Moore Well-Being Program

Process & Pathways

The Well-Being Program Process

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School decision-makers (a core group of interested staff, parents, administrators and students) meet with Jenn to share their hopes for and concerns about the school. They may already know which areas of the well-being wheel they would like to develop in their school or they may ask for guidance.


A school community meeting is held, where everyone learns about the well-being wheel.  The school community then reflects on what they are already doing in the different areas of the well-being wheel and what they would like to do more of.

Discovery and Diagnostic Phase

A series of questions are posed in an interview / partner format which reveal the areas on the well-being wheel which are vibrant and those that are in need of development.

Dream Phase

At this meeting, the community highlights the things they’d like to do more of and then identifies one (or more) area of the well-being wheel to focus on. A brainstorming session reveals the vision they have for their school's approach to that area of well-being.

Design Phase 1

Jenn shares relevant curriculum, policies and practices, professional development, and measurement tools specific to the focus area. Measurable goals and indicators are identified for goals which could include behavioral/habit, performance-based, or attitudinal.

Design Phase 2

The community identifies a few of the practices they will implement over the course of the year. A subgroup of the community works on identifying the cost of implementing the practices related to physical well-being they’d like at their school, sharing that information with the rest of the community.

Destiny Phase

The community creates a continuum of success for each of the areas they’d like to develop. This plan for well-being is added to the school's improvement plan.

Deploy Phase

The community carries out the identified practices with Jenn’s support and meets at the end of the school year (as well as throughout the year) to reflect on the success of the well-being initiatives, deciding on next steps based on the data collected throughout the year.

Pathways to Well-Being

Check out some possible ways a school could use the well-being wheel. These are hypothetical scenarios to give you a sense of the potential power of the Moore Well-Being Wheel.

What if….a school is having trouble with bullying?

SCENARIO: A school is having trouble with bullying and the principal and parents are concerned.

INTRODUCTORY: The principal and Jenn make a contract, outlining how Jenn will supervise and monitor the implementation and maintenance of the work that the school has decided upon. Jenn introduces the well-being wheel to the community.

DISCOVERY/DIAGNOSTIC: The school community meets and decides to focus on strengthening the social and emotional well-being of students and staff in their school.

DREAM: The community creates a vision of what the school looks like when  students and staff respect one another.

DESIGN: The principal, teachers, students, parents and Jenn meet to come up with measurable goals.

DESTINY: The school develops individual and organizational action steps, action steps and indicators to track success.

DEPLOY: Each grade level selects an approach/curriculum to fostering caring relationships; some classes use Tribes curriculum and some use Nonviolent Communication.
A counselor comes to campus for 3 hours a  day, every day, to meet with staff, students and parents. At the end of each week, teachers complete a 2 question survey, asking about conflicts and absences.
Jenn meets with teachers once a week, for one hour, to provide problem-solving advice and encouragement. Jenn updates the principal on a regular basis, sharing trends and making targeted recommendations.
At the end of the year, the school community  meets to use data to reflect on their progress towards their goal of strengthening the social and emotional well-being of students and teachers.

What if...a schools’ student achievement has plateaued?

SCENARIO: Students’ high performance has plateaued and the principal knows that he wants to see continued growth, in some way.

INTRODUCTORY: The principal learns about the well-being wheel and contacts Jenn to find out how the well-being wheel could be a useful framework for his urban high school’s growth and development. The principal and Jenn make a contract, outlining how Jenn will supervise and monitor the implementation and maintenance of the work that the school has decided upon.

DISCOVERY/DIAGNOSTIC: The principal and Jenn host a meeting with teachers, parents and students to identify the areas of well-being that their students are doing really well with (cognitive) and which areas they’d like them to be doing better in (spiritual).

DREAM: The group clarifies that they would like to provide space in the day to be quiet and thoughtful in order to become more aware of the present moment and less focused on their worries about the past and future.

DESIGN: The principal and members of the community work together to identify measurable goals.

DESTINY: The school develops individual and organizational action steps, action steps and indicators to track success. They clarify practices they will implement at school, professional development teachers and parents will receive, and measures to be used to track growth.

DEPLOY: Jenn sends out a survey to get a baseline sense of how people are thinking about mindfulness.The school community decides to engage in daily meditations of 3-10 minutes, using the Headspace and Calm apps in the classroom. Some teachers provide a few moments of silence at the beginning of each class, while others try quiet journaling.

Some of the students decide they wanted to try mindful silent eating, so the administration gives them a side room to use. The staff decides to use silence before meetings. A yoga instructor comes once a week (pro-bono) after school to offer free classes.

The dean tracks the number of student referrals each week as part of his regular duties and this is the measurable goal the school decides to track. Jenn checks in with staff once a week via e-mail to monitor progress.

