Character: Claim 1

Channel View School for Research students take increasing responsibility for their own learning.

Character and culture are essential values and themes that we embrace at Channel View School for Research (CVSR). We believe that demonstrating core values, such as integrity, character, and a strong work ethic, are as important as academics. By building strong character and culture, our students are taking responsibility for their own learning.

Our students created “15 Words to Live By” – a code of character that staff and students should live by. These words – Respect, Manners, Caring, Challenges, Tolerance, Achievement, Kindness, Trust, Confidence, Sportsmanship, Responsibility, Friendship, Community, Honesty, and Potential – represent who we want to be as a school community. The school community recites our “15 Words to Live By” at the beginning meetings, grade assemblies, and school events.

The character component of our curriculum has transformed our school culture in recent years. Through assessment, reflection, and goal setting, we are incorporating character learning into our everyday instruction; students are taking responsibility for their own learning, which, in turn, positively influences academic, social, and behavioral growth. 

Evidence 1: Student Tracking of Progress in Crew

In Crew, students regularly track their progress on Habits of Scholarship and make connections to future success. Students support each other in their learning, which leads to an increased sense of belonging. The following school-wide survey demonstrates the strong connection between Crew and the creation of community of learners at Channel View. The responses show that students are collaborating and forming positive relationships with each other. Crew has helped them develop into "upstanders" who support their peers. They also recognize that they have the support of their Crew Leaders, who help them set and achieve their academic goals.

Student-Led Conference

The Objective of the Student-Led Conference (SLC) is to increase student accountability and autonomy concerning academics, Habits of Work and Learning (HOWLS), and Service, Trust, Accountability, Respect (STAR Rubric). The SLC began as a parent conference looking at grades and individual work products. Now it is an all-inclusive conversation and self-reflection, comprising of everything that makes our students well rounded: academic work, self-evaluation, character learning, transcript and report card review, goal setting, and college planning.

PowerPoint Presentations

Student A PowerPoint Presentation (Autism Spectrum Disorder (ASD) Nest)

This 10th grader created this presentation to share with his parents during an SLC conference. He was excited about sharing a service-learning experience at Ronald McDonald House. He was able to identify that he needs to work on paying attention in class. He also set a goal of obtaining a part-time job to pay for an Adobe Premiere Pro to support his interest in video editing.

Student B PowerPoint Presentation

This 11th grader shares that she is taking several Advanced Placement (AP) classes to better prepare herself for her college workload. She finds the AP courses challenging, but she is proud of her accomplishments. She is looking forward to attending a 4-year college.

Student C PowerPoint Presentation

This 11th grader was proud to share her National History Day experience. She was able to combine her love of art and history to create a final research product. The SLC provided this student with an opportunity to share this success with her parents.

Student Self-Assessment


During Student-Led Conferences, students justify grades in each class by referencing specific assignments that show their mastery of learning targets. Students also complete self-evaluations of their performance in each class and share them with their families. Students are held accountable for their progress when they explain areas of strength and areas in need of improvement.

Example 1: Student SLC Self-Evaluation

Student A used a scale of 1 (lowest) to 4 (highest) to assess a variety of assignments in math class. The student used HOWLS to identify strengths and areas in need of improvement. The student also set goals in an effort to take responsibility for his learning.


We want our students to be STARs – showing Service, Trust, Accountability, and Respect in all facets of school.  As we strive to incorporate the STAR Rubric in everyday learning, teachers are continuing to develop and refine STAR Rubric targets, lessons, and assessments, so they are aligned with our curriculum.

Example 2: SLC Star Character Learning Assessment

Student B assessed her own learning using the STAR Rubric Learning Targets. The student identified a character trait she is doing well (accountability for learning) and one where she needs to improve (public speaking). 

Transcript Evaluation

Transcript Evaluation gives Channel View students a lens to view the academic progress they made during each year of high school. Because they learn how to review their transcripts, our students are able to evaluate important data, such as total credits earned towards graduation, credits earned and needed for each subject, and New York State Regents Exams completed and needed for each subject. This allows our students to take responsibility for their future by understanding graduation requirements.

Example 3: SLC Transcript Evaluation

Student C took responsibility for her learning by reviewing her transcript and assessing her progress towards fulfilling graduation requirements. She used her transcript evaluation to set goals for meeting college and career readiness benchmarks.

Goal Setting

The Channel View Achievement Support Plan is a contract made between the student, parent, and Crew leader to guide the student towards taking responsibility for their own learning.

Example 4: Achievement Support Plan

Student D took responsibility for her learning by identifying STAR strengths and areas needing improvement; she then used this information to assist her in setting goals. She concluded that she is a loyal person who needs to work on arriving to class on time. She also determined that she must commit to attending after-school help and completing work on time. The Achievement Support Plan helps guide students toward achieving academic, social, and behavioral growth.

