed a pledge to exhibit the behaviors and encourage people to work together to ensure that individuals and families are strong, that homes and streets are safe, that education is effective, that businesses are productive and that citizens care for one another.

Responding to a perception of a growing lack of character throughout the country, the school district's strategic planning team, comprised of students, parents, teachers, administrators, school staff, city officials, business leaders and other community members, set a goal to develop a curriculum, create an atmosphere and exhibit behavior that instills personal, social and civic responsibility.

A planned, focused approach with all aspects of the school district and city working together provided a consistent message to the community about the importance of character.

School character committees, a district committee, a city coalition committee, the city government, business leaders and community members meet separately each month to coordinate an ongoing character initiative with schools, businesses, the city, faith communities and families.

The common goals are to:

* Inspire individuals, families and organizations to take responsibility for their choices and actions.

* Motivate individuals, families and organizations to make a difference in the world around them.

* Recognize individuals, families and organizations for exhibiting the character expectations.

All schools and departments have implemented character plans that have become the foundation for what drives the district. Families are provided with parenting information and classes, and the city has focused on providing family-oriented activities. The faith community has agreed to talk about good character, align sermons with the expected behaviors and organize activities around character building.

The Chamber of Commerce recognizes at its monthly luncheons businesses that demonstrate good character, and the organization held a business exposition with "character in business" as its theme. City officials promote the "community of character" in all city functions and departments, exhibit good character during elections and train city recreation coaches in the importance of serving as good-character role models in sports.

The mayor begins each town council meeting by reminding all those present of the expected behaviors. The city library sponsors a character-based speakers program. Members of the retirement community serve on committees, work with English-as-a-second-language students and read to young students. Students spend time at retirement centers, visiting and working with senior citizens and doing such tasks as gardening or washing windows. The police display the character logo on their cars.

While the statistics and character program cannot be directly linked, one principal said, "We have seen a 60 percent decrease in discipline referrals over a three-year period. Kids are more conscious of the relationship between good character and a good life from our thorough integration of the traits into the curriculum." Cultivating character has become the foundation for what drives the school district--in school improvement programs, standards alignment, staff development, activities, evaluations, discipline, business practices and hiring. School officials also believe the character program has contributed to schoolwide academic success. All schools have been recognized in some way as California Distinguished Schools, National Blue Ribbon Schools and California Model Schools. Three schools were named National Schools of Character, two others were named national semifinalists, and the school district was named a National School District of Character. Student and community involvement in developing a culture of character has also increased noticeably as a result of the program. Service learning has been a positive extension of lessons taught in the classroom.

Some of the projects have included a creek clean-up effort by a science class, recycling and adopt-a-school projects and blood and food drives. Caring relationships between adults and students are fostered by community speakers, mentors, internships and a comprehensive counseling program. The city's web site says: "We seek to expand our character development efforts by reinforcing those values which foster strong individuals, families, neighborhoods and communities.

The expected behaviors have helped establish a framework for school, community and business programs.

For more information, contact Superintendent John Casey at [phone] or by e-mail at [e-mail]. Casey's mailing address is Pleasanton Unified School District, 4661 Bernal Ave., Pleasanton, CA 94566.