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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 MiddleCommunity 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’Guinncoguinn@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