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Educating the Whole Child and the Whole School: Guidelines for Social and Emotional Development and Learning NYS Council of Education Associations February 6, 2009 Mark Barth firstname.lastname@example.org What and Why
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NYS Council of Education Associations
February 6, 2009
Combining “high behavioral and academic expectations with high levels of student and adult support.” 1999 Annenberg Research Project
“The biggest achievement gap is between what kids can and will do, between actual achievement and their potential.”
Eric Cooper, National Urban Alliance
“The Commissioner [of Education] shall,
in cooperation with the Commissioner of Mental Health,
for voluntary implementation by school districts
that incorporate social and emotional development
into elementary and secondary school education programs
prescribed in paragraph (b) of subdivision one of section
three of the Children’s Mental Health Act of 2006.”
The Children’s Plan, October 1, 2008
The ability to
(Elias et al, 1997)
Foundational social-emotional skills enable children to calm themselves when angry, initiate friendships and resolve conflicts respectfully, make ethical and safe choices, and contribute constructively to their community.
School culture orients the behavior of members of the school community and helps them make sense of new information and demands (Deal & Peterson, 1990).
“We believe that the framework that improves the school culture must be in place first.”James Comer (2005)
America’s Promise Alliance represents a national and state effort to improve the academic, social and civic outcomesof at-risk young people by delivering on Five Promises
Turnaround for Children
Most schools and communities have multiple interventions and services. When they are fragmented by funding streams, turf, etc., it wastes money and undercuts the ability of different initiatives to support each other
* biological, adoptive and foster parents; siblings, grandparents, relatives and adults who are committed to the child.
The Chicago School Connection Surveyhttp://www.casel.org/downloads/SampleConnectionReport.pdf measures safe, respectful climate; high expectations; student support; social-emotional learning.
New York City began to survey parents, students and teachers on aspects of school environment like safety, communication, engagement, and expectations.
Ohio is developing school climate assessment as an additional and complementary form of accountability.
The current fiscal crisis dictates
significant budget reductions
The 2009-2010 budget strategy is to:
contract not expand
1) Even if it is good for kids, if it costs additional money, it is unlikely to pass.
2) If it is good for kids and saves money it stands a much better chance.
3) Good science is essential, perhaps catalytic.
School Boards and Superintendents ask
“What is the next highest-valued alternative use of that resource?”
A second question to be asked:
“Is there a cost to the school’s success in neglecting all students’ social and emotional development?”
New York State wishes to
- Help schools and districts plan and act efficiently in their investment choices.
The State Education Department will establish an “evergreen” webpage to display and update tools, continue to document best practices, identify resources and supportive research.