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New York Birth to Eight
1.  Rockefeller Institute of Government  Social-Emotional Learning Standards (May 2019)
2.  New York Social Emotional Learning: A Guide to Whole School Implementation - NYSED
3.  2019 State of New York's Children Data Book - SCAA

4.  First Look at NY Governor Cuomo’s Proposed 2019-2020 Executive Budget - SCAA

5.  NY Receives $8.7M forPreschool Development - Birth to Five (January 2019)

6.  Winning Beginning 2019 Legislative Agenda (New York)

7.  New York Office of Children and Families

8.  NY Regents Recommendations on Early Childhood Education 2018

9.  NY Early Childhood Comprehensive Systems Impact Initiative (ECCS Impact)

10. Proposed NY ESSA Regulations on "Evidence Based Intervention"

11. NYSED 2018 Graduation Rates for 2014 Cohort

12. NYSED English Language Arts (ELA) & Literacy - Curriculum and Instruction 

13. New York Early Childhood Advisory Committee (ECAC)

14. Early Care and Learning Council (ECLC) - New York

15. 2019 NYS Home Visiting Coordination Initiative Partners

16. "Help Me Grow" New York Communities - July 2019 

17. "Healthy Steps" Program in NY - Child Development

18. New York School Data - Cornell University 

19. Data Brief 2019 NYC Poverty, Race, and Child Welfare - New School

Rockefeller Institute of Government  Social-Emotional Learning Standards (May 2019) 
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May 10, 2019 

A new report from the Rockefeller Institute of Government examines student outcomes in selected states that have adopted socioemotional learning (SEL) standards, including New York, and sets forth several policy recommendations for developing and implementing more effective SEL standards.

"New York State has recently developed K-12 SEL benchmarks for voluntary adoption by school districts, trailing early statewide adopters which use SEL standards for school improvement and accountability. New York State also lags behind other state leaders in terms of creating protective environments and advancing child well-being."

"Socioemotional learning standards specify what students should know beyond academic skills and knowledge for a successful personal and social life. Under the federal Every Student Succeeds Act, which allows state policymakers to redesign educational accountability systems and incorporate nonacademic measures, several states have adopted socioemotional standards as part of their education accountability models. New York added SEL benchmarks for grades K-12 in August 2018."

The report finds that while higher levels of socioemotional well-being are associated with higher levels of academic proficiency, there is so far no indication that state SEL standards have affected learning outcomes, though many states are still in the early stages of implementation.

New York Social Emotional Learning: A Guide to Systemic Whole School Implementation
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April 13, 2019
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“NYSED’s work on SEL has expanded over the years, building on this foundation. In 2013, the NYS BOR and SED convened the NYS Safe Schools Task Force to consider ways to improve safety in NYS schools as part of an initiative to produce well-educated, well adjusted, and healthy young adults."

Thirty-six recommendations for improving safety and learning were presented to the BOR by the Safe Schools Task Force in 2014. One of these recommendations was the establishment of SEL benchmarks as a key component to student success and learning. SED’s current initiatives have built upon that previous work.

As of 2018, the School Climate and Student Engagement Workgroup of the Safe Schools Task Force has developed the following resources:

Goals for SEL for New York State students: These three goals have been developed based on five social emotional competencies identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL) and recognize the developmental nature of social emotional skills.

1. Develop self-awareness and self-management skills essential to success in school and in life.

2. Use social awareness and interpersonal skills to establish and maintain positive relationships.

3. Demonstrate ethical decision-making skills and responsible behaviors in personal, school, and community contexts.

Social Emotional Learning Benchmarks (http://www.p12.nysed.gov/sss/sel) These benchmarks have been developed based upon New York’s three goals for SEL.

Social Emotional Learning: Essential for Learning, Essential for Life (http://www.p12.nysed.gov/sss/sel) This document includes the philosophy of this framework and research behind the implementation of SEL. In addition, it includes an explanation of why SEL is vital in education and why teaching social emotional skills is as important to student success and learning as academic instruction.

