Creating a Healthy School Using the Healthy School Report Card

Creating a Healthy School Using the Healthy School Report Card

Creating a Healthy School Using the Healthy School Report Card

Creating a Healthy School Using the Healthy School Report Card

Synopsis

This guide is intended for K-16 educators either individuals or groups who may have received some training in Understanding by Design and want to continue their work independently; those who've read Understanding by Design and want to design curriculum units but have no access to formal training; graduate and undergraduate students in university curriculum courses; and school and district administrators, curriculum directors, and others who facilitate Understanding by Design work with staff. Users can go through the modules in sequence or skip around, depending on their previous experience with UbD and their preferred curriculum design style or approach. Unit creation, planning, and adaptation are easier than ever with the accompanying downloadable resources, including the Understanding by Design template set up as a fillable PDF form, additional worksheets, examples, and FAQs about the module topics that speak to Understanding by Design novices and veterans alike.

Excerpt

In 2007, ascd formally stated its position on the whole child in the Learning Compact Redefined: a Call to Action:

Current educational practice and policy focus overwhelmingly on academic achieve
ment. This achievement, however, is but one element of student learning and develop
ment and only a part of any complete system of educational accountability. Together,
these elements support the development of a child who is healthy, knowledgeable,
motivated, and engaged. (p. 4)

Ascd believes that each child, in each school, in each of our communities deserves to be healthy, safe, engaged, supported, and challenged. We live in a time that requires our students to be prepared to think both critically and creatively, to evaluate massive amounts of information, solve complex problems, and communicate well, yet our education systems remain committed to time structures, coursework, instructional methods, and assessments designed more than a century ago.

The Whole Child Initiative plans to shift public dialogue about education from an academic focus to a whole child approach, moving from one in which students’ achievement is measured solely by academic tests to one that considers students’ knowledge, emotional and physical healthy, civic engagement, preparedness for economic self-sufficiency, and readiness for the world beyond formal schooling.

Healthy School Communities serves as an integral part of the Whole Child Initiative. the processes of the Healthy School Report Card provide a path for schools to address the needs of the whole child through the lens of health and well-being. It not only addresses the need for students to be healthy, but it also expands on traditional csh programs by declaring that . . .

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