1. Welcome to An Evening of Dialog sponsored by

2. I.Why now?

3. What Is Social and Emotional Learning (SEL)? SEL is the process of acquiring the competencies to recognize and manage emotions, develop caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations effectively. These competencies provide the foundation for positive health practices, engaged citizenship, and academic achievement. CASEL at UIC

4. Developmental Assets: Essential Building Blocks of Child and Youth Development: The eight categories are: Support Empowerment Boundaries and expectations Constructive use of time Commitment to learning Positive values Social competencies Positive identity

5. “No subgroup of young people excels dramatically or lags far behind the others with developmental assets.” — All Kids Are Our Kids New Data Set of 2,000,000 Adolescents Nationally Shows:

6. National Results – GPA & Asset Levels Kids with 10 assets or less...... 2.1 GPA Kids with 11-20 assets......... 2.7 GPA Kids with 21-30 assets......... 3.0 GPA Kids with 31-40 assets......... 3.2 GPA Slides 5-15 from Search Institute data 2009

7. National Results by Size of Community Suburban (10-50,000) - 18.6 assets Metropolitan (250,000+) - 18.2 assets Rural (2,500 or less) - 18.2 assets

8. Developmental Assets in Santa Clara County In 2005, a total of 13,809 students completed the asset survey. Of those students, 6,548 (47%) had 20 assets or less.

9. Santa Clara County Assets by Grade

10. Assets by Family Income (New York City) BoroughAvg. AssetsFamily Income% in Poverty The Bronx19.6$30,68228% Brooklyn18.4$36,18822% Manhattan18.6$50,29918% Queens17.2$48,60812% Staten Island16.8$64,3339%

11. Gender Girls have an average of 19.9 assets, while boys have an average of 17.2 assets. Boys outrank girls in only one asset – “Safety”

12. National Results by Family Composition Two-parent families: 19.4 assets One-parent families: 17.0 assets

13. Relationship of assets to risk behavior: Even though low-income youth are twice as likely to use illicit drugs, low-asset youth are 9.4 times more likely to use those same drugs.

15. Important New Information Low levels of asset development in the following categories have a direct correlation to depression and attempts at suicide:  Support  Empowerment  Positive Identity

16. The research… A meta-analysis of 207 schools (Greenberg et al 2003; Zins et al 2004) using social- emotional learning programs revealed the positive impact on students’ attitudes, behaviors, and academic performance

17. The Connie L. Lurie College of Education response…

18. San José State University Connie L. Lurie College of Education Center for Reaching & Teaching the Whole Child Rethink professional preparation and ongoing professional development curriculum & assessment Connect community resources related to the socio-emotional dimension of learning with each other and schools and universities Support the social, emotional, and academic success of all learners Support schools through community- based research

19. IV.College of Education departments involved in Center Elementary Education Secondary Education Special Education Educational Leadership Counselor Education Communicative Disorders Child and Adolescent Development

20. Connections with community resource providers… All Kinds of Minds Cleo Eulau Center Edutopia Project Cornerstone Community Matters RippleEffects Citizen Schools HeartMath YMCA Mindfulness in Education NoBully PACT adoption group

21. V.Some of the Center’s activities during the past year… Sponsored College of Education Forum : Introduction to the social- emotional dimension and Bay area resource providers Begun case study projects to examine two schools in Bay area doing work in social-emotional dimension Surveyed Santa Clara County principals regarding use of Healthy Kids Survey data and knowledge of resources Sponsored two Bay Area Resource Provider forums Center website built: www.reachandteachthechild.org