Youth Development
-
Program Goal
Enhance the social-emotional well-being of every student by encouraging connectedness through relationships and skill building resulting in healthy school climates and academic success.
Regional Priority: Supporting students’ mental health, and their social & emotional well-being
Social-Emotional Learning
What is social-emotional learning?
Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply knowledge, attitudes, and skills necessary 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. (CASEL)
Social and Emotional Competence [NYSED]
“Social and emotional competence is the ability to understand, manage and express the social and emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development” (Elias et al, 1997)
-
Community Coalition for Healthy Youth
#WeeklyWisdom
Each week we will be collaborating with our community partners to share some #WeeklyWisdom to help promote safety and wellness.
Back to School
NYS Good Samaritan Law
September is Recovery Month
Know My Name
Grooming Behaviors
Friendly Face Mask
Employment During Recovery
BIPOC Mental Health Month
Intimacy During COVID-19
Healing from the Trauma of Growing Up with Domestic Violence
Open Communication with Youth
At a Loss for Words: Art for Trauma Survivors
April is Alcohol Awareness Month & National Child Abuse Prevention Month
PRIDE Month & the Multidimensionality of Youth
Safe Celebrations
Avoiding Burnout While Continuing Anti-Racism Work -
DASA: Dignity for All Students Act
Definition
New York State’s Dignity for All Students Act (The Dignity Act) seeks to provide the State’s public elementary and secondary school students with a safe and supportive environment free from discrimination, intimidation, taunting, harassment, and bullying on school property, a school bus and/or at a school function.
-
DASA: Resources for Parents
Dignity Act Coordinators (DAC) in the TST BOCES Region
Candor:
Elementary Coordinator: Katie Volpicelli
Jr/Sr. High School Coordinator: Wayne AmanDryden:
Freeville & Cassavant Elementary Schools: Ellen Stelick
Dryden Elementary: Mary Hicks
Dryden Middle School: Kate Benas
Dryden High School: Stacey MassariGroton:
Elementary School Coordinators: Kent Maslin, Trina Luttinger
Jr/Sr. High School Coordinators: Jake Roe, Jordan Camp, Patrice CorteseIthaca:
Belle Sherman: Daniel Breiman
BJM: Susan EschbachCaroline: Kristin Herman
Cayuga Heights: Brad Pollack
Enfield: Keith Harrington
Fall Creek: Caitlin Bram
Northeast: Liddy Coyle
South Hill: Perry Gorgen
Boynton: Jeff Tomasik, Lauren Wright
DeWitt: Mac Knight, Donna Lucy-LenderIHS: Jason Trumble, Carlan Gray, Martha Hardesty, Corey Mitchell
LACS: Deb Ptak
Athletics: Samantha Little
District Admin: Amanda Verba
Pre-K: Laura Evans
Transportation: Liz Berner
ICSD DAC, ICSD Protocol & Reporting FormLansing:
Elementary Coordinator: Lorri Whiteman
Middle School Coordinator: Christine Rebera
High School Coordinator: Patrick Hornbrook
District-wide Coordinator: Colleen VallettaNewfield:
Elementary Coordinator: Laine Gillette
Middle School Coordinator: Patrick Mahunik
High School Coordinator: Patrick MahunikSouth Seneca:
Elementary Coordinator: Adam Rundell
Elementary Investigator: Phil Marrella
Jr/Sr. High Coordinator: Tim Houseknecht
Jr/Sr. High Investigator: Cathy FlandersHarassment & Bullying Incident Reporting Form
Trumansburg:
Elementary Coordinator: Jeanie Wiggins
Elementary Investigator: Mike Naylor
Middle School Coordinator: Megan Conaway
Middle School Investigator: Anthony Ouckama
High School Coordinator: Jon Koeng
High School Investigator: Robin McColley
District Coordinator: Kimberly BellTrumansburg DASA Webpage & Reporting Form
Additional Resources
Understanding Conflict, Rude, Mean & Bullying BehaviorsAAA State of Play: Guide to Bullying Prevention
-
DASA: Resources for Schools
DASA Training Information Applicants for Certification
Effective December 31, 2013, all applicants for Certification are required to complete six clock hours of coursework or training in accordance with Article 2 Sections 10-18 of the Education Law. This training is available only from a provider approved by the New York State Education Department. Approved Providers
Approved Providers in the TST BOCES Area:
Implementation
NYSED- Dignity Act
Dignity Act: A Resource and Promising Practices Guide for School Administrators & Faculty
NYSED: Guidance for Updating Codes of Conduct
Material Incident Determination
Conflict, Rude, Mean & Bullying Behaviors
Bullying & Cyberbullying
Eyes On Bullying Toolkit
Education World: Bullying and Cyberbullying: Six Things Teachers Can Do
StopBullying.gov: Prevention at School
Edutopia: Bullying Prevention: 5 Tips for Teachers, Principals, and Parents
National Association of School Psychologists: Bullying Prevention
Netsmartz
Cyberbullying Research Center
