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Story posted May 7, 2009. Results updated November 26, 2012.

Results:

• In 2011, Lindbergh school district improved on its own 2010 state proficiency rates in almost every subject across all but one grade.
• Lindbergh also exceeded the state proficiency rates in every subject across every grade in 2011.
• In 2012, the district graduation rate was 94.8%, up from 84.5% in 2002 and 7% higher than Missouri state's graduation rate.

 The Lindbergh School District has always been in the vanguard of character building. When it took its first steps in 1989 to introduce character education in all of its schools, the world was a different place. No cell phones, no laptops, no iPods, no text messages. However, the founding committee had the vision to see that a district-wide espousal of character, with all schools and the community on board, would be the best way to achieve the district’s goal: to develop competent and caring graduates through exceptional programs, services and personnel.

Today, their vision is being realized. As Amy Richards, the coordinator for character education and a 25-year veteran of the Lindbergh district, puts it: “Character now is pervasive in all we do—it’s an integral part of our vision and our mission, our curricular as well as extra-curricular activities, our board policies and annual goal-setting, and our staff’s concept of how best to educate children.”

The comprehensive approach to character is paying off. Student achievement is up. The district and its schools are receiving national attention for their character-building programs. In 2008, Lindbergh was the only district in the country to be named a National District of Character by the Character Education Partnership (CEP). The CEP also named a district school, Sappington Elementary, a National School of Character. Another district school, Kennerly Elementary, received the honor in 2000, and seven of the district’s eight schools, as well as the district itself, have won one or more Promising Practices awards from the CEP.

Creating and Structuring a District-Wide Plan
Lindbergh’s achievements attest to the effectiveness of its intentional and structured approach to character development. Knowing the importance of involving all stakeholders from the start, the original character committee sought local business leaders, clergy, law enforcement officials, coaches, and parents, as well as staff, to choose the character words and traits for district focus. After much deliberation, the committee decided on the core values of integrity, courage, patience, service, self-control, goal setting, honesty, cooperation, respect, responsibility, peace and caring. District and school officials then underwent initial professional development on integrating character into instruction and daily life. The program’s development and growth owe a great deal to the training resources offered by CHARACTERplus, as well as the support of Dr. Marvin Berkowitz of the Center for Character and Citizenship at the University of Missouri-St. Louis.

An important reason for the program’s success lies in the district’s attitude that, in Richards’ words, “We never reach the top, because there is no top.” Each year the district’s Character Education Committee, which includes representatives from all schools and the community, starts anew. As former superintendent Jim Sandfort explains, “Each year we challenge ourselves with stretch goals, based on what we have learned from the current year and what feedback we have received from formal and informal assessments.”

For example, the district applied for the National Schools of Character award in 2003 and underwent the Character Education Partnership’s review process. Though they did not receive the award that year, Richards points out, “The feedback from [the] process served as a self-assessment tool for improving the alignment of all character education initiatives.” And, at the encouragement of the CEP, Lindbergh reached out and further involved the community in its character education efforts. Not only did the incorporation of Caring School Community initiatives enhance the program, but, according to Richards, “Character education became a parallel district priority with student achievement.” The data show that the decision was a wise one, as the renewed emphasis on character has contributed to soaring student achievement.

Providing District Support
Through it’s philosophical framework, financial support, release time, and staff training, the Lindbergh district makes character education a district priority. The recipient of the Commissioner’s Award of Excellence for Staff Development in 2003, the district promotes Professional Learning Communities in each of its schools, so that teachers can share ideas on academic, character and leadership objectives. Character education professional development sessions cover a wide-range of topics, such as integrating character themes within academic lesson plans, using class meetings to promote a caring classroom environment, teaching conflict resolution skills, encouraging student autonomy, implementing service learning, and understanding the distinction between extrinsic and intrinsic rewards.

The Heart to Serve, Hands to Help initiative serves as a powerful example of the way a school district and a community can unite for a cause. With the twin objectives of turning community service into service learning and increasing the number of participants, Sandfort challenged the entire community on September 11, 2007, “to initiate ongoing personal service projects before November 11, 2007.” Partnerships flourished, and 35,000 hours of service were recorded in just two months as local business, religious, civic, and charitable organizations joined hands with students, staff, and parents in unified efforts to help the community.

