Tagged “Community Engagement”

Kristen Pekarek

Stand Up for Others

According to current statistics, more than 30 percent of our school-age young people—approximately 5.7 million children—are bullied in schools, on playgrounds, and in recreational facilities each year. Research shows that these numbers can be reduced by nearly half through the use of effective bullying prevention programs.

During the month of October, in observance of National Bullying Prevention Month, schools and organizations across the country will join STOMP Out Bullying to encourage communities to work together to stop bullying and cyberbullying and to increase awareness of the prevalence and impact of bullying on children. As part of the observation, the week of October 21, 2013, is dedicated as STAND UP for Others Week. It's a week-long commitment to stand up for victims of bullying that ends on Friday, October 25, the internationally observed STAND UP to Bullying Day.

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ASCD Whole Child Bloggers

Community School Collaborations: A Lifeline for Early Learning Program Success

Post written by Janet Brown, Senior Early Childhood Program Specialist, and Kwesi Rollins, Director of Leadership Programs at the Institute for Educational Leadership

In Lifelines for Poor Children, economist and Nobel laureate James Heckman argues that quality early learning programs represent our best national education investment, due to evidence of societal benefits from longitudinal studies of Perry Preschool and Abecedarian early childhood programs.  

The Perry Preschool Project and Abecedarian programs worked extensively with families in their home and community contexts. Successes from such early learning and family support efforts suggest that cross-sector community collaborations, such as those in community schools, are ideal contexts for scaling up early childhood programming for low-income children and families. Such schools share program approaches with Perry Preschool and Abecedarian, including home visits and follow-up supports for children and families in their communities.

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Sean Slade

Improving Schools: The Integration of Health and Education

Earlier this year, KnowledgeWorks, a social enterprise in the field of education, released its latest glimpse into the future of learning: Forecast 3.0 (PDF). Among other key points, the report stated that schools in the not-so-distant future will play the role of community learning hub and be required to become centers of resilience. These learning centers will still serve students educationally—more often acting as a center or gateway to various forms of learning—but they are also required to become "critical sites for promoting health, well-being, academic growth, environmental vitality, and connections across their communities."

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ASCD Whole Child Bloggers

Resilience, Addressing Problems, and Promoting Healthy Development

Post written by Howard Adelman and Linda Taylor, codirectors of the Center for Mental Health in Schools at UCLA, a whole child partner organization.

Anyone working with children and youth these days is familiar with words like strengths, assets, and resilience. This reflects the progress made in moving beyond a deficit or problem-focused bias to incorporate approaches that build on motivation and promote resilience.

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Leader to Leader

Closing the Gaps Between Learners Through Relationships

At the recent ASCD Leader to Leader (L2L) conference, attendees had a series of passionate unconference conversations. Several groups refined their thoughts into a series of presentations to share with other attendees in an "idea marketplace." During the idea marketplace, unconference groups presented for four rounds of 10-minute sessions, giving their peers the opportunity to learn from several groups in one session.

This post, written by ASCD Affiliate leaders Sara Marcum (Arizona ASCD), Verneth Patterson (Bahamas ASCD), Kym Stein (Iowa ASCD), and Angeline Savard (Ontario ASCD); ASCD Emerging Leader Torian White; ASCD Student Chapter leader Melissa Getz (Pennsylvania State University at Harrisburg); ASCD Whole Child Network school leaders Evangeline Iglesias and John Wesolowski (Guam); and ASCD Faculty Molly Bensinger-Lacy and Alicia Monroe share their group's experience. Join the conversation on Twitter by using the hashtag #ASCDL2L.

During the idea marketplace at ASCD's L2L conference, our group's conversation focused on closing the gap between the "haves" and the "have-nots." The power of this conversation emerged from a common advocacy for all students and the reality that, regardless of educational context, we all serve those who possess resources and those who have limited resources. Some examples of these resources shared by participants include

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Walter McKenzie

Education’s Attention Deficit Dilemma

In the blogging era everyone can publish their ideas and opinions and grow quite a following doing so; the democratization of information in practice. This proliferating idea exchange is part and parcel of Thomas Friedman's flat earth analogy. Developing one's voice and being heard is a good thing. But it's not enough. If we carry the flat earth metaphor to its logical conclusion, opinions freely rolling across a flattened sphere clatter, collide, and ultimately roll right off the edge. (I just had a flashback to playing Crossfire circa 1970.) Why settle for a random collision of opinions deciding which ideas carry the day? Not all opinions are equal. They need to be vetted for merit.

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Bob Seidel

Summer Learning Day Is a Day of Action!

Summer Learning Day, June 21, is just around the corner. It is a grassroots movement to spread awareness among parents, the public, and policymakers about the issue of summer learning loss for children. Hundreds of events will take place across the country, celebrating local programs and providing a platform for policy advocacy.

The summer learning movement is part of a whole child approach to education. Children live their lives 12 months a year, not just when school is in session. They learn less or even lose what they've previously learned if they don't have stimulating experiences during the summer. Many need, but don't get, federally-subsidized meals for nutrition and structured opportunities for healthy exercise 12 months a year.

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Mary E. Walsh

Support All Students to Close the Achievement Gap

City Connects

More than 16 million children in the United States live in poverty, which dramatically affects their ability to come to school ready to learn and thrive. The latest data from the National Center for Education Statistics' The Condition of Education 2013 (PDF) report shows that one in five schools was considered high poverty in 2011, an increase from one in eight schools in 2000.

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ASCD Whole Child Bloggers

From Data to Action: A Community Approach to Improving Youth Outcomes

Milbrey McLaughlin and Rebecca A. London - John W. Gardner Center for Youth and Their Communities

Post written by Milbrey McLaughlin, founding director of the John W. Gardner Center for Youth and Their Communities at Stanford University, and Rebecca A. London, senior researcher at the John W. Gardner Center overseeing all analyses conducted with the Youth Data Archive. They are the editors of From Data to Action: A Community Approach to Improving Youth Outcomes.

Policy discussions about how to improve academic, social, and physical outcomes for today's youth typically take place solely within the domains of many individual youth-serving sectors. For instance, much of educators' current deliberation considers responses to the new Common Core State Standards and how to increase students' high school graduation and college attendance. Health professionals may focus on asthma management or obesity reduction. In social services, providers may talk about how to create seamless transitions for foster youth. Despite their common focus on young people, these youth-serving sectors typically are disconnected from, and uninformed about, each other's programs, policies, and approaches to serving youth—when in fact, local youth are constantly moving between them. These so-called institutional "silos" can result in unintended gaps in the web of supports that youth need, duplication of services, poorly aligned goals, and missed opportunities to be mutually reinforcing. How the community as a whole, rather than any one agency or program, meets the developmental needs of children and youth is important for supporting their pathways to productive adulthood.

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ASCD Whole Child Bloggers

Take Action: Support Effective Professional Development and Evaluation

The Effective Teaching and Leading Act (S. 1063) was recently introduced by United States Senator Jack Reed (D-RI), and we need your help in getting your Senators to support it! The bill would help ensure that teachers and principals are effectively trained, mentored, developed, and evaluated through proven, team-based professional development strategies.

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