moving from parts to a whole tools that unite partners around a whole child vision youth in the...

Moving From Parts to a Whole

Tools That Unite Partners Around A Whole Child Vision

Youth in the Middle

Jessica CameronProject Manager, Whole Child Initiative

jcameron@ascd.org

Christina O’GuinnProgram Manager, Youth in the Middle

coguinn@stanford.edu

Each child, in each school, in each of our communities deserves to be

healthy, safe, engaged, supported, and challenged.

That’s what a whole child approach to learning, teaching, and community

engagement really is.

ASCD calls on parents, students, educators,

policymakers, and community members to join forces to ensure that

all children become productive, engaged citizens.

www.wholechileducation.org

Youth in the MiddleMiddle schools have the opportunity

to positively impact the full development of young adolescents. Yet, initiatives that promote schools’

rigorous attention to specific academic outcomes can result in schools’ lack of attention to other

important and interconnected domains of adolescent development.

Youth in the Middle is a guide and set of tools based on one community

school's three-year effort to intentionally situate its work –

inclusive of a significant focus on academic achievement – in the context of a school-wide youth

development approach.

http://gardnercenter.stanford.edu/

Today’s SessionOutcome: By the end of this session, we will have an increased

understanding of techniques and tools that can support a community approach for supporting the whole child.

Through activities and overviews of:

Whole Child Community Conversation: A Guide for Informal Discussion Groups A model for engaging the school and community in working together to support the whole child.

Youth in the Middle : A Guide for Envisioning and Implementing a Whole School Youth Development ApproachA guide and set of tools based on the three-year effort of one community school.

Today’s SessionYouth in the Middle (YiM) Paired Interview Activity • Increase appreciation for the perspectives of school members in different roles• Identify individual and school strengths

Whole Child Community Conversation: A Guide for Informal Discussion Groups

• Increase understanding of the whole child approach to learning and teaching • Improve decision making that is informed by community input • Develop a shared commitment to pursue resulting recommendations

YiM Overview: Implementing a Whole School Youth Development Approach• Kennedy Middle School’s process • Four areas of work central to taking a whole school youth development approach• Resources and tools to support this process in other schools

Closing Questions and Reflections

Youth in the Middle

Community Schools National Forum

John W. Gardner Center

for Youth and Their Communities

Youth in the Middle A guide and set of tools for implementing a

whole-school youth development approach.

Based on the three-year effort of one community school.

Multi-year process of intentionally connecting across roles to support the full development of young people.

Community Schools National Forum– April, 2010

Kennedy Middle School Grade 6-8 Community School (since 2000)

Demographics: (~850 students) 73% Hispanic 16% White

38% English Language Learners

66% qualified for Free or Reduced Price Lunch

Community Schools National Forum– April, 2010

Kennedy’s ProcessYear One Year Two Year Three

Develop a shared youth development vision

Develop an implementation process

Begin whole school implementation

10 participants 23 participants All staff

Community Schools National Forum– April, 2010

Participants = administrators, community school coordinator, teachers, after-school staff, family engagement specialist, and community partners

Parent and youth input informed process

Key Work Areas Work Area 1: Engage Cross-Functional Expertise in

Support of Youth

Work Area 2: Situate Academic Learning and Achievement in the Context of a Youth Development Approach

Work Area 3: Integrate Local and Research Knowledge into Professional Development

Work Area 4: Create Conditions and Habits for Shared Responsibility

Community Schools National Forum– April, 2010

Work Area 1: Engage Cross-Functional Expertise in Support of Youth Objective: to help adults in different roles understand, value,

and ultimately seek the perspective and expertise of all who live and work in the school setting

Tools Include: Dreams for Our Youth: Creating a Shared Youth Development Vision

with All School Members:

Paired Interviews

School Culture Chalk Talk

Community Schools National Forum– April, 2010

Work Area 2: Situate Academic Learning and Achievement in the Context of a Youth Development Approach Objective: to help all adults understand the

interconnection between young adolescents’ intellectual, physiological, emotional and social development.

Tools Include: Activities

Youth Development and Learning Our School’s Youth Development Strengths and Dreams

Resources What is Youth Development? Educator Definitions of Youth Development Youth Development Rubrics

Community Schools National Forum– April, 2010

Work Area 3: Integrate Local and Research Knowledge into Professional Development Objective: to deepen knowledge of site practices (local

knowledge) and research-based practices (research knowledge) in support of youth development.

Tools Include: Activities

A Workshop Template for Integrating Research and Local Knowledge

Resources Weaving Outside Ideas Into Our School: Building Supportive Relationships as a Foundation for Learning Motivation Menu of Sample Strategies

Community Schools National Forum– April, 2010

Work Area 4: Create Conditions and Habits for Shared Responsibility Objective: to develop school members’ capacity to

share responsibility for a youth-centered vision through collaborative structures and habits.

Tools Include: Activities

Inclusive Communication and Shared Decision-Making

Resources Renewing School, Renewing Talk Productive Dialogue and

Difficult Conversation

Community Schools National Forum– April, 2010

Accessing YiM Tools JGC Web site:

http://gardnercenter.stanford.edu/resources/tools.html

Contact info:

Christina O’Guinn

coguinn@stanford.edu

Community Schools National Forum– April, 2010

Community Schools National Forum– April, 2010

Community Schools National Forum– April, 2010

1.2 million US high school students drop out every year.

FACT

That’s one student every

26 SECONDS.

Or students every school day.6,000

Research and common sense tell us when kids are. . .

Unhealthy

Research and common sense tell us when kids are. . .

Unsupported

Research and common sense tell us when kids are. . .

Bored

Research and common sense tell us when kids are. . .

Scared

Research and common sense tell us when kids are. . .

Tuned Out

They cannot become their

BEST!

Across the United States…

8% of teenagers are not in school and not working

33% of kids live in families where no parent works full time year round

18% of kids live in poverty

8% live in extreme poverty (<50% of poverty income)

31% are obese

20% of children under age 17 do not have health insurance

(www.kidscount.org)

HealthyEach student enters school healthy and learns about and practices a healthy lifestyle.

SafeEach student learns in an intellectually challenging environment that is physically and emotionally safe for students and adults.

EngagedEach student is actively engaged in learning and is connected to the school and broader community.

SupportedEach student has access to personalized learning and is supported by qualified, caring adults.

ChallengedEach graduate is challenged academically and prepared for success in college or further study and for employment in a global environment.

Imagine...A child important to you has just turned 25 years old. How do you hope to describe him or her?

Community Conversation

1. What does the phrase “to educate the whole child” mean to you?

2. What does a community that educates the whole child look like to you?

3. What are your hopes and fears about educating the whole child?

What are some of the things that public schools in your community are doing to ensure this whole child approach to learning?

What’s missing?

Community Schools National Forum– April, 2010

Future Steps and Recommendations

What are some policy considerations and issues that need to be addressed to educate the whole child?

What practices need to be implemented or changed to educate the whole child?

What one thing are you as a group willing to do to help us get there?

Community Schools National Forum– April, 2010

Download your facilitators guidewww.wholechildeducation.org

Community Schools National Forum– April, 2010

Email me at jcameron@ascd.org