Social Emotional Learning: A Guide to Systemic Whole School Implementation This guide is a resource to enable schools to assess their needs and plan for systemic implementation of SEL. The issue should not be framed as a choice between intellectual and social-emotional development, IQ [Intelligence Quotient] and EQ [Emotional Quotient], or academic and inter- and intrapersonal skills. Sound education requires an equivalent focus on EQ and IQ, and all schools must deal with this reality. Elias, Arnold, & Hussey, 2003, as cited in Elias, Arnold, & Steiger, 2003, p. 308

• Sample Social Emotional Implementation Rubric for Effective Planning, Implementation, and Continuous Improvement. This may be used as part of a self- assessment and planning process. (See Appendix A.)

District-developed sample crosswalks of SEL competencies, New York State learning standards in academic content areas, classroom activities, and general teaching practices to support social emotional skill development Crosswalks (http://www.p12.nysed.gov/sss/sel/) will be posted on our website as they become available.

2019 State of New York's Children Data Book 

Schuyler Center for Analysis and Advocacy

January 16, 2019

Now available at: https://www.scaany.org/wp-content/uploads/2019/01/State-of-NY-Children-Data-Book-2019.pdf

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First Look at NY Governor Cuomo’s Proposed

2019-2020 Executive Budget

February 2, 2019

  • CHILD WELFARE AND JUVENILE JUSTICE:  The Executive Budget proposes an appropriation - level with previous years funding - of $635 million for preventive, protective, independent living, adoption, and aftercare services, but reduces the State share to 62% from 65% (as is written in statute).

  • CHILD AND DEPENDENT CARE TAX CREDIT:  The Executive Budget proposes no changes to New York State's child and dependent care tax credit.

  • MATERNAL, INFANT, AND EARLY CHILDHOOD HOME VISITING: The Executive Budget includes funding for Healthy Families New York at $26,162,200, an increase of nearly $3 million over last year to mitigate the impact of minimum wage increases.

      The budget proposes $3 million in funding for the Nurse-Family Partnership                       program,  which represents level funding compared to previous years' funding.   

      

      No funding was proposed for Attachment Biobehavioral Catch-up, Parents as                    Teachers or the Parent Child Home Program.

  • CHILD CARE:  The Executive Budget includes $26 million to hold the child care subsidy reimbursement rate at the 69th percentile of market rate outside of New York City. The budget also includes a new investment of more than $2 million to expand the Infant-Toddler Resource Network, which provides critical training and supports to providers serving our youngest New Yorkers, and flat funding, at $5 million, for QUALITYstarsNY, the state's quality rating and improvement system.

  • PRE-K:  The Executive Budget proposes to add $15 million in new funding for 3- and 4-year-olds, open to all districts. The budget secures all other current pre-K funding for FY 2019-20. But districts must continue to serve the same number of children.

  • AFTER SCHOOL PROGRAMS:  The Executive Budget proposes to reduce funding for Advantage After School by $5 million as compared to last year's final budget. Last year the Legislature added the additional $5 million to the program, bringing the full investment to $22.3 million. The budget also proposes to invest $10.7 million to support the minimum wage increase.

      The Executive Budget also proposes to increase investment by $10 million in the              Empire State After-School program - with $2 million reserved for school districts and        community-based organizations located in high-risk areas in Nassau or Suffolk                  County.                       

                                                                                                   

      The other $8 million is targeted to applicants in school districts with high rates of              student homelessness and communities vulnerable to gang activity.  With the                    addition of these new funds, total investment in the program will rise to $55 million.            These funds will allow an additional 6,250 students to engage in after-school                    programs.

scaa SUMMARY OF 2019 2020 EXECUTIVE BUDG
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NY Receives $8.7M for

Preschool Development - Birth to Five

January 10, 2019

New York is one of 47 states to receive funding through the new federal “Preschool Development Grant Birth through Five” (PDG B5). The grant awards, announced in December 2018, are designed to:

• Develop, update, or implement a strategic plan – based on what is learned from their thorough, statewide B-5 needs assessment – that facilitates collaboration and coordination among existing programs of early childhood care and education within a statewide mixed delivery system in order to prepare low-income and disadvantaged infants, toddlers, and young children to enter kindergarten;

