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ASCD and CDC Announce

Whole School, Whole Community, Whole Child Model

Alexandria, VA (3/20/2014)—ASCD, a global community dedicated to excellence in learning, teaching, and leading, announced today the new Whole School, Whole Community, Whole Child (WSCC) model that is recommended as a strategy for improving students’ health and learning in our schools. Developed by ASCD and the U.S. Centers for Disease Control and Prevention (CDC), in collaboration with key leaders from education, public health, and school health fields, the new model combines and builds on elements of the traditional coordinated school health approach and the whole child framework to strengthen a unified and collaborative approach to learning and health.

“ASCD is proud to announce the new Whole School, Whole Community, Whole Child model, providing an important framework to address the collaborative relationship between learning and health,” said ASCD Executive Director and CEO Dr. Gene R. Carter. “We look forward to continued work with the CDC on further development and implementation of this model as we seek to improve outcomes for each student, in each school, and in each community across our country.”

A whole child approach, which ensures that each student is healthy, safe, engaged, supported, and challenged, sets the standard for comprehensive, sustainable school improvement and provides for long-term student success. The new WSCC model responds to the call for greater alignment, integration, and collaboration between education and health to improve each child’s cognitive, physical, social, and emotional development.

The model incorporates the components of an effective school health program and the tenets of the whole child approach to education to address the symbiotic relationship between learning and health. In doing so, the model continues the focus of the traditional coordinated school health approach but aligns it with the structure, framework, and objectives of education. This is showcased by the expanded components focusing additional attention on the social and emotional climate of the school and classroom environments and the pivotal role that community involvement plays in the growth and development of our youth.

“Schools, health agencies, parents, and communities share a common goal of supporting the health and academic achievement of children and adolescents,” said Wayne H. Giles, M.D., Director of CDC’s Division of Population Health. “Research shows that the health of students is linked to their academic achievement, so by working together, we can ensure that young people are healthier and ready to learn.”

The Whole School, Whole Community, Whole Child model focuses its attention on the child, emphasizing a schoolwide approach and acknowledging learning, health, and the school as being a part and reflection of the local community. Because they have contact with 95 percent of U.S. children ages 5–17, schools are the primary institution responsible for childhood development, after the family. It is essential that schools have an effective and comprehensive school health model in place during these critical years of social, psychological, physical, and intellectual development.

Whereas the traditional coordinated school health model contained eight components, the WSCC contains 10, expanding Health and Safe School Environment, and Family/Community Involvement into four distinct components:

  • Social and Emotional Climate
  • Physical Environment
  • Family Engagement
  • Community Involvement

This change marks the need for greater emphasis on both the psychosocial and physical environment as well as the ever-increasing roles that community agencies and families must play. Finally, this new model also addresses the need to engage students as active participants in their learning and health.

 

In the WSCC model above, we see

  • The school in blue and green, surrounding the child, acting as the hub that provides the full range of learning and health support systems to each child, in each school, in each community
  • The community, represented in orange, demonstrating that while the school may be a hub, it remains a focal reflection of its community and requires community input, resources, and collaboration in order to support its students
  • The child in the center, at the focal point and surrounded by the whole child tenets: healthy, safe, engaged, supported, and challenged

CDC will be integrating this new model into its school health initiatives, placing ASCD’s whole child framework at the center of health and education alignment in school settings. For more information about CDC’s school health initiatives, visit www.cdc.gov/healthyyouth.

For more information about ASCD’s Whole Child Initiative, visit www.ascd.org/wholechild. To find out about ASCD’s focus on integrating learning and health visit www.ascd.org/learningandhealth. You can also find out more about ASCD’s other programs, products, services and memberships at www.ascd.org.

Contact Information  

  • Ross Romano, publicist, 1-703-575-5607 or by e-mail.
  • Katie Test, communications manager, 1-703-575-5608 or by e-mail. 

 

ASCD is a global community dedicated to excellence in learning, teaching, and leading. Comprising 140,000 members—superintendents, principals, teachers, and advocates from more than 138 countries—the ASCD community also includes 56 affiliate organizations. ASCD’s innovative solutions promote the success of each child. To learn more about how ASCD supports educators as they learn, teach, and lead, visit www.ascd.org.

 

Segue named 2013-2014 Whole Child Recognition School by RIASCD

Check out more of the story here.

 

 

 

 Rhode Island supports the Whole Child

Check out a “snapshot”  our RIASCDs work relative to our newest Influence Grant.  

Whole Child Snapshot

 

New Whole Child Publication: The Korean Educational Development Institute’s KEDI Journal of Educational Policy publishes scholarly articles and reports on research that makes significant contributions to the understanding and practice of educational policy on an international level. This month’s special issue,  Promoting Students’ Social-Emotional and Character Development and Prevent Bullying,” includes an article written by ASCD’s Sean Slade, director of whole child programs, and David Griffith, director of public policy. The article, titled “A Whole Child Approach to Student Success” (pp. 21-35), describes the whole child approach to education and its global education policy recommendations.

 

 In early April 2013, the Whole Child resolution was passed by the Rhode Island state representatives and has been adopted by the Rhode Island ASCD as a best practice.  Read a summary of the resoluton.

 

Rhode Island ASCD (RIASCD) is proud to be an affiliate of ASCD. Formerly the Association for Supervision and Curriculum Develop, an international association of educators with years of experience and a wealth of resources. As an affiliate, we share the strength and resources of that organization.

Founded in 1987, RIASCD is currently celebrating its 25th anniversary of serving students in Rhode Island by addressing the needs of educators at all levels.

We are a community of educators working to support each other and the young people we serve. We believe that to educate means to understand the interrelationships between factors that influence teaching and learning, factors that extend far beyond the walls of individual schools and isolated districts. We believe that ALL children must be SAFE, HEALTHY, SUPPORTED, CHALLENGED, AND ENGAGED  if they are to be successfully prepared for college, career, and lifelong learning.

RIASCD stands ready to serve its members by:

  • Working in collaboration with other professional educational organizations in our state that are doing similar work,
  • Representing Rhode Island ASCD and its membership on boards/leadership councils of state organizations including the Learning First Alliance (LFA), the New England Secondary School Consortium (NESSC) and the Center for School Leadership (CSL),
  • Closely monitoring legislative developments in ESEA reauthorization, and additional policy developments in Washington via the Leadership Institute for Legislative Advocacy (provide link to ASCD’s Legislative Agenda),
  • Representing our members monthly at a meeting with Commissioner Deborah Gist,
  • Providing an annual conference for Pre-Service and Beginning Teachers that works to support their entry into the profession,
  • Offering a regional conference in partnership with other Northeast ASCD affiliates featuring nationally recognized presenters on current/hot topics,
  • Listening to members and responding to your needs.

Rhode Island ASCD, has been recognized for outstanding advocacy work and was one of two affiliates presented the 2012 Advocacy and Influence Area of Excellence Award by ASCD at their annual conference in Philadelphia in March. Karen Swododa, President, and Betty Brito, Executive Director, accepted the award on behalf of Rhode Island ASCD.

 

Our Mission

The mission of Rhode Island ASCD, a community of educators, is to improve the quality of learning, teaching, and leading for the success of each learner.

Rhode Island ASCD is a leading source for professional learning in Rhode Island. Its exemplary programs, services, and partnerships influence policies and practices for the benefit of the Rhode Island educational community and the subsequent success of students.

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