Whole Child Education

Post submitted by Whole Child Blogger Adriane Tasco.

Students may find it difficult to learn if they don't feel safe, are hungry, in pain, or aren't supported. But learning may also be difficult if students can't see and have not had access to a vision screening. If you can't read the chalkboard or the textbook, it's pretty likely that your ability to learn may be somewhat compromised. What if a student has had a vision screening, but because of her parents' economic situation, a new pair of glasses is not the household budget?

Orange County, Fla., has made significant improvements in both the lives of its students and the status of a school. Watch the report below about a new, simple method of eye testing that can help student achievement.

Find this and other stories, resources, ideas, and practices that encourage a coordinated approach to school health programming and policies within school communities by joining the Healthy School Communities group on ASCD EDge™.

The Obama administration's blueprint for revising the Elementary and Secondary Education Act (ESEA) was released a little over a week ago to mixed reactions. Many education groups expressed support for the measures outlined in the blueprint, but others, including the big teacher unions, took issue with the plan's approach to ensuring educator effectiveness.

ASCD stands in support of the key components of the blueprint, which align with the association's 2010 Legislative Agenda and our whole child approach to education:

Healthy and Safe. The blueprint proposes providing support to states, school districts, and their partners to implement strategies that improve school safety and promote students' physical and mental health, which is consistent with ASCD's legislative agenda. ASCD's agenda also calls for a comprehensive set of indicators that more fully capture information about a student's overall health and well-being in school. Under the administration's proposal, grantees would be required to track and report such data.

Engaged. ASCD believes students must be exposed to wide-ranging and relevant learning experiences. Similarly, the Obama administration proposes providing resources to strengthen the teaching and learning of arts, foreign languages, history and civics, financial literacy, and other subjects. The blueprint also outlines support for the creation of innovative models, such as full-service community schools, redesigned school days or years, and opportunities for experiential learning.

Supported. Students need teachers and administrators who take a personal interest in their success and who are equipped to address their diverse and evolving needs. The administration recognizes this and wants to require (1) statewide definitions of effective teachers and principals that take into account student growth and other measures and (2) district evaluation systems that provide meaningful feedback to teachers and principals and inform professional development. The administration also shares ASCD's recognition of the need for improved teacher and principal preparation, high-quality professional development, and career ladders that increase retention.

Challenged. ASCD's legislative agenda makes clear that we need an accountability framework that evaluates students and schools using multiple indicators of performance, including student academic growth. The ESEA blueprint proposes a system that tracks individual student growth and school progress over time. Both ASCD's agenda and the ESEA blueprint also call for resources that increase student access to accelerated learning opportunities including advanced placement and international baccalaureate programs, dual enrollment, and gifted and talented programs, especially for students in high-need schools.

In this month's Is It Good for the Kids? column, ASCD Executive Director Gene Carter writes, "The education leaders from across the country who developed ASCD's 2010 Legislative Agenda believe that it's time for federal education policy to support a whole child approach, helping to ensure that all children are healthy, safe, engaged, supported, and challenged."

ASCD educators believe the blueprint represents a good first step from the federal government in supporting this type of whole child approach. Adds Carter, "We are especially encouraged by the administration's emphasis on effective teachers and leaders for every classroom and school; a complete education that prepares students for postsecondary success; and services and supports that lead to successful, safe, and healthy students."

What do you think about ASCD's legislative agenda? Do you agree that the White House's blueprint signals support of a whole child approach to learning and teaching?

A new report from Civic Enterprises on dropouts provides snapshots of discussions among three groups—students, teachers, and parents—and reports on how the discussions were productive in fostering dialogue, discovering common ground, and leading toward positive solutions.

Civic Enterprises published the much-discussed "The Silent Epidemic" in 2006, which demonstrated through student voices the motivations of dropouts. Subsequent reports provided similar feedback from the perspectives of teachers and parents, and the fourth report in the series, "Raising Their Voices: Engaging Students, Teachers, and Parents to Help End the High School Dropout Epidemic," documents focus groups held in Baltimore, Dallas, Indianapolis, and Kingston, Tenn. Members of each focus group remarked at the novelty of these different constituencies being brought together to discuss any topic, let alone the causes of dropouts.

Researchers discovered that there were serious disconnects between the views of the three groups; for instance, students cited boredom as the central reason for dropping out, while many teachers did not see this as a major cause. The report concludes that the discussions "demonstrated that the disconnects that we identified in previous research, including why students chose to drop out of school and what can be done about it, can be effectively bridged through structured dialogue and a spirit of mutual respect."

Take a look at the full report for detailed analysis and quotes from the groups, as well as a template and a guide to conducting a similar discussion in your community.

In an age of equality of the sexes, what role does or should gender play in the learning environment? Administrators, teachers, and researchers share how gender can affect teaching and learning and what public, private, and charter schools are doing to deal with these issues.

ASCD Express examines examples of successful single-sex classrooms, offers tips for more effectively engaging girls in STEM subjects, and looks at recent research. The news report in the video below shows how one school in Wisconsin is experimenting with elective single-gender classrooms in math. Students' grades have remained the same or improved, and girls' confidence levels have increased, say educators and students. Learn more.

