Tagged “Challenged”

New Hampshire Whole Child Snapshot

Concord, New Hampshire

To be fully prepared for their futures, New Hampshire’s children need personalized support, safe environments, good health, and challenging learning opportunities. ASCD’s New Hampshire Whole Child Snapshot highlights how well the state is meeting the comprehensive needs of its children.

The snapshot features data that provide a fuller picture of child performance and well-being. It also provides initial ideas for how families, educators, and communities can make targeted and innovative improvements to support the whole child and help students become productive adults and engaged citizens.

See the snapshot to find out to what extent New Hampshire students are healthy, safe, engaged, supported, and challenged.

Maine Whole Child Snapshot

Augusta, Maine

To be fully prepared for their futures, Maine’s children need personalized support, safe environments, good health, and challenging learning opportunities. ASCD’s Maine Whole Child Snapshot highlights how well the state is meeting the comprehensive needs of its children.

The snapshot features data that provide a fuller picture of child performance and well-being. It also provides initial ideas for how families, educators, and communities can make targeted and innovative improvements to support the whole child and help students become productive adults and engaged citizens.

See the snapshot to find out to what extent Maine students are healthy, safe, engaged, supported, and challenged.

Alabama Whole Child Snapshot

Montgomery, Alabama

To be fully prepared for their futures, Alabama’s children need personalized support, safe environments, good health, and challenging learning opportunities. ASCD’s Alabama Whole Child Snapshot highlights how well the state is meeting the comprehensive needs of its children.

The snapshot features data that provide a fuller picture of child performance and well-being. It also provides initial ideas for how families, educators, and communities can make targeted and innovative improvements to support the whole child and help students become productive adults and engaged citizens.

See the snapshot to find out to what extent Alabama students are healthy, safe, engaged, supported, and challenged.

Motivation Program Helps Build Positive Mindsets

Temasek Primary School, Singapore

To increase students’ motivation, confidence and self-efficacy, a Motivational Program was conducted for students at Temasek Primary School. The program aimed to instill positive mindsets in students and equip them with strategies to build their confidence and motivation levels. Prior to the implementation of the program, a pre-survey was administered to determine the student needs in this areas. As part of the program,the Life Path Vision Board was introduced to help students focus on their goals. Parents were also involved in the program to provide support and words of encouragement to the students.To engage other relevant stakeholders, letters with information on the program were sent out and school staff was briefed on the rationale and objectives of the program. At the end of the program, a post survey showed that students were better motivated by participating in this program. The Singapore Health Promotion Board awarded Temasek Primary School Motivational Program the CHERISH Gold Award for helping to improve overall health and wellbeing of students.
 

Promoting Health, Seeking Excellence, Moving toward the World

Tai-An Elementary School, Taichung City, Taiwan

Tai-An Elementary School participated in 2012 Health Promoting School International Accreditation, and was awarded with Gold Medal by the Health Promotion Administration, Ministry of Health and Welfare. The school promoted health by applying diverse strategies in six aspects: school policy, physical environment, social environment, teaching activities, health service, and community relationships. School administrative, parent, and community resources were also incorporated to further implement these strategies.The school principal strongly supported the program, by infusing the initiative within the school faculty and staff, issuing evaluations within the schools and community, and subsequently formulated school health policies. In addition, the school focused on providing a suitable, improved and controlled environment for teaching and learning—to emphasize holistic health and create a supportive social network toward health promoting schools. Through the design of diverse activities and the integration of related fields and subjects, the effectiveness of curricula was therefore maximized comprehensively. Moreover, the school nurses also played essential roles in the integration of health activities into all departments, and in the implementation of community services outside of the school.
 

Building Tomorrow’s Leaders

Hidden Creek Elementary School, Port Orchard, Wash.
 

Washington State ASCD has selected Hidden Creek Elementary School as the winner of its State School of Character Award. This Port Orchard, Washington school works to ensure that each child is developing not only academically, but emotionally and socially as well. This is accomplished through character education modules and an academic program that is customized to meet individual needs. At Hidden Creek, staff members believe in the aptitude for success in every student, and they strive to help the students meet their goals every day. The school combines supportive programming and goal setting exercises to keep its students on the path to success.

Rural School Uses the Arts to Challenge Students

Larne Elementary School, Clover, SC.

This rural school has strategically challenged students with an arts integration curriculum and enrichment programs such as foreign language, violin, 3-D sculptures, guitar, and dance that challenge students to “think outside of the box.” Teachers work tirelessly to provide classes that are strategically designed to enrich students in all subjects. A proud parent writes that while students are learning the arts, they are also expanding their math and vocabulary skills. Larne provides an enormous menu of learning opportunities to widen student horizons, advance intellectual thoughts, and expose students to a plethora of atypical education experiences.
 

Early Childhood Program Eases Students into the School Environment

Washington Drive Primary School, Centerport, N.Y.
 

Washington Drive Primary School, located in the New York Harborfield Central School District, fosters self-reliance and positive attitudes toward school and learning in students. The early education program, specifically for 5- to 8-year-olds, provides a wide variety of developmentally appropriate opportunities in which children create, explore, discover, and learn. Throughout the program, children acquire thinking and problem-solving skills, which staff members use to nurture the student's individual personalities and specific learning characteristics. Ongoing staff development is an essential component of the program.
 

An Individualized Education Rich in Academics

St. Louis Charter School, St. Louis, M.O.
 

Comprehensive character education has been a part of St. Louis Charter School’s mission since its inception 11 years ago: “To provide children with an individualized education rich in academics and character.” All classrooms emphasize core values. According to school board member Lynn Yearwood, the values are so embedded in the school that “[t]hey are even woven into board meetings.” St. Louis Charter staff work hard to create community among their students—who come from different parts of the city and from different backgrounds—and to celebrate their differences. Student work and art are everywhere, even on attractively painted ceiling tiles. Staff members monitor data closely and plan program changes in response. The school also uses its data to help individual students improve. St. Louis Charter does an outstanding job of providing professional development opportunities for the entire staff to help them meet the needs of their students.
 

South Carolina School Takes Responsibility for Academics and Personal Behavior

Bell’s Crossing Elementary School, Simpsonville, S.C.

 

Rarely does one find a school, particularly a large elementary school, so student-focused. Beginning in kindergarten, students are taught to be responsible for themselves, set academic and personal goals, track their own progress, and be prepared to explain the data to anyone who asks. Every child has a data notebook in which both academic and behavioral statistics are kept and updated on a regular basis. Stakeholders selected the work of Steven Covey to provide more “focus on student leadership and developing essential skills that are needed in the workplace of tomorrow,” according to principal Barbara Barlow. Today, more than 10 leadership clubs are provided for students in grades 3–5, while younger students participate in activities with their grade-level peers.
 

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