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Social – Emotional Development and Learning Survey of School and District Practices

Social – Emotional Development and Learning Survey of School and District Practices http://mxm.nyit.edu/cgi-bin/ssvws.pl?surveysaid/NYSED/SEDL.htm SCDN Meeting May 29. 2008 James Viola, Executive Director Office of School Improvement.

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Social – Emotional Development and Learning Survey of School and District Practices

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  1. Social – Emotional Development and Learning Survey of School and District Practices http://mxm.nyit.edu/cgi-bin/ssvws.pl?surveysaid/NYSED/SEDL.htm SCDN Meeting May 29. 2008 James Viola, Executive Director Office of School Improvement

  2. Social and Emotional Development and Learning (SEDL) Survey • SED will be surveying district and school superintendents, administrators, teachers, pupil personnel, school boards, parents and community partners on current and related SEDL practices • The results will help State Ed develop guidelines due in October 2008. • Takes about 10-minutes to complete Courtesy of New York Institute of Technology and U. Illinois Chicago Collaborative for Academic, Social and Emotional Learning

  3. Why SEDL? • P-16 ActionPlan #11: Reduce Barriers to Teaching and Learning • Calls for voluntary guidelines that incorporate social – emotional development into elementary and secondary programs, as per Children’s Mental Health Act 2006

  4. Impact of Social and Emotional Development and Learning A growing body of evidence shows that SEDL leads to improvements in: • Attitudes - motivation, commitment • Behavior - participation, study habits • Performance - grades, subject mastery Roger Weissberg et al Meta Analysis (2008) Education Week Dec 19, 2007

  5. Mental Health in Schools Three Tiers • Promote healthy development, prevent problems • Address problems as soon after onset as is feasible • Have a system for assisting those with chronic and severe problems. Adelman & Taylor (2007) School Based Mental Health Project, UCLA

  6. Social and Emotional Development Emphasizes Prevention -- Focusing on hurt feelings … e.g., over being left out of a game, • Managing jealousy … e.g., when a girlfriend talks to another guy, • Negotiating minor conflicts … e.g., in cafeteria, playground, etc. … Prevents escalation, … Equips youngsters/adolescents with life skills proves cost effective in the long run.

  7. SCDN Role • Please alert superintendents, administrators, teachers, pupil personnel, school boards, parents and community partners of the availability and value of this survey. • The survey will be posted until June 30 and then the results will be analyzed. • We will follow up with you on recommendations for guidelines and next steps.

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