• More efficiently use existing federal, state, local, and non-governmental resources to align and strengthen the delivery of existing programs; coordinate delivery models and funding streams within the state's mixed delivery system; and develop recommendations to better use existing resources;

• Encourage partnerships among Head Start, child care and pre-kindergarten providers, state and local governments, Indian tribes and tribal organizations, private entities (including faith- and community- based entities), and school systems;

• Improve transitions between early childhood and school systems; and

• Maximize parental choice and knowledge about the state’s mixed delivery system of early childhood education program providers.

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Winning Beginning 2019 Legislative Agenda (New York) 

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January 3, 2019
In FY 2018-2019, New York State must make the investments to build comprehensive high-quality systems to provide early care and education to young children in every community in New York State. These investments:
  • Support New York’s workforce
  • Prepare children for success in school and life and improve educational outcomes
  • Build the Empire State economy and help working families enter and stay in the middle class
  • Decrease child abuse and neglect
  • Increase health outcomes
The Winning Beginning NY Agenda lays out a path towards a strategic, systems-building approach that will ensure New York’s children and families have access to the effective, quality services they need and deserve.
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New York Office of Children and Families 
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NY Regents Recommendations on

Early Childhood Education 2018

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nysed EARLY CHILDHOOD RECOMMENDATIONS SE

The following recommendations reflect consensus by the Blue Ribbon Committee members and are supported by the New York State Education Department (NYSED).

Comprehensive Services for Children and Families

  • Fund Prekindergarten Expansion

  • Promote Blended Learning

  • Cultivate Local Community and Family Engagement

  • Implement a Multi-Agency Comprehensive Developmental Screening Process

  • Support Emergent Multilingual Learners

  • Develop Statewide Behavior Management Practices

  • Require Full-day Kindergarten

Strengthening the Early Childhood Workforce

  • Elevate Teacher Preparation and Professional Development

  • Develop Career Pathways for Childhood Educators

  • Recruit a High Quality Workforce

  • Strengthen Teacher and Leader Preparation

  • Develop Concentrations in Early Childhood Teacher Certification

  • Revise School Leader Certification Requirements

Statewide Supports and Infrastructure

  • Conduct a Cost Validation Study

  • Establish Early Learning Technical Assistance Centers

  • Fund Expansion of QUALITYstarsNY

  • Create Multi-Agency Data System

  • Address Prekindergarten Transportation

NY Early Childhood Comprehensive Systems
Impact Initiative (ECCS Impact)
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The NYS Council on Children and Families and grantees in 11 other states have been awarded the Early Childhood Comprehensive Systems (ECCS) Impact grant. This 5 year grant from the Health Resources and Services Administration, Maternal and Child Health Bureau seeks to enhance early childhood systems building and demonstrate improved outcomes in population-based children’s developmental health and family well-being using a Collaborative Innovation and Improvement Network (CoIIN) approach. The overall 5 year aim of this project is to demonstrate a 25% increase from baseline in age appropriate developmental skills among 3-year-old children in selected NYS communities. 

Aims of ECCS Impact

  • Strengthen NYS leadership expertise in continuous quality improvement and program innovation using quality improvement science.

  • Achieve greater collective impact in NYS early childhood systems, develop common aims, share statewide measurement systems and coordinate strategies at the state and local levels. 

  • Create two-generational approaches to integrate early childhood services.

  • Develop indicators to measure early childhood system processes and performance indicators that measure developmental health and health equity.

  • Collaborate with statewide and local leaders to adopt new early childhood system policies to ensure sustainability of the project.

Project Goals of Cohort A

The Council has partnered with the NYS Department of Health and other state and local public and private agencies to implement the following goals for the first 18 months of the project: 

  • Increase awareness, coaching and training about child development, monitoring, screening and follow-up among early childhood professionals, pediatric and family care practitioners and family members.

