Tagged “Supported”

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.

This Institute for Learning Knows What it Means to Engage the Community

Segue Institute for Learning, Central Falls, Rhode Island

Segue Institute for Learning received the 2014 Rhode Island ASCD Whole Child Award for its work to engage the community in all aspects of its programs. The school has exemplified what it means to engage the community by embracing the involvement of its community partners and families to help support their students. Furthermore, they support their students through student driven advisories that revolve around culturally competent and engaging activities. Curriculum is geared toward success in high school and includes service learning, performance based assessment and portfolios. In addition, the health education curriculum includes social/emotional dimensions. Congratulations Segue Institute for Learning for this great honor!

Individualized Learning Shapes Successful Students

Dubbo School of Distance Education, Dubbo, New South Wales, Australia
 

Dubbo School of Distance Education has been designated a MindMatters school by whole child partner Principals Australia Institute. The school, centered in Dubbo, Australia, provides individualized distance education options for students in preschool through 12th grade who are either unable to attend a face-to-face school or are pursuing a course of study that is unavailable at their local school. The flexibility that Dubbo provides allows students to receive a quality education that is tailored to their personal needs and lifestyles. Most notably, Dubbo has worked to improve access to mental health resources for its students and their families, helping them gain necessary support outside of the learning environment.

Empowerment Strategies Show Students How to Lead

Bowden Brompton Community School, Brompton, South Australia, Australia

Principals Australia Institute, a whole child partner, has designated Bowden Brompton Community School as a MindMatters school. Located in Brompton, Australia, Bowden Brompton provides educational and emotional support for students who require a nontraditional learning environment. The school emphasizes leadership and empathy through anti-bullying strategies and empowerment programs, such as MindMatters’ Youth Empowerment Process (YEP). Bowden Brompton has seen considerable improvements in attendance, focus, and literacy since the school began implementing MindMatters techniques.

Harnessing Leadership Potential to Keep Teens in School

Fontana Unified School District, Fontana, Calif.

Fontana Unified School District, located in Fontana, California, has been awarded a grand prize grant in whole child partner National School Board Association’s 2013 Magna Awards. The district has developed and implemented the Fontana Leadership Intervention Program (FLIP). FLIP, which is directed at middle and high school students, offers students a variety of classes ranging from ethics to drug and alcohol resistance. The program also requires participation in community projects and seminars for parents as well. This multifaceted outreach has already made a visible difference in behavior issues at both the middle and high school levels.

Math Programs Add Up to Success

Albermarle County Public Schools, Charlottesville, Virginia

Whole child partner National School Boards Association has awarded a grand prize grant to Albermarle County Public Schools in the 2013 Magna Awards. The district—located in Charlottesville, Virginia—has implemented an initiative known as “M-Cubed: Math, Men, and Mission,” a two week summer math academy for male African-American students. The summer program is supplemented by mentoring and academic support during the remainder of the year. M-Cubed is intended to increase levels of academic achievement and also promote connections with local community organizations.

District Makes Global Citizenship a Core Value

Derry Township School District, Hershey, Penn.

Derry Township School District has been awarded a grand prize grant in the 2013 Magna Awards by the National School Boards Association, a whole child partner. The district—located in Hershey, Pennsylvania—has developed and implemented the COCOA Principles program, which teaches students to be respectful and responsible global citizens. The COCOA Principles are community, opportunity, citizenship, ownership, and academics. Derry Township students who exemplify these principles are nominated for awards and high school students must select one as a central theme of their graduation projects.

Technology and Student-Centered Strategies Promotes Digital Citizenship in Students

North East Independent School District, San Antonio, T.X.
 

North East Independent School District (NEISD) in Texas is an American Association of School Librarians’ (AASL) 2011 National School Library Program of the Year (NSLPY) Award recipient. To create lifelong learners at NEISD, the school library program works to “model and promote the effective integration of technology and student-centered strategies to support the access, use, evaluation, and creation of information; and model, teach, and practice the ethical use of information in order to promote good digital citizenship in students, teachers, and the community.” Along with skills to evaluate information, technology skills are embedded into the core content areas when teachers and school librarians collaborate to design lessons. Products of these lessons incorporate various presentation tools, including podcasts, slideshows and videos. This allows students to not only complete their work, but share it with others, like their parents and peers, by posting it on classroom or library blogs.
 

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