Jenn shares regular updates regarding student behavior and implementation of meditation with the principal.

At the end of the year, Jenn sends out a survey to the school community, collecting feedback on these changes.At the beginning of the next school year, the community comes together to analyze the student referral data from the dean’s office, as well as the survey data, and decide on steps for the upcoming school year. Jenn agrees to maintain contact with the principal on a monthly basis to help him troubleshoot and problem solve.

What if...students seem stressed and overwhelmed?

SCENARIO: Students seem stressed and overwhelmed with noticeable tension in the classrooms and unusual erratic attendance.

INTRODUCTORY: A teacher finds out about the well-being wheel from a colleague at another school and brings it  to the principal. The principal meets with Jenn. The principal and Jenn make a contract, outlining how Jenn will supervise and monitor the implementation and maintenance of the work that the school has decided upon.

DISCOVERY/DIAGNOSTIC: Jenn facilitates a meeting with the school community to learn more about their concerns. She helps them articulate what the school is already doing really well (cognitive, social and emotional) and what they would like to see more of (environmental and emotional).

DREAM: The community has a lot of nature lovers and their enthusiasm is contagious. People start to wonder how to help kids reconnect with nature as a way to reduce stress.

DESIGN: The community identifies their goal as an increase in the students’ and staffs’ feelings of calm.

DESTINY: The community decides to integrate place-based education and natural intelligence into their curriculum and professional development. They select the measurement tools that they will use.

DEPLOY: They use an app called TinyPulse to track students’ and teachers’ feelings of emotional well-being. The parents agree to help by building a school garden. Teachers agree to take students to a nearby nature preserve twice a week for 30 minutes. Students decide to start recycling and composting.

Jenn checks in with the principal once a week and meets with the different groups on an as-needed basis.

At the end of the year, the groups reflect on the work they’ve done. They look at the data from TinyPulse to gauge the effectiveness of their environmental interventions.The community decides to continue focusing on environmental and emotional well-being, but they want to revisit cognitive well-being.

The community brings itself through an appreciative inquiry cycle, asking Jenn for guidance on planning. They create a plan for the following year. Jenn continues to be a resource to the school community, being called on every once in awhile.

What if...students are living in poverty?

SCENARIO: 75% of the students in the county school’s are living in poverty.

INTRODUCTORY: The superintendent wants to use the well-being wheel as a framework for making change and moving kids out of poverty. The superintendent and Jenn make a contract, outlining how Jenn will supervise and monitor the implementation and maintenance of the work that the school has decided upon.

DISCOVERY/DIAGNOSTIC: The superintendent and Jenn hold a community meeting to find out what is causing families to live in poverty and what families would like to do differently.

DREAM: The entire community creates a healthy financial vision for the county that includes entrepreneurship and child care.

DESIGN: Jenn works with the business owners of the community to brainstorm what they can do to provide some of these wishes for families in the community. Several leaders agree to move the financial well-being of community members forward. The community clarifies their goals for financial well being.

DESTINY: The community identifies the specific actions that will be taken to enhance financial well-being, along with indicators for success that will be tracked.

DEPLOY: Jenn holds a series of meetings around the county, talking with different groups to get a baseline sense of their financial literacy. The business teachers in the schools agree to host after school clubs to help unemployed youth and adults develop their own businesses.

Students provide child care for families through a child development class at the high school, and create a volunteer program that provides community service hours for high school students.

This innovative approach catches the eye of a local businesswoman who pledges financial support to these teachers, schools and startup businesses. Pockets of new businesses start popping up in the community. The superintendent brings in grants to provide financial literacy classes on a regular basis to support the changes that have occurred.

Jenn’s support shifts to checking in on a monthly basis, as the community leaders are taking charge of financial literacy for the district.

What if...the student progress/report card has become unhelpful and cumbersome?

SCENARIO: Parents are complaining that the 10 page report cards are convoluted and increasingly impractical.

INTRODUCTORY: A school adopts and adapts the well-being wheel as their assessment framework. The principal and Jenn make a contract, outlining how Jenn will supervise and monitor the implementation and maintenance of the work that the school has decided upon.

DISCOVERY/DIAGNOSTIC: Jenn meets with members of the school community to find out about people’s experiences with the report card.

DREAM: It is agreed by all that they desire a format that illustrates the growth of the whole child.

DESIGN: Jenn drafts a sample report card, submitting it to the principal for feedback. The principal shares the draft with the teachers, and the teachers provide comments. Jenn then modifies the report card according to the feedback.

DESTINY: The school community reviews the report card, making changes that are useful to them. Students decide that they want to add work samples that illustrate their successes to the conferences.