  • Use the CoIIN approach to identify, test and operationalize strategies to increase cross-systems (i.e. medical, early childhood, child welfare) and cross-governmental (community to county to state) integration with emphasis upon:

  • Expand the settings in which developmental screens are conducted and the professionals who conduct them;

  • Reduce health inequities in screening, service referral and access; and

  • Increase family engagement and family wellness.

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Definition of School-level evidence-based intervention
 
FROM: An evidence-based intervention could be a “promising practice” that is based on high quality research findings or positive evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes and includes ongoing efforts to examine the effects of such activity, strategy, or intervention.
 
TO: To align with the definition in ESSA, this provision has been removed. An evidence-based intervention must be one that is an activity, strategy, or intervention that has met the criteria outlined in section 8101(21)(A) of ESSA by demonstrating a statistically significant effect on improving student outcomes or other relevant outcomes
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NYSED 2018 Graduation Rates for 2014 Cohort
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NYSED English Language Arts (ELA) & Literacy - Curriculum and Instruction 
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Reading, writing, listening, and speaking—all language-based competencies included in English Language Arts—have become prerequisites for participation in nearly every aspect of day-to-day, 21st century life.  While there was a time when basic literacy skills provided a clear path forward, today's students need to develop an increasingly complex set of advanced literacy skills and competencies in order to access social and economic opportunities, find and use information, and meet personal goals.  All students in New York State classrooms must develop advanced literacies to enable communication, spoken and written, in increasingly diverse ways and with increasingly diverse audiences.  New York State's English Language Arts and Literacy Standards, as well as the Lifelong Practices of Readers and Writers, include the skills and competencies needed for students to be effective communicators. 

The NYSED English Language Arts and Literacy webpage includes resources and information to support P-12 standards-based English Language Arts and Literacy curriculum and instruction.  This page highlights the English Language Arts and Literacy Learning Standards, curriculum resources, frequently asked questions, and assessment information. 

New York Early Childhood Advisory Committee (ECAC)
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Early Care and Learning Council (ECLC) - New York
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2019 NYS Home Visiting Coordination

Initiative Partners

 

 

• Early Head Start

• Healthy Families New York

• Maternal and Infant Community Health Collaboratives

• Nurse-Family Partnership

• Parents as Teachers

• Parent-Child Home Program

• Power of Two

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Help Me Grow New York Communities - July 2019 

 

 

 

 

 

 

Help Me Grow Western New York

Help Me Grow Western New York (HMGWNY) is a collaboration of cross-sector regional and state organizations that have joined together to give WNY children the best possible start in life.  Our vision is that children in all counties of our region will have positive experiences during their critical first five years of life that enable them to be healthy, resilient, and prepared to achieve their potential.

HMGWNY became the first New York State (NYS) affiliate of the Help Me Grow National Center in 2011.  Our work is based on the evidence-informed national Help Me Grow model that is currently implemented in 28 states and endorsed by the U.S. Health & Human Services Administration and Department of Education.  For additional information, visit helpmegrownational.org.

Help Me Grow was originally launched in WNY with support from the Health Foundation for Western & Central New York.  The initiative is currently funded by the Ralph C. Wilson, Jr. Foundation.  In Erie County, the Department of Social Services also provides resources that enable us to reach families with young children.

Key WNY partners include 2-1-1WNY; Niagara University; University at Buffalo; Niagara County Department of Social Services & Early Intervention; Erie County Department of Health; NYS Office of Children & Family Services (Buffalo Region); NYS Department of Health (Western Region); Chautauqua County Connections; United Ways; and numerous school districts, child care providers, medical practices, and human service agencies.

Help Me Grow Long Island

Help Me Grow-Long Island (HMG-LI) is a partnership that builds upon existing early childhood resources on Long Island to support early detection of developmental concerns, celebrate the growth of young children, and link families to the services that help children thrive from birth to age five.

Planning for HMG-LI started in 2016, with a Leadership Team first convening in January 2017. The HMG-LI system launched in early 2018.

Docs for Tots acts as the organizing entity for HMG-LI, charged with convening partners, coordinating activities, acting as fiscal agent when appropriate, and liaising with Help Me Grow National and Help Me Grow Western New York for technical assistance.

