Whole Child Education

This suburban school is dedicated to providing a safe environment for its student body and staff through multiple trainings and professional development sessions. Beck Shumpert, director of kindergarten and children’s ministry at Seven Oaks Presbyterian Church, reports that parents send their children to school knowing that this safe and supported environment is a lighthouse for families in the community that provides children with opportunities and programs that positively influence children's academic successes.
 

"This suburban school provides programs that promote healthy eating, stress reduction, cardiovascular fitness, and personal and social responsibility. After-school Zumba workouts numerous community resources are available to families and provide support for a healthy lifestyle. Project Fit America, a national nonprofit public charity dedicated to getting kids fit, is integral to supporting the school in reversing the lack of fitness in children and in teaching children to take personal responsibility for their health.

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Lake Bluff School (LB) is a neighborhood school within the diverse community of Shorewood, Wisc. The schools in Shorewood are the hub of the community and LB is considered a jewel in that hub, in no small part because of efforts with character education (CE). The LB staff unanimously decided to implement an intentional CE program in response to a parent survey that showed several areas of concern regarding student behavior. Work with character has transformed the school culture and climate.
 

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.
 

PS 110's connections to the community parallel the academic connections that shape its students. The small elementary school in Queens, N.Y., strives to maintain small classes and connect students to the outside world through partnerships and strong parent involvement. The diverse school community has a strong Polish contingent and rising Latino and Arabic populations. About 80 of the school's 400 students are recent immigrants, and most families live within walking distance of the school.
 

Lima Primary is committed to advocating for the total well-being of their students. A schoolwide philosophy of students being at the forefront of decisions, collaboration, continuous reflection, and interest in lifelong learning guides the School Improvement Team at the school. A wellness focus for all members of the school family; an active, year-long garden; student learning experiences; and an inquiry-based, balanced literacy program are just a few ways faculty, parents, and kids work together to fulfill the school’s philosophy. School Leader's core values guide others in the community by embedding whole-child tenets in the daily programs provided to students.
 

Woerther staff members work hard to create an inclusive, supportive atmosphere for all. Principal Jane Levy notes, “We are in a time of strong professional growth. Individual teachers are taking responsibility for students, and they have a whole team behind them.” After creating a data self-evaluation wall in one hallway so that they could share what they were doing and hear from all stakeholders—even the youngest students—staff members learned that they should communicate even more about goings-on at the school. Woerther has made a determined effort to reduce material rewards. All school employees, including support staff, cafeteria monitors, recess monitors, and bus drivers, are involved in planning and implementing the character initiative. Every report of bullying or peer cruelty is taken seriously. A special effort is made to include and reach out to the parents of Voluntary Transfer students from inner-city St. Louis.
 

Uthoff Valley staff creates a welcoming, supportive, and celebratory atmosphere to help all students achieve their personal goals and feel good about their accomplishments. Uthoff Valley builds empathy and pro-social skills in students through class meetings, service opportunities, and buddy activities. All students are celebrated through quarterly “Rock On” assemblies, positive referrals, and lunch with the principal. Principal Connie Browning’s first day at UV was on a Rock On Assembly day. “It was the most incredible experience I have ever had. Every student felt great about supporting friends and about meeting their goals.” Uthoff Valley has high rates of parent involvement and volunteerism; a large group of parent volunteers assists with early-release-day activities so that teachers can engage in staff development.
 

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.
 

Mark Twain Elementary School staff and students refer to the Big Four character traits: respect, responsibility, caring, and service. These core values have created a climate and culture where words such as “feels like a second home” are used to describe the ethos of the school. Dramatic improvements in academics coupled with reductions in disciplinary referrals and bullying behavior constitute evidence of the culture and climate change that has taken place here. As part of the Voluntary Transfer Program, 25 percent of the student body travels from urban St. Louis to the school every day; however, as noted by 3rd grade teacher Kim Staggs, “Students feel like they belong.”