Bill S2420-2013

Provides for the mandatory implementation by school districts of social and emotional development into elementary and secondary school educational programs

Provides for the mandatory implementation by school districts of social and emotional development into elementary and secondary school educational programs.

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  • Jan 17, 2013: REFERRED TO EDUCATION

Memo

BILL NUMBER:S2420

TITLE OF BILL: An act to amend the education law, in relation to the mandatory implementation by school districts of guidelines that incorporate social and emotional development into elementary and secondary school education programs

PURPOSE OF BILL: Provides for the mandatory implementation by school districts of social and emotional development into elementary and secondary school educational programs.

SUMMARY OF PROVISIONS OF BILL: Section 1. subdivision 35 of section 305 of the education law, as added by chapter 667 of the laws of 2006, is amended to read as follows: 35. The commissioner shall, in cooperation with the commissioner of mental health, develop guidelines for VOLUNTARY MANDATORY implementation by school districts, that incorporate social and emotional development into elementary and secondary school educational programs as prescribed in paragraph (b) of subdivision one of section three of the children's mental health act of 2006.

THE MANDATORY IMPLEMENTATION OF GUIDELINES BY SCHOOL DISTRICTS REQUIRED BY THIS SUBDIVISION SHALL COMMENCE WITH THE TWO THOUSAND TEN--TWO THOUSAND ELEVEN SCHOOL YEAR:

JUSTIFICATION: One in ten children in this state suffers from a mental illness severe enough to cause some level of impairment, yet in any given year only twenty percent of these children receive mental health services. Many mental health problems are largely preventable or can be minimized with early intervention services that have been shown to be effective and reduce the need for more costly interventions further down the road.

Children's social and emotional development are essential building blocks to their academic success. Thus, there is growing evidence that suggests that a key component in meeting educational goals for children and youth, academic as well as social, and helping all children reach their highest potential is social and emotional learning. Social and emotional learning is the process through which children and adults develop the skills necessary to recognize and manage emotions, develop care and concern for others, make responsible decisions, form positive relationships, and successfully handle the demands of growing up in today's complex society. Students of social and emotional learning have significantly better attendance records; their classroom behavior is more constructive and less often disruptive; they like school more; and they have better grade point averages. They are also less likely to be suspended or otherwise disciplined.

This simple observation - that the children who are given clear behavioral standards and social skills, allowing them to feel safe, valued, confident and challenged, will exhibit better school behavior and learn more - is of monumental importance as we attempt to improve our state's public schools. We should not have to choose between academic achievement and the development of character. Rather we should concentrate on both. The time has come to help restore balance to our state's classrooms and establish benchmarks for social and civic learning.

LEGISLATIVE HISTORY: 2010: S.7405 - Held in Education Similar to: Children's Mental Health Act of 2006

FISCAL IMPLICATIONS FOR STATE AND LOCAL GOVERNMENTS: To Be Determined.

EFFECTIVE DATE: This act shall take effect immediately.


Text

STATE OF NEW YORK ________________________________________________________________________ 2420 2013-2014 Regular Sessions IN SENATE January 17, 2013 ___________
Introduced by Sen. ADAMS -- read twice and ordered printed, and when printed to be committed to the Committee on Education AN ACT to amend the education law, in relation to the mandatory imple- mentation by school districts of guidelines that incorporate social and emotional development into elementary and secondary school educa- tion programs THE PEOPLE OF THE STATE OF NEW YORK, REPRESENTED IN SENATE AND ASSEM- BLY, DO ENACT AS FOLLOWS: Section 1. Subdivision 35 of section 305 of the education law, as added by chapter 667 of the laws of 2006, is amended to read as follows: 35. The commissioner shall, in cooperation with the commissioner of mental health, develop guidelines for [voluntary] MANDATORY implementa- tion by school districts, that incorporate social and emotional develop- ment into elementary and secondary school educational programs as prescribed in paragraph (b) of subdivision one of section three of the children's mental health act of 2006. THE MANDATORY IMPLEMENTATION OF GUIDELINES BY SCHOOL DISTRICTS REQUIRED BY THIS SUBDIVISION SHALL COMMENCE WITH THE TWO THOUSAND THIRTEEN--TWO THOUSAND FOURTEEN SCHOOL YEAR. S 2. This act shall take effect immediately.

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