HMG-LI is a proud partner of 2-1-1 Long Island, which provides telephone access and a resource database. The Child Care Council of Nassau provides workspace for the HMG-LI Family Resource Specialist.

Partial funding for the implementation of HMG-LI came from the New York State Council on Children and Families through a 5-year Early Childhood Comprehensive Systems (ECCS) Impact grant.  The ECCS aim will be realized through utilization of HMG resources and services.   Additional support for planning came from the Rauch Foundation, and the Edith Glick Shoolman Children’s Foundation funds operating expenses.  Remaining support comes through in-kind services provided by our partners.

 

Help Me Grow Onondaga

Help Me Grow Onondaga is a key strategy of the Early Childhood Alliance that focuses on supporting parents and children so that all children can grow, develop, and thrive to their full potential.

Onondaga County began exploring Help Me Grow as a model in 2017 and attended the Help Me Grow Annual Forum in Minneapolis, MN.  Experiencing genuine enthusiasm for Help Me Grow and its impact on communities at the Forum, members of our community were committed to bringing the model to Onondaga County.

Planning for Help Me Grow officially began in January 2018, working with Syracuse University School of Education, Office of Professional Research and Development, with funding support from the Women’s Fund of Central New York and the Health Foundation for Western & Central New York.  In Spring through the Fall of 2018, Onondaga County engaged with the Help Me Grow National Center, receiving technical assistance and completing the Help Me Grow Readiness Assessment.

Help Me Grow Onondaga officially launched in January 2019.  Help Me Grow Onondaga is a collaboration between the Early Childhood Alliance partners, Onondaga County, Contact Community Services/2-1-1cny, with funding support from the Health Foundation for Western & Central New York.

To learn more about the National Help Me Grow Network and the nationwide expansion of Help Me Grow, click here.

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Healthy Steps - Child Development
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The Model

HealthySteps adds a child development professional, called a “HealthySteps (HS) Specialist”, to the practice who becomes an integral part of the primary care team.

It starts with a HealthySteps Specialist

The HS Specialist partners with families during well-child visits, coordinates screening efforts, and problem-solves with parents for common and complex challenges in child-rearing and other areas. The HSS is trained to provide tailored guidance and referrals, on-demand support between visits, and even care coordination and home visits when needed. The relationships the HSS builds with families ensure they have access to the expertise and personalized support often needed to give their children the best start in life.

The role and credentials of an HS Specialist are kept flexible so that each practice can choose just what its staff and families need. By proactively building strong relationships with families and providers, the HSS strengthens parents’ connection to the pediatric practice, fosters true family-centered care, and improves physician satisfaction with care quality.

HealthySteps’ engaging Core Components…

Child Development, Social-Emotional & Behavioral Screening

Screening for Family Needs (i.e., maternal depression, other risk factors, social determinants of health)

Child Development Support Line (e.g., phone, text, email, online portal)

Child Development & Behavior Consults

Care Coordination & Systems Navigation

Positive Parenting Guidance & Information

Early Learning Resources

Ongoing, Preventive Team-Based Well-Child Visits

…form a backbone for connections that make a difference for families.

Great, Easy to use NYS School Data - Cornell 

 

 

 

 

 

 

 

 

Among the many features is the historical data on school district performance and district-to-district comparisons.  Below is an example of the data developed by RB5-RB8. 

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New School Data Brief 2019

NYC Poverty, Race, and Child Welfare

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New York City’s Administration for Children’s Services (ACS) investigated nearly 60,000 allegations of abuse or neglect in 2017—in other words, one investigation for every 30 children under the age of 18 in the city.1 These investigations were much more heavily concentrated in some neighborhoods than others. Below, we delve into which parts of New York City experience concentrated child welfare activity and which do not. The 10 community districts in New York City with the highest rates of child poverty had rates of investigation four times higher, on average, than the 10 districts with the lowest child poverty. And among districts with similar poverty rates, those with higher concentrations of Black and Latino residents tended to have higher rates of investigation. 
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