Working Hard in Individual Schools
While the district provides the training for the implementation of common strategies such as class meetings, buddy classes, and conflict resolution, each school has its own Character Education Committee and autonomy in addressing its own needs. A quick look at just a few of the CEP Promising Practices awards made to the Lindbergh schools shows the breadth and vigor of their efforts. The practices vary from an environmental endeavor in which students at all grade levels grow butterfly gardens to an Early Childhood Center practice in which each family creates a poster describing its members so each preschooler can share information about his or her family with others.

Many of this year’s Promising Practices reflect the district’s emphasis on service learning. For example, Truman Elementary students partner with the local historical society in a plan to improve a local cemetery, Kennerly Elementary works with the Department of Conservation in hands-on learning at outdoor sites, and Lindbergh Academy students perform community service as a graduation requirement. Many projects are student-inspired. Linda Garcia, a first-grade teacher at Long Elementary, is amazed that Lindbergh students, unlike those in her previous districts, are “very involved in everything that goes on.” She adds, “Their ideas are very creative, often far better than anything that the staff had suggested.”

Reaching Out to the Community
Parents take an active role in Lindbergh school life in all the traditional ways. In addition, they are intensely involved in service projects.

If any story epitomizes the outpouring of love and help that characterizes the Lindbergh School District, it is the unified community support for Angels’ Arms, a non-profit organization for foster children. Bess Wilfong, a former Lindbergh staff member and a foster mother herself, realized the traumatic experiences endured by siblings who had to be separated in foster care. In 2000, after she established Angels’ Arms, she worked with a group to purchase a home in the Lindbergh School District that could house 12 foster children and allow siblings to stay together.

Students, staff, parents, and community members join together to minister to the physical, intellectual, and emotional needs of the children who reside in that home. Students, staff, and parents from the middle school and high school tutor in academic subjects, give music/voice lessons, donate birthday gifts and toys, and serve in a variety of other ways, such as babysitting, cooking meals and making holiday stockings. Younger students have held lemonade stand fundraisers and collected donations for household items, toiletries, school supplies and winter wear.

Ensuring That Graduates Are Good For Something
The Lindbergh story makes good news because it demonstrates vividly how a long-term commitment to character education can support school improvement efforts. Since the 2003 revamping of the program, academic achievement in Lindbergh has taken off. The district’s graduation rate has increased dramatically, from 84.5% in 2002 to 95.2% in 2008. Student performance on the MAP (Missouri Assessment Program) remains well above state averages and continues to improve, following a state-wide trend. In addition, student behavior has improved substantially, with the number of disciplinary referrals decreasing 35% between the 2002 and 2006 school years (from 8,388 to 5,429).

Many students point out that the consistent character message articulated and reinforced throughout their school days has had a profound effect on them. Graduating senior Dan says, “Character virtues are in the bloodstream of our district. We just follow them naturally because we have talked about them and learned about them since kindergarten.” Another graduating senior, Samantha, points out their importance even after graduation: “Character education has been a helpful tool in teaching me the proper way to carry myself throughout my life.”

When asked to identify what has made Lindbergh such a success story, Sandfort says, “Board integrity and support, love for children and concern for staff, and a commitment to doing what is right have permeated this district and provided the backdrop for all of our work.” With his usual hearty manner, the retired superintendent adds, “We just want to be sure that, when our students graduate, they are not only good at something but good for something.”

For additional information, please contact:
Amy B. Richards
District Coordinator for Character Education, Lindbergh School District
(314) 729-2400, ext. 8914
arichards@lindberghschools.ws  

Or visit: www.lindbergh.k12.mo.us  

This story came to LFA's attention after being honored by the Character Education Partnership as a 2008 National School of Character.

Adapted with permission from the Character Education Partnership.

Full citation:
Having a Heart for Kids, by the Character Education Partnership. In the 2008 National Schools of Character Award Winning Practices book.

Copyright © 2008 Character Education Partnership.

Click here to access the original article as contained in the 2008 National Schools of Character Award Winning Practices book.