Evidence 2: Student Commitment to Academic Advancement

As we continue to build a culture of students who take responsibility for their learning, our data collection shows that the population of students enrolled in one or more Advanced Placement classes has increased over a three-year span. Student participation in academic programs outside of the designated school day has also increased. Students stay late, arrive early, and come in on Saturdays to attend Extended Day extra help, Saturday Academy, Regents Prep, Algebra 4 All, AP for All, and College Now classes. Our students are demonstrating the self-advocacy skills necessary for improving their academic performance.

Advanced Placement Enrollment

While some might not see enrollment as directly linked to achievement, research has shown that students who take AP classes are more likely to graduate college within four years. This improved graduation rate is not only the result of entering college having already earned several credits. Students who do not score high enough on their AP exams to earn college credit are still more successful in college than their peers who did not enroll in any AP classes. AP classes help familiarize students with the rigorous coursework they will encounter at the university level. As high school students, they build the strong academic skills and habits of work and learning that will support them during their college careers.

In addition, according to AP for All, “the gains are greatest for low-income students and students of color.” Channel View participates in the Expanded Success Initiative Program (ESI), which focuses on supporting the college and career readiness of Latino and African American students. In order to support our student population and ensure equity, Channel View has opened up more AP classes.

We encourage all of our students to enroll in AP classes, so they are introduced to the challenges of college-level work while at Channel View. While there are specific AP courses designed for grades 9-11, as seniors, students can choose classes based on their interests. Channel View seniors have chosen to enroll in AP Statistics, AP Computer Science Principles, AP United States Government and Politics, and AP Psychology.

The following chart shows that the number of Channel View students who enroll in AP courses has increased over the past three years.

Enrollment for Each Advanced Placement Course Offered at CVSR





AP English Language




AP English Literature




AP Psychology




AP World History




AP U.S. History




AP Statistics




AP Biology




AP English Seminar




AP Spanish




AP Human Geography




AP Environmental Science




AP Computer Science Principles




AP US Government and Politics




Total Students Enrolled in 1 or More

AP Class





Saturday Academy Regents Prep

Channel View students demonstrate that they take an active role in their education by voluntarily attending extra help and study sessions. Students travel to Channel View on weekends to take part in a variety of review classes. As Channel View students have accepted more responsibility for their own learning, their attendance of these study sessions has increased. Channel View’s emphasis on self-assessment and reinforcing HOWLs and STAR has encouraged our students to seek out opportunities to enhance their own education.

Evidence 3: Scholarship Report

The data in the following graph shows the impact of HOWLS and the STAR Rubric on accountability measures taken by our 6-12 students to improve their learning. All core subjects have experienced an increase in the number of students earning between a 90 and 100% for their semester grade. Having students take responsibility for acknowledging their academic strengths and weaknesses has enabled them to develop specific action plans to help them achieve their academic goals.

These results have been achieved through a school-wide focus on Habits of Scholarship. Students take accountability for work and learning habits reflecting on the STAR Rubric throughout the year. A few years ago, our Crew Leaders incorporated STAR self-assessment and goal setting into their curriculum to encourage students to take accountability for their learning. All students participate in goal-setting activities throughout the school year. The following evidence comes from students in grades 6, 8, 10, and 11. It shows their growth throughout the school year. As Channel View students increasingly took accountability for their learning, their academic scores improved.

During her mid-year survey, this sixth grader shared that she was not participating in community service, sometimes struggled with cooperation, did not always turn in homework, and occasionally was not focused during class. She set STAR goals and by the end of the year, she was making time for community service, collaborating with her peers, arriving to class prepared, and staying focused.

STAR Rubric: Grade 6 Mid-Year Survey

STAR Rubric: Grade 6 End-of-Year Survey

During his mid-year survey, this eighth grader mentioned that he is not always able to help his classmates because he struggles in Algebra. He also said that he sometimes does not feel comfortable enough to make eye contact when he is speaking with someone. Despite these concerns about communicating with his peers, he set a goal to increase his participation. In June, he noted that he now makes eye contact with everyone and discussed his continued work in Algebra. Although he passed the Regents exam, he plans to retake it in order to score above an 80.

STAR Rubric: Grade 8 Mid-Year Survey

STAR Rubric: Grade 8 End-of-Year Survey

During his mid-year survey, this student reported that he is not always honest when he is worried about consequences. He notes that his grades have been “punitively impacted.” He set goals to be more attentive and check in with his teacher and peers. At the end of the year, he described himself as an honest individual who is always prepared and takes accountability for his actions.

STAR Rubric: Grade 10 Mid-Year Survey

STAR Rubric: Grade 10 End-of-Year Survey

During her mid-year survey, this student identified that she was not on track to complete the number of community service hours she had planned to work this year. In June, she noted that she had completed this goal by volunteering to assist her teachers. In the mid-year survey, she also acknowledged that she had to get better at citing sources in order to meet the requirements for Trust. She set a goal to start projects earlier, so she would not rush to complete assignments and try to take short cuts. At the end of the year, she concluded that she had successfully met this goal.

STAR Rubric: Grade 11 Mid-Year Survey

STAR Rubric: Grace 11 End-of-Year Survey

Looking forward, we plan to incorporate the Habits of Work and Learning into our grading policies.