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For more information on how to start WSCC implementation in your school and community, e-mail the ASCD Whole Child Implementation Team.
The Whole School, Whole Community, Whole Child (WSCC) model combines and builds on elements of the traditional coordinated school health approach and the whole child framework. ASCD and the U.S. Centers for Disease Control and Prevention (CDC) developed this new model—in collaboration with key leaders from the fields of health, public health, education, and school health—to strengthen a unified and collaborative approach to learning and health.
Learn more about the WSCC model through these frequently asked questions:
ASCD and the CDC engaged key leaders from the fields of education, public health, and school health to provide consultation throughout the development process. Several participants were engaged in the original development of the CDC's coordinated school health approach and ASCD's whole child framework, the basis of the WSCC model. These experts will continue to collaborate throughout implementation and promotion of the updated model.
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Research has consistently shown a link between education and health (PDF), with both sectors frequently serving the same children in the same setting. CDC's coordinated school health approach has been a mainstay of school health for nearly three decades, but it has been viewed by educators as primarily a health initiative, focused only on health outcomes. The WSCC model expands on the coordinated school health approach to add elements of ASCD's whole child framework, thereby recognizing the value of both approaches to address a common need in both sectors. In addition, it calls for aligned policies, processes, and practices to serve the needs of each child.
The main difference is the integration of the Whole Child Tenets (PDF) with the components of coordinated school health, combining the factors that influence education with those that influence health. Additionally, there is an increase in the number of components, emphasis on policy, and recognition of the role of the community.
The WSCC model comprises ten components of coordinated school health. The original component area of Healthy and Safe School Environment has been separated into two distinct components: Social and Emotional Climate and Physical Environment. Similarly, the original component area of Family/Community Involvement has also been separated into two distinct components: Community Involvement and Family Engagement. These changes meet the need for greater emphasis on both the psychosocial and physical environment, as well as the ever increasing and expanded roles that community agencies and families must play.
The model also expands the wording of several components. Physical Education becomes Physical Education & Physical Activity and Nutrition Services changes to Nutrition Environment and Services. Both of these changes emphasize that opportunities to promote student well-being occur in multiple settings across the school day. The component Health Promotion for Staff is revised to Employee Wellness.
Policy, Process, and Practice
To move from concept to action, the WSCC model adds emphasis on collaborative development of policies, processes, and practices in the day-to-day activities within the education and public health sectors.
The WSCC model calls for greater collaboration across the community (government agencies, community organizations, schools, and other community members) and adds emphasis on all sectors working together through a collaborative and comprehensive approach.
ASCD has released an update to its free School Improvement Tool that integrates the new model. Designed for use in schools and districts around the world, the tool guides schools through a comprehensive and completely online needs assessment using the whole child tenets and indicators. It cross-references those same indicators to components of effective school improvement—school climate and culture, curriculum and instruction, leadership, assessment, family and community engagement, and staff capacity and professional development—and the WSCC school health component areas. On completion of the survey, schools receive a personalized summary of results.
Individuals and schools may request a hi-resolution image of the WSCC model, a presentation on the rationale behind its development, or specific implementation information and support. ASCD has also compiled a set of key questions to consider as schools and commumities start the WSCC implementation process. Additional tools and products will be released during the 2014–15 school year.
Yes, the visual representation of the model is in the public domain to allow for reprinting and reposting. Both ASCD and the CDC encourage use of the model as a framework for improving students' learning and health in our nation's schools.
Yes, any grants designed to support a coordinated school health approach can be used with the WSCC model.
Yes, there are several education grants available that can be used with the WSCC model. These include
Additionally, the Center for Health and Health Care in Schools has produced a summary guide (PDF) for utilizing funds towards both learning and health outcomes.
The new model will not affect current school health surveillances such as the School Health Profiles, as the CDC's Division of School Health (DASH) does not use the current coordinated school health approach as a framework or structure for Profiles. The new model also will not change the content of SHPPS, but it will likely affect how DASH organizes the presentation of results for 2014 and how the questionnaires are designed for 2016 and beyond.
The expectations of currently funded agencies and organizations will not change; however, grantees are encouraged to use the WSCC model when referring to a systematic approach for implementing quality school health programs.
FOA 1308 requires school health advisory councils to be established at the funded state and local education agencies based on the coordinated school health approach. This requirement will not change. The WSCC model aligns with 6 of the 10 components, expanding the number of component areas that align with the required approaches of 1308. In addition, the emphasis on policy further supports the monitoring and implementation of all of the approaches of 1308.
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