STATE BOARD OF EDUCATION SOCIAL AND EMOTIONAL LEARNING COMPETENCIES COMMENT/RESPONSE FORM
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1 STATE BOARD OF EDUCATION SOCIAL AND EMOTIONAL LEARNING COMPETENCIES COMMENT/RESPONSE FORM This comment and response form contains comments from the March 5, 2017, State Board meeting when the social and emotional learning competencies and sub-competencies were presented at first discussion. Topic: Social and Emotional Learning Competencies Resolution Meeting Date: May 3, 2017 Code Citation: N/A Division: Learning Supports and Specialized Services Level: Discussion Completed by: Office of Student Support Services Summary of Comments and Agency Responses: The following is a summary of the comments received from State Board members and the public and the Department s responses. Each commenter is identified at the end of the comment by a letter or number that corresponds to the following list: A. Mark Biedron, President B. Joseph Fisicaro, Vice President C. Ronald Butcher, Member D. Edithe Fulton, Member E. Ernest Lepore, Member F. Andrew Mulvihill, Member 1. Patricia Wright, Executive Director New Jersey Principals and Supervisors Association 2. New Jersey Association of School Librarians 3. Celina Levy & Rebecca Alfaro, Executive Director and Deputy Executive Director Governor s Council for Alcoholism and Drug Abuse
2 4. Dr. William Trusheim, President New Jersey Alliance for Social, Emotional, and Character Development 5. Dr. Philip Brown, Member New Jersey Alliance for Social, Emotional, and Character Development 1. COMMENT: The commenter questioned if schools should teach social and emotional learning (SEL) or if rather this is the responsibility of a student s family. The commenter further questioned if teaching SEL will interfere with the religious beliefs and values of families. The commenter noted that the sub-competency in social awareness that states, demonstrate an awareness of other s cultural backgrounds and respect for differences between individuals and groups may be interpreted as acceptance of beliefs which may contradict a family s beliefs. (F) RESPONSE: The Department agrees that values are instilled in the home by parents and families and recognizes that the best educational practices involve a partnership with families. These SEL competencies encompass skills beyond academic skills, which will prepare students to be successful members of society. Educators in New Jersey have been teaching SEL, partially and comprehensively through the Comprehensive Health and Physical Education Standards, Social Studies Standards, World Language Standards, English Language Arts, Career Ready Practices, Positive Behaviors Supports in Schools, Character Education Programs, and SEL programs. However, New Jersey has not had a common language and focus that is created through these competencies. The Department appreciates the commenter s concern and as a result has re-examined the language of this sub-competency to ensure the language accurately conveys the intent is for students to be able to demonstrate awareness and act with respect towards other s differences. The proposed revision is as follows: Demonstrate an awareness of [other s cultural backgrounds and respect for] the differences [between] among individuals, [and] groups and other cultural backgrounds and act respectfully towards all. 2. COMMENT: The commenter expressed concern with the sub-competency in social awareness that states, understand social and ethical norms in order to interact effectively. The commenter questioned how schools and/or teachers would decide the appropriate social and ethical norms to teach students. (F) RESPONSE: The Department encourages school districts to review the SEL competencies and sub-competencies and to make decisions at the local level regarding the integration of SEL in district schools and classrooms. When implementing SEL, school districts should make decisions based on the needs and values of the school community. The proposed competencies and sub-competencies provide school districts
3 with flexibility to determine which specific skills need to be taught and how instruction will take place by grade levels and subject. Based on the commenter s feedback, the Department re-examined the language of this sub-competency to ensure the language accurately conveys the intent that students are able to understand positive social norms and core values related to the school community. The proposed revision includes additional language and examples to further clarify the purpose of this sub-competency. The proposed revision is as follows: Demonstrate an [U]understanding of positive social [and ethical] norms and core values (such as respect, empathy, civic mindedness and good citizenship) [in order to interact effectively]. 3. COMMENT: The commenter questioned whether there was consensus around the use of language in the SEL competencies and sub-competencies. (E) RESPONSE: For the past two and a half years, the Department convened a working group of stakeholders to review evidence-based SEL research to develop a format to promote SEL across the curriculum that will best serve New Jersey students. The products from the working group went through several tiers of review, including a review by the Collaborative for Academic and Social Emotional Learning, nationally renowned for research in SEL. The SEL materials presented to the are consistent with the research on SEL as well as language in current standards for Comprehensive Health and Physical Education, Social Studies, English Language Arts, Mathematics Practice and the Career Ready Practices. 4. COMMENT: The commenter noted that many of the skills in the sub-competencies are related to civics and questioned whether the title Citizenship and Democracy would better characterize the content of the document. (C) RESPONSE: The Department appreciates the commenter s suggestion and agrees that skills related to civics, citizenship, and democracy are important components of SEL. However, the title Citizenship and Democracy would not capture all of the skills in the sub-competencies. Additionally, SEL is a researched-based term and more accurate description that encompasses all of the competencies and sub-competencies. 5. COMMENT: The commenter asked for clarification regarding how pre-service teachers will be informed about SEL. (A) RESPONSE: The Department included members of higher education on the working group to develop the SEL competencies and sub-competencies. These members have begun to promote SEL to pre-service teachers in their respective colleges and
