photos by: Andrew Dean & John Gillooly/PEI

S E R V I C E V I S I O N

City Year serves in and with communities to provide children with the skills, values and experiences they need to grow into self-confident, educated, engaged civic leaders for the common good

W H A T I S W H O L E S C H O O L , W H O L E C H I L D ?

Currently over 80% of City Year corps members serve in schools. Whole School, Whole Child (WSWC) is City Year’s school-based service strategy to improve the conditions supporting student success in schools and increase the numbers of students progressing to the next level.

The three main components of WSWC are:Academic Support – Developing the skills that correlate with success and active learning in schools. Creating competence, self-confidence, and meaningful connection with a caring adult at school.

Positive School Climate – Supporting an environment in which students want to engage in learning, are excited and connected to a diverse and peaceful peer network. Can identify and participate in service to explore and address needs in their own school communities.

Afterschool Programming – Reinforcing key learning and developmental milestones that support feelings of learning efficacy such as positive peer relationships, school -family connections, positive role modeling, and 21st century skill acquisition.

Diverse teams of City Year Corps members, ages 17 to 24, are trained to leverage their unique ability to bridge the generation gap between students, teachers and staff to imagine, recruit, transform and inspire success in schools.

T H E V A L U E O F W H O L E S C H O O L , W H O L E C H I L D

To Youth – Corps members increase active learning capacity, create opportunities for positive development and promote a school environment that maximizes chances for children’s career and life success.

To Teachers – Corps members serve students whose academic needs are not addressed by a specialized skill set or certification, who are not defined as most at risk, but who may not receive enough attention to achieve academically because of class size or other class dynamics.

To School Districts – Corps members respond to developmental needs that can not be easily met by teachers because of existing commitments, or because of gaps in the demographic match between teacher and student profile.

To Schools/Parents – Corps members provide an additional source for adult reinforcement of both academic and non-academic factors and developmental assets which are critical for youth learning success.

W h o l e S c h o o l , W h o l e C h i l d