DEPLOY: Parent conferences are focused on discussing the growth in each of these areas. Teachers share what they are doing to foster continued progress and families share what they are doing. Then, teachers and parents share what they would like to see more of and how the other person could support that growth.

What if...physical education funding gets cut?

SCENARIO: Physical education classes were diminished to a degree that students are now restless during the school day and lack focus on their in-class studies.

INTRODUCTORY: A student connects with a teacher about this, and the teacher shares the well-being wheel with the student. Jenn is contacted for additional guidance and support.

DISCOVERY/DIAGNOSTIC: The teacher and student have conversations with other teachers and students and decide they would like more physical education at the school. The teacher and student share their ideas with the school board and they are receptive. The board president and Jenn make a contract, outlining how Jenn will supervise and monitor the implementation and maintenance of the work that the school has decided upon.

DREAM: Jenn leads a community meeting where members talk about all the physical activities they engage in and what they would like to do more of. Students and teachers share their hopes for physical education.

DESIGN: The school community decides to implement a strong PE program at a minimal cost. Members plan and develop goals to be tracked over the course of the year. They want less disciplinary referrals, higher attendance on PE days, and numerous physical fitness challenges.

DESTINY: Community members agree to provide some PE programming.

DEPLOY: Several runners share leadership in an early morning running club. The owner of the local gym provides weight lifting classes for students, staff and parents. The principal offers to lead a free yoga class.

Participation in the different groups increases over the course of the year. Jenn checks in once a month via email. She shares her findings with the school board at three meetings over the course of the year.

At the end of the year the community reflects on all of the data , deciding which programs they would like to keep and which they would like to change.

What if...a school wants to increase the academic rigor it provides students?

SCENARIO: Student academic achievement is low.

INTRODUCTORY: A teacher reaches out to Jenn, curious about how this issue would fit into the well-being wheel.

DISCOVERY/DIAGNOSTIC: Jenn meets with the teacher and principal to discuss the professional development support for the year, the professional development goals for staff, student performance, families’ satisfaction with the school, and students’ high school performance levels.

DREAM: The staff meet with Jenn to share their hopes to be better teachers, as well as their hopes for their students growth and development. The parents and students also meet with Jenn to discuss their hopes for their school.

DESIGN: Jenn suggests several different educational approaches, asking the community which ones they are curious about. She uses this information to help decide which approaches she’ll share with the school.

DESTINY: The principal and Jenn make a contract, outlining how Jenn will supervise and monitor the implementation and maintenance of the work that the school has decided upon.

DEPLOY: Jenn holds several informational meetings with staff and families about different approaches to rigor. She shares several possibilities, one of which is becoming an International Baccalaureate (IB) school. The school community decides they would like to bring the IB Primary Years Programme and the Middle Years Programme to their school.

The school applies for candidacy and begins working with their IB consultant. Jenn’s work is completed.The school continues on the path to IB authorization.The school become authorized in PYP and MYP, and student achievement begins to increase.

Teachers report feeling more satisfied with the quality of instruction they are providing students. Caregivers are pleased with how increasingly engaged their children are at school.

What if...staff is unhappy at work?

SCENARIO: Teachers are unhappy at work and there is high turnover.

INTRODUCTORY: The new principal meets with Jenn to discuss how the well-being wheel could help improve the school culture. The principal and Jenn make a contract, outlining how Jenn will supervise and monitor the implementation and maintenance of the work that the school has decided upon.

DISCOVERY/DIAGNOSTIC: Jenn leads a meeting with the school staff to teach them about the well-being wheel. She asks them to reflect on the areas in which they are flourishing and what could be done to create even more opportunities for flourishing.

DREAM: The staff reflect on what they love about the school and build a vision of what their ideal school would be.

DESIGN: The staff identify specific goals for their cognitive, social, emotional and physical well-being.

DESTINY: The staff individually commits to specific practices and identifies how they will support each other in developing these new practices.

DEPLOY: Jenn sends out a survey start about job satisfaction. Jenn teaches the staff how to do walking meetings, as well as standing check-ins. She comes to the school once a month to facilitate voluntary talking circles after school. Jenn coaches the principal throughout the year, based on her goal of supporting a positive, professional culture. Jenn administers the job satisfaction survey again at the end of the year.

At the end of the year, Jenn pulls the data together about staff retention and job satisfaction to share with staff. The staff analyzes the data, are energized by the results and set more goals for themselves for the following year. Jenn helps the group plan their practices for the next year and remains available to support the school on an as-needed basis.


Well-Being Overview

Take a look at some of the principles, research and objectives that comprise the Moore Well-Being Program.


Well-Being Wheel

Learn about the 7 different dimensions of the Moore Well-Being Wheel and how they operate at individual and organizational levels.


Well-Being Resources

this link will take the visitor to the resources page where they can take a peek and request the various resource guides.