HOLISTIC INTEGRATED LEARNING SYSTEM^©

The Challenge

On January 8, 2002, President George W. Bush signed into law the No Child Left Behind Act of 2001 (NCLB).  This landmark legislation heralds a new era in education where schools’ success will be measured by “whether every child is learning”.  It marks a shift in federal government spending; for the first time, the federal government will invest in successful public education rather than continue to fund failing systems.  It gives states more flexibility in spending while at the same time it requires them to set standards for student achievement and holds students, teachers, and other educators accountable for results.  U.S. Secretary of Education, Rod Paige, described the new legislation as “…a bold mission”.

Four basic education reform principles are identified within the bill:  stronger accountability for results, increased flexibility and local control, expanded options for parents, and an emphasis on teaching methods that have been proven to work.  These four principles form the foundation upon which the Holistic Integrated Learning System (HILS)^© was built.

The Holistic Integrated Learning System uses a systems integration approach to professional support and resource accessibility for K-12 educators.  Years of research and study have resulted in the design and development of a 21^st century teaching and learning model that meets the needs of  ALL students by providing a holistic solution that combines the very best tools and resources with high quality, 21^st century professional development and support.  This comprehensive solution ensures that every child has a well-prepared teacher who knows what to teach, how to teach, and has the quality resources available to provide every child a rigorous and relevant learning opportunity.

The Solution

The Holistic Integrated Learning System^© offers a comprehensive and systematic solution to improving the quality of teaching and learning in today’s classrooms.  It reflects a commitment to making a difference that will last by providing connected, essential services in a more cost effective and efficient method.  The holistic solution measures success by student performance and is built upon a curriculum matrix that aligns states’ academic standards and assessments with resources and strategies.  This matrix serves as the guidepost for aligning and focusing schools’ resources, as well as guiding the development of customized learning paths for teachers and leaders.

The instructionally focused solution provided through a gateway includes a dynamic array of resources and solutions provided through  partnerships and alliances equipping educators with the necessary tools and resources to achieve the rigorous and relevant curriculum demanded for ALL students today.  It facilitates the need for educators to find out-of-the-box solutions to prepare all students with the 21^st century skills they must have in our technological, information-based society.  In short, it provides schools with the models needed to be successful in achieving high academic standards for all students through a relevant education, today and in the future.

The professional development component uses a systematic and systemic approach to professional support for K-12 educators.  The systems approach builds in the tools and resources of the gateway as part of the new model of teaching and learning that will become the “standard operating procedure” for 21^st century schools.  The Professional Development solutions provide educators with new models of what their role and the roles of their students look like in an engaged, resource-rich, technology enhanced learning environment.

Working in concert with the comprehensive education gateway, the professional development support system connects and manages the complexity of processes and resources needed for 21^st century learning environments to create a systemic integration model that facilitates all schools becoming professional learning communities where everyone’s job is to learn.  The solutions and services available through the Holistic Integrated Learning System^© provide a context for Professional Learning built around the following critical factors needed for system wide, significant and sustainable change.

• Focuses on deepening teachers’ content knowledge and pedagogical skills
• Includes opportunities for practice, integration, and reflection
• Is embedded in educators’ work and takes place during the school day
• Is ongoing, sustainable, and continuous
• Is founded on a sense of collegiality and collaboration among teachers and between teachers and principals (mentors) in solving important problems related to teaching and learning
• Changes the attitudes, beliefs, behaviors, and practices of educators
• Includes standards-based and intellectually rigorous professional development for both teachers and leaders
• Includes challenging and organized professional learning and ongoing support

No Child Left Behind signaled the beginning of change in how schools are funded and measured for success.  In response, the Holistic Integrated Learning System^© provides new resources to help implement the NCLB Act and improve educational opportunities for all students.  It represents an investment in sound and evidence-based practices that will leverage change and ensure continuous improvement.

The Pathways

The Holistic Integrated Learning System^© consists of three steps in the localized implementation of this comprehensive and connected approach to creating 21^st century classrooms and schools.

Quality, integrated, and systemic professional development and support will result in a qualified teacher in every classroom, effective leadership for every campus and district, and application of rigorous and relevant learning by all students.

No Child Left Behind demands and requires a greater return on our investments in education. The Holistic Integrated Learning System^© provides a comprehensive solution to transforming teaching institutions into dynamic learning organizations by investing in the development of individuals.  It directs schools toward common academic goals and unites communities for reform, achievement, and continuous improvement.

© Quality Learning 2003