Earlier this month, I had the chance to attend the ASCD Annual Conference in San Antonio, Tex. The theme of the conference was "Critical Transformations." While at the conference, I spent most of my time going to sessions that helped me grow my understanding of what students need as 21st century learners. 

I must admit that I am a bit of a technology geek. It is not that I am particularly skilled at writing code. I have Ubuntu on my computer at home, which the guy at Staples thought was way cool, although he was disappointed when I told him I hadn’t heard of Linux. I don't understand what all the beef is with Windows, and to me, Bill Gates is just a VERY wealthy guy who gives billions to help schools innovate. I know about Facebook and MySpace and have even been known to tweet a bit, but I don't own a whole lot of gadgets. I am the only one in my family, including both of my kids, who does not own an iPod, and my 7-year-old thinks it is funny that I didn't know you could watch television from your computer until he showed me how a few months ago.

What I mean when I say that I am a technology geek is that I find 21st century technology, especially those designed to enhance learning, to be really cool and really exciting. I have watched my students flourish when lessons have been designed to integrate educational technology. SMART Boards, activotes, active expressions, mobile laptop labs, wireless connections, Kurzweil, alpha smarts, Skype, Web 2.0, YouTube, webex, and so forth—all of these and more are currently being used to capture our students' attention, to accommodate their learning needs, and to help our teachers communicate their lessons more effectively and efficiently.

At the conference, I had the chance to hear Don Tapscott speak. Some of you may have heard of Tapscott, who has made quite a stir with his national bestseller, Growing Up Digital: The Rise of the Net Generation. His new book, Grown Up Digital, came out last year and was the focus of his keynote address that morning. In his speech, Tapscott urged educators to "empower student-led collaboration and to reinvent traditional methods of instruction by embracing technology." Tapscott said, "Internet is not a problem; it is a learning opportunity…Don’t blame the Internet for how our approach to learning and thinking has changed. That's like blaming the library for ignorance."

Students today are far more plugged in than ever before. They no longer respond as they may once have to the "sage on the stage" approach to teaching and learning. In the blink of an eye, or more aptly, the click of a keystroke, they can access much of the information presented in traditional lectures. Students today are hungry for lessons that engage their minds, that promote critical thinking and collaborative problem solving. They want to be trusted to access information for themselves and seem to be asking for the opportunity to construct and apply their knowledge more independently.

Tapscott's presentation really got me thinking about how we structure our day, organize our classrooms, and lock students out of so many online resources that they freely access from home or on their cell phones. I am interested in hearing how folks in the ASCD community have integrated the ideas Tapscott discusses in their schools and what the impact has been on student engagement and performance.

Post submitted by SmartBrief Education Editor Amy Dominello.

Cyber bullying is a problem that schools and courts have only begun to grapple with. But how do school administrators deal with nasty messages posted from students' home computers or cell phones while they are off school grounds?

One guiding standard for how to handle the problem is already beginning to emerge from the bench, one expert said during an ASCD Annual Conference session on the topic.

Schools and districts must consider whether or not cyber bullying is causing a "substantial disruption" that is affecting the school when disciplining students, said William DeMeo, a Cincinnati school psychologist. Courts are relying on that tenet in their decision making.

But that doesn't mean that schools can't be proactive in preventing cyber bullying, too, he said.

DeMeo said administrators should formally assess the extent of cyber bullying in their schools and specify that any bullying—including bullying done through electronic media—is wrong and that the school has clear rules forbidding it. He also suggested using older students as peer mentors and educating staff, parents, and students about what cyber bullying is. Administrators should also consult with school attorneys prior to any incidents to determine ways to best handle cyber bullying.

E-mail DeMeo to follow up and get a copy of his presentation.

Since its inception in 1943, ASCD has built on a core set of values and beliefs in support of the whole child. Launched in 2007, ASCD's Whole Child Initiative encourages educators, parents, businesses, and communities to work together to ensure that each child is healthy, safe, engaged, supported, and challenged. The initiative is the latest example of ASCD's longtime commitment to promoting the holistic development of every learner. In the early 1960s, ASCD was at the forefront of the humanistic education movement, calling on educators to help develop informed, responsible citizens.

ASCD's 2009 annual report theme, "Rising to the Challenge of Change," underscores the obstacles facing the association, our members, and—most importantly—our students in an increasingly competitive world. For the second year, ASCD built a Web-based report, demonstrating the association's strong commitment to innovative thought leadership.

Explore the annual report. Take a moment to click through photos, links, and videos; each section will give you a chance to delve deeper into ASCD's accomplishments in 2009. See how a whole child approach to education framework is threaded through all we do.

Post submitted by Whole Child Blogger Chris Perez.

To keep students from feeling left out—and thus risk losing them along the way—Spence Rogers, in his ASCD Annual Conference session "Reaching Strategies That Reach Challenging Students," urged educators to not allow students to feel embarrassed and not let them shut down in class.