4 universities. The Department has also presented at various events across the state to further promote understanding of the connection between school climate and SEL. The Department will continue to make resources available on SEL on the Department s website in order to provide current teachers and pre-service teachers with information to support the implementation of SEL in schools. 6. COMMENT: The commenter asked for clarification as to whether teachers are prepared to teach SEL skills to students. (E) RESPONSE: The Department believes that teachers have the ability to teach SEL skills and these skills are further enhanced through the Professional Standards for Teachers at N.J.A.C. 6A:9. Among other things, N.J.A.C. 6A:9 requires that teachers create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. This requires teachers to collaborate with learners, families, and colleagues to build safe, positive learning climate of openness, mutual respect, support, and inquiry and to develop shared values and expectations for respectful interactions and rigorous academic discussions. To further support teachers and the integration of SEL in schools, the Department plans to develop resources and professional development on SEL. 7. COMMENT: The commenter questioned if professional development related to SEL will be required for teachers. (B) RESPONSE: The Department does not plan to require teachers to receive professional development on SEL. While professional development on SEL may be included in an individual teacher s plan for professional development, it will not be a state mandated requirement. However, the Department plans to develop resources and professional development opportunities on SEL for schools and teachers. 8. COMMENT: The commenter noted that some students may lack social skills, which may lead to incidents of bullying and that teachers need to intervene when this behavior occurs. (D) RESPONSE: The Department agrees with the commenter that students need to develop specific skills related to social awareness, responsible decision-making, and relationship skills in order to positively interact with peers. The Department developed the SEL competencies to provide schools with a defined set of common competencies and resources that may be taught to students to further develop these critical skills. Research demonstrates that there is a positive impact on school climate, bullying, discipline, and relationships when students are taught explicit SEL skills.
5 9. COMMENT: The commenter thanked the Department for its efforts to develop SEL competencies and sub-competencies. (A) RESPONSE: The Department appreciates the commenter s support. 10. COMMENT: The commenter expressed support for the State Board s adoption of the resolution to encourage the implementation of the NJ SEL Competencies and also reiterated that the Anti-Bullying Task Force s final report reflects strong support for schools developing a system-wide approach to SEL instruction. The commenter further noted that research strongly supports the teaching of academics and SEL and that in order to be college and career ready, schools need to provide students with social and emotional competencies to support their success. Additionally, the commenter noted that SEL is embedded in several NJ content standards in the areas of Health and Physical Education, Social Studies, English Language Arts, and 21 st Century Skills and Career Ready Practices. The commenter also noted that teaching SEL skills supports the establishment of a positive classroom climate conducive to learning and linking instruction to clear expectations for student behavior further promotes a healthy and safe environment. The commenter stated that the Anti-Bullying Bill of Rights Act mandates that all NJ schools implement a yearlong grade-appropriate anti-bullying curriculum and that in order to teach these skills, schools must teach students SEL competencies related to selfmanagement, relationship building, tolerance, and conflict resolution. The commenter stated that schools are currently addressing SEL in several ways. While SEL is not new to NJ educators, NJ has never had a common set of competencies or centralized resources to help create a common language on SEL to assist educators. The commenter recommended that the Department work with the educational organizations to communicate the importance of teaching the whole child and engage with partners to create meaningful professional learning opportunities for educators in addition to resources. The commenter noted that through focused support and collaborative partnership, the State Board and the Department can help ensure students are achieving and growing academically, socially and emotionally. The commenter further noted that she is ready to work with the members of the NJ Principals and Supervisors Association, the State Board and the Department to make this vision a reality for students. (1) RESPONSE: The Department appreciates the commenter s support and looks forward to further collaboration. The Department agrees with the commenter s statements on the importance of teaching SEL competencies to prepare students to be college and career ready, the development of SEL competencies fosters positive school climates, and the
