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Moving From Parts to a Whole Tools That Unite Partners Around A Whole Child Vision

Moving From Parts to a Whole Tools That Unite Partners Around A Whole Child Vision. Youth in the Middle. Jessica Cameron Project Manager, Whole Child Initiative jcameron@ascd.org . Christina O’Guinn Program Manager, Youth in the Middle coguinn@stanford.edu. Youth in the Middle.

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Moving From Parts to a Whole Tools That Unite Partners Around A Whole Child Vision

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  1. Moving From Parts to a Whole Tools That Unite Partners Around A Whole Child Vision Youth in the Middle Jessica Cameron Project Manager, Whole Child Initiative jcameron@ascd.org Christina O’Guinn Program Manager, Youth in the Middle coguinn@stanford.edu

  2. Youth in the Middle 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 Middle 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/

  3. Today’s Session Outcome: 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 Approach A guide and set of tools based on the three-year effort of one community school.

  4. Today’s Session Youth 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

  5. John W. Gardner Centerfor Youth and Their Communities Youth in the Middle Community Schools National Forum

  6. 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

  7. 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

  8. Kennedy’s Process • Participants = administrators, community school coordinator, teachers, after-school staff, family engagement specialist, and community partners • Parent and youth input informed process Community Schools National Forum– April, 2010

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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

  15. Community Schools National Forum– April, 2010

  16. Community Schools National Forum– April, 2010

  17. FACT 1.2 million US high school students drop out every year.

  18. That’s one student every26 SECONDS.

  19. Or students every school day. 6,000

  20. Research andcommon sensetell us when kids are. . . Unhealthy

  21. Research andcommon sensetell us when kids are. . . Unsupported

  22. Research andcommon sensetell us when kids are. . . Bored

  23. Research andcommon sensetell us when kids are. . . Scared

  24. Research andcommon sensetell us when kids are. . . Tuned Out

  25. They cannot become their BEST!

  26. 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)

  27. Healthy • Each student enters school healthy and learns about and practices a healthy lifestyle.

  28. Safe Eachstudent learns in an intellectually challenging environment that is physically and emotionally safe for students and adults.

  29. Engaged Each student is actively engaged in learning and is connected to the school and broader community.

  30. Supported Each student has access to personalized learning and is supported by qualified, caring adults.

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

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

  33. Community Conversation • What does the phrase “to educate the whole child” mean to you? • What does a community that educates the whole child look like to you? • What are your hopes and fears about educating the whole child?

  34. 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

  35. 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

  36. Download your facilitators guidewww.wholechildeducation.org Email me at jcameron@ascd.org Community Schools National Forum– April, 2010

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