1. Update On Social and Emotional Development and Learning Guidelines S/CDN September 12, 2008 Mark J. Barth mbarth@mail.nysed.gov

2. Marc Brackett Deputy Director of Yale’s Health, Emotion, and Behavior Laboratory --Edward Zigler Center in Child Development and Social Policy. Developed model of emotional literacy: Teaching children and adults skills associated with Recognizing, Understanding, Labeling, Expressing, and Regulating emotions (RULER)

3. August 18 th Meeting at SED "Why social and emotional development is important to the success of NYS elementary and secondary students and teachers." Do students have strategies to employ to “be present” throughout the day? Emotions cannot be separated from cognitive and social skills: attention, memory, learning, decision making

4. Emotional Literacy Emotional Literacy is -information that can be taught -an achievement not an aptitude PBS does not go deep to teach self-regulation E.g. The Stop Light: Red—stop Yellow-- take breath, think of alternative solutions for anger, sadness, guilt, anxiety But do kids know the strategies?

5. SEDL Survey SED invited superintendents, administrators, teachers, pupil personnel, school boards, parents and community partners on SEDL practices Posted on website for month of June 2008 Courtesy of N.Y. Institute of Technology and U. Illinois Collaborative for Academic, Social and Emotional Learning

6. 1,430 Respondents PPS 45% Teachers 23% School Administrators 16% Instructional / non school staff 7%, District and BOCES administrators 4% Superintendents 2% Parents 2% School board members 1%

7. Respondents by School & Grade High Schools / Gr. 7-12 schools 29% Pre-K/elementary grades 27% Middle grades schools 22% K-12 schools 15% K-8 schools 4% Community members 2%

8. Respondents by Geography Suburban 39% Rural 28%. Big 4 Cities 12% Small Cities 11% New York City 9%

9. Progress Scale Respondents indicate the degree to which each of the listed components of SEDL was currently being implemented using a 5-point scale: 1 = We have not started this activity. 2 = We have started planning. 3 = We have begun this activity. 4 = We have made substantial progress on activity. 5 = We have fully carried out this activity.

10. Three Kinds of Comparisons Progress between and among the eight dimensions Relationships between respondent demographic and responses Differences between New York 2008 and Illinois 2005

11. Eight Dimensions  Planning  Programming  Staffing  Responsive Services  Safe Respectful Environment  Professional Development  Parent Involvement  Community Partners

12. Staffing = mean 4.3 Provision of unspecified services by certified / licensed support staff NursePsychologistSocial WorkerCounselor Grades K-1271%76%56%66% Grade K-877%69%40%59% HS / Grade 7-1268%65%55%73% Middle Grades76%77%63%80% Pre-K Elem. Grades74%79%55%56% NursePsychologistSocial WorkerCounselor Big 4 Cities73%67%58%70% New York City51%60%55%67% Rural Area71%74%42%68% Small City68%69%60%59% Suburban Area77%78%64%70% Total71%73%60%68%

13. Rankings Safe Respectful Environment = 3.6 Ranked second highest, after Staffing Principals & superintendents have most favorable view of progress Parents have the least favorable Responsive Services = 3.0 Help with problems teachers/administrators are unable to address routinely.

14. Rankings Planning, Programming and Professional Development = 2.7 Uniformly limited to the start-up / beginner phase. Partnering with Parents and Families and with Community Agencies There is commitment to collaboration and room for improvement.

15. District / School Programs SEDL research-based programs currently used PBIS Second Step After school programs School-based guidance Assets development, Social and emotional learning Character education School violence reduction and bullying prevention

16. Conclusions We observe in the data a divide in NY State’s  Readiness to address social and emotional wellness of students whose needs demand attention, and  Readiness to support the social and emotional development of all students.

17. Implications Guidance can help schools embrace social and emotional development and learning as an effective school environment strategy and student skill development strategy as well as a "problem prevention" strategy.

18. Next Steps Multidisciplinary Educator Focus Group October 3 to help NYSED draft SEDL guidelines Followed by Child Agency Leaders to review the recommendations of educators Complete by January 2009