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The Whole School, Whole Community, Whole
Child Initiative provides another opportunity to get back to policy basics.
A fundamental societal need is to end the marginalization (and
ongoing fragmentation) of efforts to transform how schools address barriers
to learning and teaching and re engage disconnected students. To this end,
our work emphasizes embedding all specific initiatives into a broad school
improvement framework that can guide development of a unified and
comprehensive system of student and learning supports. Such a framework
enables using the growing interest in the "whole" as a catalyst to
effectively weave together the full range of existing school-home community
resources.
With respect to policy makers at all levels, the
opportunity is to bring them a legislative approach that stresses enhancing
equity of opportunity for all students to succeed at school and beyond
(i.e., by improving how schools address barriers to learning and teaching
and re engage disconnected students). And rather than calling for more
funding at this time, the focus of such an approach can be on a policy shift
to catalyze system changes that will result in more effective use of
resources already allocated for student and learning supports. The aims are
to ensure schools do not marginalize student/learning supports and to guide
them in the development of a unified and comprehensive system at every
school.
As our work stresses, the key catalytic shift needed is to
reframe policy for improving schools as three primary, essential, and
integrated components. That is, besides the continuing emphasis on improving
instruction and the governance/management of schools, the fragmented and
disorganized efforts to address barriers to learning and teaching and
re-engage disconnected students would be unified into a fundamental school
improvement component. The benefits of fully integrating the third component
into school improvement policy not only includes enhancing academics, but
strengthening efforts to enhance students' personal and social development
and functioning.
Related key catalytic policy shifts involve:
(a) expanding the accountability framework for schools to include major
indicators of personal and social development and of improvements in
addressing barriers to learning and teaching (see prototype at https://smhp.psych.ucla.edu/pdfdocs/account.pdf)
(b) providing
guidelines that include standards for student/learning supports practice and
related quality indicators (see prototype at
https://smhp.psych.ucla.edu/pdfdocs/commcore.pdf
).
If we are to get
back to real basics in schools, we need to focus on establishing a
fundamental policy shift that can transform schools. This is starting to
happen in various districts and state education agencies across the country
that are trailblazing the move to a three component framework to guide their
school improvement policy and practice. See, for example, the Alabama State
Dept. of Education's catalytic policy shift in its design document for a
unified and comprehensive system of learning supports online at
https://smhp.psych.ucla.edu/pdfdocs/aladesign.pdf
And for a peak at
other states and districts across the country that are moving in this
direction, see Where's it Happening Trailblazing and pioneering Initiatives
https://smhp.psych.ucla.edu/summit2002/trailblazing.htm
By focusing
on such a fundamental policy transformation, the emphasis on "whole" can
become more than just one more initiative; it can be an opportunity to
contribute to an essential facet of efforts to transform public education,
improve public health, and enhance equity of opportunity.
WebMaster: Perry Nelson (smhp@ucla.edu)
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