Whole-Child Supports
At CCS, we recognize that The Office of Whole Child Supports cannot solely focus on the child. Rather, in alignment with current research and best practices, we recognize that we must have “greater alignment that includes integration and collaboration between education leaders and health sectors to improve each child’s cognitive, physical, social, and emotional development. Public health and education serve the same children, often in the same settings. The Whole School Whole Community, Whole Child (WSCC) model focuses on the child to align the common goals of both sectors to put into action a whole child approach to education.” (CDC)
Contact Us
Southland Center
Suite 143
3700 South High Street
Columbus, OH 43207
Phone: (380) 997-7500
- Attendance, Climate, and Culture
- Ohio's Prescribed Health Curriculum
- Panorama Survey
- Restorative Practices
- Ohio's Suicide Crisis & Lifeline
Attendance, Climate, and Culture
In order to create school communities that are culturally responsive, inclusive, and that fulfill the Columbus City Schools mission, schools and classrooms must be places where adults and students have positive, healthy relationships, where students want to come every day, where they feel engaged and cared for, and where teachers and staff feel supported.
Each student has access to the resources, opportunities, and supports they need to develop to their full academic and social-emotional potential. In order to prioritize student-centered practices, we must make the necessary system changes (policies, processes, and practices) to reduce and eliminate outcome predictability for any CCS student based on any social identity factors, including but not limited to race, sex, gender identity/expression, socio-economic status, ability, and any intersections thereof.
Ohio's Prescribed Health Curriculum
K-6 Prescribed Health Curriculum
ORC 3316.60 (formerly known as HB 85/Erin's Law and HB 123) requires that all students in grades kindergarten through six receive annual developmentally appropriate instruction in child sexual abuse prevention, including information on available counseling and resources for children who are sexually abused. In grades kindergarten through six students receive instruction in personal safety and assault prevention. The videos linked below meet state requirements for both topics.
Grades 6-12 Prescribed Health Curriculum
ORC 3316.60 (formerly known as HB 85/Erin's Law and HB 123) requires that all students in grades kindergarten through six receive annual developmentally appropriate instruction in child sexual abuse prevention, including information on available counseling and resources for children who are sexually abused. In grades seven through twelve students receive developmentally appropriate instruction in dating violence prevention education and sexual violence prevention education.
In grades six through twelve: at least one hour or one standard class period per school year of evidence-based suicide awareness and prevention and at least one hour or one standard class period per school year of safety training and violence prevention.
In grades six through twelve: at least one hour or one standard class period per school year of evidence-based social inclusion instruction.
The videos linked below meet state requirements.
- Social Inclusion- Sandy Hook Promise: Start with Hello (requires a free registration to access the video)
- Suicide and Violence Prevention- Sandy Hook Promise: Say Something (requires a free registration to access the video)
- Dating and Sexual Assault Prevention
Panorama Survey
CCS created the vision that each student will have a world-class model of public education that prepares all students to be Portrait-ready graduates and reach their full potential.
The Panorama Survey, administered yearly since 2017-18, was developed by CCS in partnership with Panorama Education to measure progress toward that goal and gather feedback from our community. This year, we are excited about the new, shortened, more streamlined version that will allow us to take action steps based on your feedback.
For questions, please contact us at panorama@columbus.k12.oh.us.
Frequently Asked Questions
- Who takes the Panorama Survey?
- Do students have to take the survey?
- What's in the survey?
- How are results from the survey used?
- Where can I see survey results?
- Where can I find more information?
- How can I take the survey?
Who takes the Panorama Survey?
Do students have to take the survey?
Parents and guardians have the right to opt students out of the survey. Students 18 or older can opt themselves out of the survey. A letter with opt-out instructions is shared with families in the weeks before each student survey opens.
What's in the survey?
The survey for students asks questions about how students perceive themselves, their social-emotional competencies, and their schools. The surveys for families and staff ask about their engagement and experiences with CCS.
View the content of the student survey here:
How are results from the survey used?
The District and our schools use the survey to evaluate progress on our district guardrails. Principals and school teams also use the results to decide on new interventions and programs to improve school climate and social-emotional learning, and many schools incorporate Panorama goals into their Comprehensive School One Plans each year.
Click the links below for videos in your language that explain the "why" behind the Panorama Surveys. The videos will also answer other questions you might have such as "What is the Panorama Survey," and "What do we do with the results of the survey?"
English | Arabic ( العربية ) | French (Français) | Nepali (नेपाली)
Where can I see survey results?
Explore district-level results on our SEL scales and the Family Engagement scale, including the individual questions that make up each scale and breakdowns of responses by different student subgroups.
All CCS Central Office and school staff can view district- and school-level results for the student survey on the Panorama portal. Visit secure.panoramaed.com/login to access your account.
Spring 2024 Panorama Survey Highlights are in! Please click here to learn more.
Families - Click here to view results from the Panorama Survey.
Staff - Click here to view results from the Panorama Survey.
Students - Click here to view results from the Panorama Survey.
Where can I find more information?
How can I take the survey?
Restorative Practices
What Are Restorative Practices?
Restorative Practices as defined by the International Institute for Restorative Practices, Inc. (IIRP) is a social science that studies how to build social capital and achieve social discipline through participatory learning and decision making (IIRP, 2002). The focus is on proactively building relationships and a sense of community to prevent conflict and wrongdoing while developing intentional strategies and responses to address conflict and wrongdoing when it occurs.
80% Proactive
20% Responsive
Educators use two main types of restorative practices in learning communities:
- 80% Proactive district-wide strategies that aim to create a sense of community, build healthy relationships, and develop conflict resolution skills, as well as a sense of belonging and agency.
- 20% Responsive strategies to address incidents of harm. For example: circles, conflict-resolution, peer-led practices.
Our Vision
CCS will become an entrusted district of restorative leaders and practitioners through:
- Investing in Restorative Practices
- Embracing our values
- Fostering Relationships
To ensure a healthy, inclusive and safe learning environment for ALL.
"To be 'restorative' means to believe that decisions are best made and conflicts are best resolved by those most directly involved in them. The restorative practices movement seeks to develop good relationships and restore a sense of community in an increasingly disconnected world." ~ IIRP, from The Restorative Practices Handbook for Teachers, Disciplinarians, and Administrators
Why Use Restorative Practices?
Restorative practices provide a whole child approach with opportunities to connect, reflect, restore, and identify solutions that are empowering rather than punitive. The practice encourages everyone to take responsibility as it provides an opportunity for everyone's voice to be heard and contribute to decision making. Columbus City Schools believes in the integration of restorative practices, and it shows in the way we think about, talk about, and respond when we interact with others in our schools to build caring relationships and communities.
Ohio's Suicide Crisis & Lifeline
Ohio law to require certain schools to share Lifeline information with students
Beginning April 9, Ohio law requires city, local, and exempted village school district, chartered nonpublic school, community school, STEM school, and college-preparatory boarding schools serving students in grades 9-12 to include the 988 Suicide and Crisis Lifeline telephone number on student identification cards, planners, and electronic portals, if provided or used by the school. The Lifeline is available 24/7 for all Ohioans to call or text “988” to reach a trained specialist for help and support during a mental health crisis.
The Ohio Department of Education and Workforce's webpage includes more information about this requirement. The Ohio Department of Mental Health and Addiction Services also provides resources that may help schools meet this requirement, including the 988 Toolkit and Materials Generator.
Contact 988ohio@mha.ohio.gov for questions about the Suicide and Crisis Lifeline or prevention@education.ohio.gov for questions about the new requirements.