SEDL in Action - Cayuga County
Approaches:
- Outreach to and engagement of families and community
- Attention to school - classroom environment and relationships
- Skill acquisition through sequenced social - emotional learning opportunities and standards-based instruction
- After school, out-of-school, extra curricular and service learning and mentoring
- Alignment of district and school personnel, policies, and practices to support students
- Collaboration between school district and community-based service providers
- Staff development for administrative, instructional, student support staff and willing partners
1. Outreach to and engagement of families and community
There are no programs listed for this approach.
2. Attention to school environment and student-adult relationships
There are no programs listed for this approach.
3. Skill acquisition through sequenced social - emotional learning opportunities and standards-based instruction
There are no programs listed for this approach.
4. After school, out-of-school, extra curricular and service learning and mentoring
There are no programs listed for this approach.
5. Alignment of district and school personnel, policies, and practices to support students
There are no programs listed for this approach.
6. Collaboration between school district and community-based service providers
A Partnership for Results since 1999 - Cayuga County
The partnership is a 501(c)(3) quasi-governmental tax-exempt organization with a board of directors
drawn from public education, human services, and law enforcement. Its elements include a
multidisciplinary (educational and mental health) assessment process attuned to the early onset of
problems; an MOU detailing how the Partnership collects, stores, and uses child and family-based data;
timely and thorough inter-agency service planning and delivery, and ongoing evaluation of programs.
The outcomes are impressive: juvenile violence, criminal offending, and destructive risk-taking by
children and youth have declined dramatically; safer schools with reductions of more than 55% in fighting
and crimes of violence on school property. The admission rate to foster care as a result of abuse and
neglect has decreased by nearly one-half (it declined by a quarter in Upstate NY). Independent outcome
evaluations indicate that nearly two-thirds of students receiving mental health prevention and short-term
interventions experienced substantial improvements socially and emotionally, with a greater capacity to
manage problems at home and school, including significantly lower levels of school suspensions.
For more detail see Child Trends April 2010.
www.childtrends.org/Files//Child_Trends-2010_04_01_RB_EBProgramsinAction.pdf
7. Staff development for administrative, instructional, student support staff and willing partners.
There are no programs listed for this approach.