Publication

Promoting more equitable conditions of learning and development for students, families, and educators; such conditions are more likely to result when whole-person initiatives are implemented within aligned and coherent systems.

To support state education agency (SEA) leaders in establishing a statewide vision for serving the whole person, WestEd drafted and piloted the guide, Serving the Whole Person: An Alignment and Coherence Guide for State Education Agencies, in collaboration with several SEAs.

“The theory of change behind this guide is that if educators at every level of the K–12 system work in aligned and coherent ways to sustain equitable conditions of success that support whole-person learning and development, then each and every student will have the experiences that support personal purpose, healthy relationships, a sense of place in community, success in school and the workplace, and engaged citizenship.”
– Natalie Walrond and Natalie Romer

This case story describes how the Ohio Departments of Public Safety (DPS), Education (DOE), and Mental Health and Addiction Services (MHAS) developed a collaborative approach to inventorying whole-child efforts, using and adapting the SEA Alignment and Coherence Guide to comprehensively review their statewide initiatives. It also shares key insights that may benefit other SEAs as they consider their own efforts to improve the alignment and coherence of their whole-person or whole-child initiatives.

This report examines how First 5 Alameda can lead efforts to strengthen alignment and coherence across Alameda County’s early childhood mixed delivery system. As the agency administering Measure C and partnering on the Oakland Children’s Initiative, First 5 Alameda is well positioned to help build a more integrated early care and education system. The report highlights how children’s development is influenced by the broader systems around them—such as housing, health, transportation, and employment—and emphasizes the importance of coordinated policy and infrastructure in supporting family and community well-being. When these systems function effectively, they help create stable communities and support long-term economic and educational outcomes.

To support state education agency (SEA) leaders in establishing a statewide vision for serving the whole person, WestEd drafted and piloted the guide, Serving the Whole Person: An Alignment and Coherence Guide for State Education Agencies, in collaboration with several SEAs.

“The theory of change behind this guide is that if educators at every level of the K–12 system work in aligned and coherent ways to sustain equitable conditions of success that support whole-person learning and development, then each and every student will have the experiences that support personal purpose, healthy relationships, a sense of place in community, success in school and the workplace, and engaged citizenship.”
– Natalie Walrond and Natalie Romer

This case story describes Delaware Department of Education (DOE)’s collaborative approach to inventorying whole-child efforts, using and adapting the SEA Alignment and Coherence Guide to comprehensively review their statewide initiatives. It also shares key insights that may benefit other SEAs as they consider their own efforts to improve the alignment and coherence of their whole-person or whole-child initiatives.

Education leaders at the state level face many challenges, including navigating a complex system of policies, agencies, and available resources to do what’s best for young learners. This brief highlights how leaders in Hawai’i’s State Department of Education’s Office of Curriculum and Instructional Design (OCID) are navigating these complexities to appropriately support students when they enter the K–12 education system.

The brief describes the process the state education leaders in the OCID used to review and align the state agency’s vision for kindergarten with existing policy and developmentally appropriate practice while incorporating cultural elements. It also discusses how Hawai’i’s leaders are collaboratively building and integrating their knowledge of best practices for young learners so they can support schools and districts to embed those practices in assessments and classrooms.

State education agencies and those who work at the policy and systems level of designing supports for kindergarten can consider the reflective questions in the brief as they work toward creating developmentally appropriate and culturally affirming education spaces that bridge the early learning and K–12 sectors.