Tagged “Whole Child Partners”

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.
 

Student Success Is Driven by the School Community

PS 110 The Monitor School, Brooklyn, N.Y.
 

PS 110's connections to the community parallel the academic connections that shape its students. The small elementary school in Brooklyn, 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.
 

Schoolwide Philosophy Creates a Collaborative Environment

Lima Primary School, Lima, N.Y.
 

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.
 

School Focuses on More Than Just Academic Achievement

Port Jervis Middle School, Port Jervis, N.Y.
 

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.
 

Caring and Belief Are Key at this New Jersey Middle School

John A. Carusi Middle School, Cherry Hill, N.J.
 

Carusi students tell visitors they feel even more cared about at Carusi than they did at their elementary schools. Science teacher Angela Warrington notes, “We at Carusi are so committed to our students’ success. We all believe we can make a difference.” The hallways and classrooms are covered with student artwork, posters, and documents that publicize the school motto: Enter to Learn, Go Forth to Serve. The motto, however, is much more than words on a wall or poster. It embodies a school that infuses character and academics into every class, every interaction, every day. Character education informs every decision at the school, including curriculum design, student–teacher relationships, and approaches to discipline.
 

School Library Program Engages Students and Meets Community Needs

Pine Grove Middle School, East Syracuse, N.Y.
 

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.
 

All School Employees Work Hard to Create an Inclusive, Supportive Atmosphere

Woerther Elementary School, Ballwin, M.O.
 

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.
 

A Welcoming, Supportive, and Celebratory Atmosphere in Missouri

Uthoff Valley Elementary School, Fenton, M.O.
 

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.
 

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.
 

Core Values: Respect, Responsibility, Caring, and Service

Mark Twain Elementary School, Brentwood, M.O.
 

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.”
 

Share |

Fast, Free, Online: The ASCD School Improvement Tool

Designed for use in schools and districts, the free ASCD School Improvement Tool offers educators a comprehensive and completely online needs assessment.

GET STARTED »

LEARN MORE »