Page 2 - In Focus Newsletter_May 2019

By now you probably have the results of the most recent budget vote and I hope it was a
success! One of the greatest investments a school district makes is in supporting the safety and
social-emotional well-being of its students, which is the focus of this month’s CASDA newsletter.
To support schools and districts with addressing the social-emotional needs of their students,
CASDA held a kick-off event on May 20 for more than 20 educators to introduce its new Social-
Emotional Learning Curriculum Service. If you need help in developing an SEL curriculum as
required by ESSA regulation, we can assist with any phase of the process.

In a recently released podcast I ask, what will it take for our schools to be truly safe? I note that schools have come a long
way in securing their buildings and preparing their staffs and students for emergency situations. However, there are
other proactive measures to consider. We must ask some tough questions. Are our schools equitable regarding social
emotional and physical safety? Are all children, regardless of socioeconomic status, race, ethnicity or gender treated with
empathy? Have we reviewed policy and practice for disparity, disproportionality in how certain children are treated in
terms of responses to inappropriate behavior or access to academic opportunity?

Foundationally, we need to focus on fostering positive, supportive relationships; student to student, adult to student and
adult to adult. Our efforts must go beyond canned programs and mental health clinics, though these services can be
helpful. For example, the CDC offers an approach called The Social-Ecological Model: A Framework for Violence
Prevention. In this model four interdependent social levels are identified: individual, relationship, community, and
societal. Strategies for addressing the needs of the individual, for example, involve reducing risk factors and increasing
protective factors at each of the other levels. We have provided a resource guide utilizing this framework detailing
challenges and possible supports to help schools prevent violence and establish a positive culture.

The safety of our students is paramount, and we know that safety is more than a physical construct. Thomas Andriola,
Chief of Policy and Implementation, Office of Youth Justice, New York State Division of Criminal Justice Services, and
CASDA faculty member Brian Farr discussed the importance of building relationships and exhibiting empathy in this
month’s CASDA EdCast podcast titled “Relationships and Empathy: The Foundation of Safe, Supportive Schools.” For
schools to be truly safe places for all students, we must create conditions for positive relationships and emotional well-
being. Many districts in the region have launched initiatives to cultivate trauma-sensitive schools. In their conversation,
Tom and Brian consider the importance of adults learning to process their own trauma so that they can create
supportive, trauma-sensitive environments for students.

Finally, Hanover Research has also provided a research brief for our members this month titled, “Best Practices in
Evaluating and Improving School Climate.” One of the key findings offered refers to the National School Climate Center
four essential dimensions of school climate: safety, teaching and learning, interpersonal relationships, and institutional
environment. Students perceptions of school climate directly relate to their feeling of safety. How do schools measure
student perceptions of school climate? Check out Section II of the research brief, “Evaluating School Climate.” Use the
data you collect to better understand if your school is inclusive, culturally sensitive and welcoming for all students. Not
one child’s experience can be deemed less important than another’s if we are truly going to make our schools safe.

Michael M. Piccirillo, Ed.D.
CASDA Executive Director