Tagged “Whole Child Partners”

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.

New Education Strategies Create Districtwide Changes

Hamilton City School District, Hamiliton, O.H.
 

During the 2005 school year, Janet Baker, Hamilton City School District's superintendent, decided to require character education in all buildings and departments in the district. Each building principal or department head developed strategies to intentionally model and teach character and to monitor the strategies' implementation. A district-level position, director of social responsibility, was appointed in the spring of 2007 to oversee this growing initiative. Next, Hamilton created an infrastructure designed to include adults as character role models, elicit strong community support, and increase involvement from social service agencies and business partners.
 

Working Together to Close Achievement Gap

Abington School District, Pa.

The Abington School District in Pennsylvania is one that truly understands the importance of closing the achievement gap with minority, low-income, and special education students through significant parent involvement and unique initiatives and practices.

The Abington Community Taskforce has helped create programs like the Abington Community Celebration, which raised more than $100,000 to fund youth-oriented activities and has helped the district excel in academic programs. All elementary schools have exceeded their adequate yearly progress goals, and over 90 percent of Abington's graduating classes pursue higher education, earning over $5 million in scholarships.

Abington School District is a four-time recipient of whole child partner America's Promise Alliance's 100 Best Communities for Young People recognition.

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