Whole Child Education

Milwaukie High School's staff works tirelessly to improve their students’ academic, social, and emotional growth; to expand their educational practices; and sharpen the administration’s focus on staff professional development. Incoming students’ reading and math proficiency are assessed by trained staff and additional supplementary reading and math courses are provided as needed. Teams of staff meet once a week with a group of school counselors, mental and physical health providers, social workers, and administrators to discuss ways to support at-risk students. During these meetings, participants collaborate to build individual intervention plans for these students, which can include academic support, mental or physical health care, or other social services.  The strong sense of service Milwaukie High School teachers demonstrate is mirrored in their students’ participation in the community. Students better understand the relevancy of their learning through service learning opportunities, career-technical programs, and the performing arts. The school has seen improvements in reading and math achievement in participating students, and its graduation rate has steadily improved beyond Oregon state’s average. 

Byrne Creek Secondary School, located in Burnaby, British Columbia, is the 2012 winner of the association’s Vision in Action: The ASCD Whole Child Award. Since opening in 2005, Byrne Creek Secondary School has been committed to providing a safe, caring, and comprehensive learning environment for its 1,250 students in grades 8–12. The surrounding neighbourhood has a high population of immigrants, many of whom are refugees. More than 60 percent of Byrne Creek’s students have a first language other than English. Though there are challenges, Byrne Creek has naturally become a culturally rich hub where students and families come together to share, celebrate, and connect with resources. Even the building’s design encourages belonging with bright natural light, large open spaces for community gatherings, and a 120-seat video conferencing “Centre for Dialogue” modeled after that of the United Nations. In June 2011, in recognition of the work being done to support the community, the district designated Byrne Creek as a pilot Community School for the 2011–12 school year.

This rural school engages students in arts integration curriculum that is embedded in daily classroom learning experiences.   Engagement continues with the collaboration of community artists who provide opportunities for students to experience live ballet, creative writing, art, dance, and a variety of other activities. Cannon uses arts integration to deliver instruction in all content areas across grade levels. The work of students hangs alongside the work of professional artist in the lobby of the school, further showcasing the engaged learner. This faculty seeks best practices that will engage the academic needs of all students.
 

Ashton Elementary School, located in Cumberland, R.I., is a diverse family of learners in which a partnership of school, family, and community collaborate to develop a safe, supportive, and challenging learning environment. The school was the winner of the Rhode Island ASCD Whole Child Award for its rich educational experience of engaged, meaningful learning opportunities for K–5 students, parents, and teachers. The school challenges students with a strong foundation in literacy and math across the curriculum. Benchmarking systems are used regularly to monitor student achievement and provide differentiated instruction to support learning for all. Students that need support are referred to a Target Team where additional check in-check out, social skills training, in-school counseling and wrap-around services for the family are offered. The school uses the Child Enrichment Program, which offers after-school activities for students to engage their interests and talents including karate, drama, art, yoga, global celebrations, basketball, scrapbooking, mad science, chorus, cartooning, and cooking club. The supportive community at Ashton Elementary provides a great example of what happens when students are put on the right track.
 

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.
 

Port Jervis's school improvement efforts over the past few years have completely changed the school into a thriving learning environment that focuses on more than just student academic achievement. One of the first recipients of the NYSASCD Whole Child for the 21st Century Award, the school has initiated programs that fully prepare students for work, college, and citizenship by keeping them healthy, safe, engaged, supported, and challenged. The culture motivates students and engages them in learning through programs such as the Seven Habits of Highly Effective Students, community outreach activities, health fairs, and proactive assemblies.
 

East Syracuse Minoa’s Pine Grove Middle School earned the 2011 National School Library Program of the Year award from the American Association of School Librarians (AASL). The Pine Grove library program was given this honor for its ability to transform and meet the needs of the community. The library plays a vital role in providing students with learning experiences that embrace real world connections, interdisciplinary work and community partnerships. Efforts at the school have integrated the library program into curriculum, literacy, technology, and all areas of educating the whole child.
 

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.”
 

Lucky the Leopard, the Lincoln mascot, greets students in the morning with his paw raised as a reminder of the school touchstone, Show Your Paw, which reinforces the core values of respect, self-control, accountability, and being ready to learn. All teachers are trained in a districtwide reading program, and the entire school has strengthened its focus on math. Learning abilities are addressed with differentiated instruction strategies. Students have an active voice and choice in the character education process. Lincoln promotes caring attachments through monthly buddy programs, cross-grade student mentors, weekly class meetings, and cooperative learning academic centers. According to parent Tracy Hulbert, Lincoln is “an extension of the home, a nurturing environment that feels like family.”