6 need for a common set of competencies and centralized resources to support educators with this work. 11. COMMENT: The commenter expressed support for the NJ SEL Competencies and stated that school library media specialists serve a unique role in addressing SEL with students. The commenter further noted that school library media specialists support SEL in various ways, including teaching students to take responsibility for seeking multiple points of view; selecting literature to support development of knowledge, understanding, and empathy; and creating learning opportunities where students have the ability to collaborate with one another. (2) RESPONSE: The Department appreciates the commenter s support and agrees that all educators in the school community can play a role in embedding SEL skills with students. 12. COMMENT: The commenters expressed support for the NJ SEL Competencies and stated that teaching SEL has life-changing potential in providing skills to children in all grade levels. The commenters further noted their appreciation and support for the inclusion of cultural relativity and sensitivity throughout the competencies, since children come from diverse environments. (3) RESPONSE: The Department appreciates the commenter s support. 13. COMMENT: The commenter urged the State Board to adopt the resolution supporting the NJ SEL Competencies and noted that the competencies are essential to the development of children and will prepare them to be successful, contributing members of society. The commenter further noted support for the development of competencies rather than standards, in order to provide schools with flexibility to build SEL into curricula as appropriate in each district. The commenter also noted that schools working on SEL have experienced an increase in positive school culture and climate and student performance and reductions in discipline issues, high risk behaviors and bullying. Teaching SEL has resulted in increasing academic achievement, connection to school, and the development of positive relationships between students as well as between students and teachers. The commenter noted that the Schools of Character program, which encourages schools to engage in improvement initiatives around SEL, school culture and climate, and character education has been successful in NJ. This year 23 schools and two districts in NJ have been named State Schools/Districts of Character, which is the most of any state in the country. (4)
7 RESPONSE: The Department appreciates the commenter s support and recognizes that research demonstrates an increase in academic achievement and decrease in negative behaviors in schools that provide students with SEL instruction. The Department congratulates the NJ Schools of Character for this exemplary distinction and efforts to support the positive development of students. 14. COMMENT: The commenter expressed support for the adoption of the resolution to encourage school districts to use the NJ SEL Competencies to frame and enrich their approach to SEL. The commenter reiterated that research demonstrates that students who participated in evidence-based SEL programs showed an 11 percentile-point gain in academic achievement; that SEL competencies are critically important for long-term success of students; and that associations have been made between SEL skills in kindergarten and key outcomes for young adults years later in better educational attainment and employment and less involvement with criminal activity, substance use, and mental health issues. The commenter further noted that a survey of educators found that 93% of teachers want a greater focus on SEL in schools. The commenter noted that the proposed SEL competencies are aligned with national SEL constructs and research. Additionally, the commenter noted that the NJ Alliance for Social, Emotional and Character Development is prepared to partner with the Department to create resources and necessary technical assistance to provide educators with support. (5) RESPONSE: The Department appreciates the commenter s support and looks forward to further collaboration.
8 Discussion Resolution May 3, 2017 A RESOLUTION SUPPORTING SOCIAL AND EMOTIONAL LEARNING COMPETENCIES FOR NEW JERSEY SCHOOLS WHEREAS, students come to school with a variety of experiences, barriers and abilities that may impact readiness to learn; and WHEREAS, schools that foster positive climates are characterized by people feeling socially, emotionally and physically safe; students and staff [that] are held to high expectations; and students are provided with access to supportive programs and initiatives to assist [students] them to reach their full potential; and WHEREAS, social and emotional learning supports a positive school climate, reduces barriers to learning, increases school connectedness and is critical to success in school and life; and WHEREAS, social and emotional learning skills, knowledge and attitudes can be acquired and are an integral part of education from preschool through Grade 12; and WHEREAS, social and emotional learning is necessary for students to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions; and WHEREAS, research demonstrates that social and emotional learning increases students attendance; decreases conduct problems; improves grades and test scores; and reduces at-risk behaviors; and WHEREAS, schools that embed and teach social and emotional learning skills across all subject areas facilitate students academic success and social development; and WHEREAS, the New Jersey Department of Education and stakeholders from across the State collaboratively developed the New Jersey Social and Emotional Learning Competencies to support school districts in their efforts to build and deepen positive school climates; now therefore be it RESOLVED, that the Commissioner of Education and the New Jersey recommend school districts implement the New Jersey Social and Emotional Learning Competencies to promote safe, supportive and challenging learning environments. Kimberley Harrington, Acting Commissioner of Education Acting Secretary, N.J. Mark W. Biedron, President N.J.
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