Whole Child Education

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.
 

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.”
 

Catena School is a model of progress. It is a place where relationships matter, activity abounds, and learning reaches beyond classroom walls and into the outside world. At Catena, every day offers highly engaging opportunities for students to “pass on” compassion and to self-monitor their behavior. Catena is committed to a constant reevaluation of student needs, and staff work toward improving the depth and breadth of their instructional approaches. A common language permeates every space at Catena. The modeling of respectful, responsible, and safe behavior sends clear and consistent messages.
 

This is a large elementary school that is growing rapidly and facing overcrowding as new housing is built and new families move into the attendance zone. Despite significant population growth over the past five years, disciplinary referrals have declined. Recent positive school-climate goals include the building of students’ sense of competence, especially in girls, and continuing work on the school’s new bully-reporting system. Stakeholders are playing a key part of the development of the school kids, infact according to principal Mary Kleekamp, “Parents are integral members of our learning community and volunteer countless hours to ensure the success of all our students.”
 

Crestwood serves a diverse population, with 15 different languages spoken at home and the highest poverty level in the district. Despite the many challenges of meeting the needs of a diverse population, Crestwood has the highest student achievement among the district’s elementary schools, recently receiving the Missouri Gold Star Award and the National Blue Ribbon Award. Character education, which has been in place at Crestwood since 1989, has evolved into a “way of life,” according to Jim Simpson, the district superintendent. This is a warm and welcoming school with a strong camaraderie among staff, students, and parents. Principal Scott Taylor describes his staff as “wonderful, caring, loving, and great teachers who have high expectations for all students.”
 

“We are not a good school, we are a great school!” This is the chant in which principal Mike Dawson leads students, staff, parents, and community members each Monday morning at the all-school character assembly. The chant reminds all stakeholders that the school has a vision for success which includes every student. Dawson attributes his students’ steady academic gains to the systematic implementation of character education. “Once the culture and climate changed, teachers were more trusting and able to plan for student success. Now, we have an aligned curriculum, systematic formative and common assessment data collection, a seamless approach to intervention, and an online curriculum resource available to parents and teachers.” Despite a mobility rate of 35 percent, parents feel welcome in the building, and as proof of community support, a recent school bond passed with 75 percent approval.