Rogers, author of Teaching for Excellence, offered techniques to help engage students in classroom interaction that wouldn't make them feel ashamed about their answers in class. The moment people feel embarrassed in front of their peers, their adrenaline kicks in, causing them to stop talking and think more about the humility they've endured, he explained.

He used the example of students answering questions out loud. Often kids feel humiliated if their answer is wrong, especially when they are called on. As a way to avoid this kind of situation, Rogers suggested using deflective questioning, which involves asking a question in a manner that reflects how someone else might answer it. Allowing students to feel that they are answering for someone else relieves some of the pressure on themselves.

"Ask students to repeat what they just heard you say," Rogers said. "This type of questioning keeps them alert and allows them to be part of the activity. It also allows those who may not have heard the question the first time to actually hear it again and gives them that second opportunity to process it."

Commanding students to comply with orders tends to lose them in the process, according to Rogers. Instead of telling the class to open their books to a particular page in the text, he said a better approach is to have their peers make sure everyone is on the same page, which makes the direction seem less authoritative.

Rogers also gave tips on making sure all students were engaged in class activities. One suggestion was to refrain from asking them to form groups, which can tempt students to form cliques with certain peers and leaves other students feeling neglected. Instead, Rogers said to instruct students to look around to make sure that no one is left out.

Using the techniques with participants during the session itself showcased how they would work in the classroom. For example, he asked everyone to thank and compliment one another to get them accustomed to doing the same in the classroom.

Post submitted by Whole Child Bloggers Melissa McCabe and Emily Hays.

Eric Jensen, author of Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It, whole child guest blogger, and podcast guest presented to a packed room at ASCD's Annual Conference this past weekend. He discussed the effect poverty can have on the brain and learning, and how educators can provide all kids with the support they need to succeed.

Jensen began by emphasizing three points:

1. Brains can change. Yes, poverty can negatively affect mind, body, and soul, but brains can also change for the better.
2. Certain factors and strategies can affect achievement more than others.
3. Miracles happen daily. If they don't happen for you or your school, isn't it about time?

Jensen outlined in detail how poverty can affect emotional responses and cognitive stimulation, cause acute chronic stress, and influence health. Those challenges may seem insurmountable, but Jensen's main point is that they aren't and that there are specific strategies educators can use to maximize the learning of students who have grown up in poverty:

• Engage in intentional skill building related to improving student focus, short-term memory, processing, and sequencing.
• Adopt a growth mindset—the belief that progress is possible and desirable—to help fuel long-term efforts.
• Provide critical accommodations like transportation, health care, parental support, and tutoring services.
• Build relationships with students and facilitate their building of strong relationships with their peers.
• Provide opportunities for enrichment, including extracurriculars, the arts, and internships.

Jensen ended by reminding participants that as educators they have the potential to make significant differences in their students' lives. And, he added, "Positive changes take time."

For more information, read sample chapters from Jensen's book and connect with him on ASCD EDge.

Post submitted by Whole Child Blogger Laura Varlas.

In her ASCD Annual Conference session, "Supporting the Recently Exited English Language Learner in Secondary Schools," Barbara Beaverson discussed how ELL support teachers bridge the gaps between ELLs and high school pedagogy. Beaverson focused on high school because she's found teachers at this level have the least preparation differentiating to student populations and needs and, likewise, lack training in literacy instruction.

And she presented some disturbing statistics to back up her focus. For example, by the end of high school, Latino students have math and reading skills comparable to white middle school students (Alliance for Education, January 2009).

The predominant type of instruction in high schools is also a catalyst for the large numbers of ELL students who drop out or don't graduate on time. "There's too much direct instruction and teacher talk, not enough time for students to interact and collaborate on activities, and not enough use of visuals at the high school level," Beaverson observed.

Beaverson would like to see ELL support teachers in every high school, as well as better training for high school teachers on differentiation and teaching basic reading skills. ELL students exit schools' formal ELL supports into sink-or-swim academic environments that are very different from their elementary and middle school environments.

Schools are required to monitor exited ELLs for two years prior to exit, but as Beaverson and session attendees related, limited to no personnel and monitoring primarily via paperwork with little teacher follow-up mean these two years are ground zero for student attrition.

For example, in one district, one ELL coordinator tracks 8,000 exited ELLs. Graduation support staff in high schools are more focused on tracking student performance on summative assessments and, for many students, by then it's too late.

As a support teacher, Beaverson had copies of every test and every textbook her ELL students encountered in high school. For tests, she'd chunk information and design study guides and outlines for her students. She also did ELL walk-throughs—checking for things like how classrooms were arranged for student interaction, whether content and language objectives were posted, and whether teachers were modeling everything they asked students to do.

She also trained principals on ELL supports they should look for on their instructional walk-throughs: "They might see good instruction, but is it good instruction for ELLs?"

Contact Barbara Beaverson for more details about establishing a support program for ELLs and what to look for when hiring ELL support teachers.

Want more? The April 2009 episode of the Whole Child Podcast explores meeting the needs of ELLs socially, academically, and politically.