Common Sense Media: Anti-Cyberbullying Tool Kit
StopBullying.gov: CyberbullyingLGBTQ Youth
Guidance to School Districts for Creating a Safe and Supportive School Environment For Transgender and Gender Nonconforming Students
Gender Unicorn
Trans Student Educational Resources
Know-How: The Trans Person’s Guide for New York StateDiversity, Gender, Race & Religion
The Representation Project: The Mask You Live In
The Representation Project: Miss Representation
Raising Cain Documentary
PBS: Understanding and Raising Boys
PBS: Practical Strategies
Edutopia: Preparing for Cultural Diversity: Resources for Teachers
Responding to Hate and Bias at School
Speak Up at School: Pocket GuideDisabilities & Special Needs
Bullying and Youth with Disabilities and Special Health Needs
Bullying and Harassment of Students with Disabilities
Special Education Today: Need to Know Bullying
Bullying and Students With Disabilities: A Resource Guide -
Second Step Newsletter
Groton - Second Step Newsletter, Winter 2022, Parent
Groton - Second Step Newsletter, Winter 2022, Teacher
South Seneca - Second Step Newsletter, Winter 2022, Parent
South Seneca - Second Step Newsletter, Winter 2022, Teacher
Groton - Second Step Newsletter, Fall 2021, Parent
Groton - Second Step Newsletter, Fall 2021, Teacher
South Seneca - Second Step Newsletter, Fall 2021, Parent
South Seneca - Second Step Newsletter, Fall 2021, Teacher
South Seneca - Second Step Newsletter, Spring 2021
Groton - Second Step Newsletter, Spring 2021
Groton - Second Step Newsletter, Winter 2021
South Seneca - Second Step Newsletter, Winter 2021
-
Social and Emotional Learning (SEL) Resources
Social and Emotional Learning (SEL) Resources:
- TST BOCES YDP: SEL Benchmark Rubric
- NYS SEL Benchmarks
- Educating the Whole Child Engaging the Whole School: Guidelines and Resources for Social and Emotional Development and Learning in New York State
- CASEL: What is SEL?
- Edutopia: SEL
- Committee for Children: SEL
- The Economic Value of Social and Emotional Learning
- Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects
- The Role of Social-Emotional Learning In Bullying Prevention Efforts
-
Student Assistance Services
Second Step Implementation
Committee for Children’s Second Step Program is instrumental in strengthening the social-emotional skills of kids around the world and helping them reach their full potential. Grounded in extensive research, the evidence-based Second Step Program carries a reputation for results. Each year, 10.6 million elementary and middle school students in the United States learn a common social-emotional language—and educators across the country praise the program’s ease of use and the speed at which they see improvements in the classroom.
The Youth Development Program can provide classroom implementation of the Second Step curriculum, as well as professional development and coaching for educators implementing the program.
Committee for Children: Second StepSecond Step social-emotional learning curriculum and the New York State Framework for Mental Health Instruction
The following grade-level specific charts illustrate how the evidence-based Second Step® curriculum aligns with the New York State Framework for Mental Health Instruction.
- Kindergarten Alignment Chart
- Second Grade Alignment Chart
- Fourth Grade Alignment Chart
Teen Intervene
Teen intervene is a tested, time-efficient, evidence-based program for teenagers suspected of experiencing mild or moderate problems associated with alcohol or other drug use. Teen Intervene can include their parents or guardians. The program helps youth identify the reasons they have chosen to use alcohol or other drugs, examine the effects of substance abuse in their lives, and learn to make healthier choices. Click here for more information.Classroom Presentations
The Youth Development Program offers a variety of classroom presentations for students in grades K-12 on topics including (but not limited to): social skill building, bullying prevention/becoming an upstander, stress management, ATOD prevention lessons, and Communities That Care© Youth Survey data roll out. Our program will tailor presentations to meet the needs of your students, and all lessons are aligned with the SEL Benchmark Rubric.Skill Building Discussion Group Facilitation
The Youth Development Program provides short and long-term discussion group facilitation for students in grades K-12 in order to develop and enhance students’ social and emotional skills.Above the Influence: Tag It Campaign
This 3 session activity is designed to increase teens’ awareness of influences in their environment and how influence may prompt them to make decisions- both positive and negative, healthy and unhealthy. The activity builds “influence literacy” and gets teens to recognize the power of influence.
ATI PartnersTeen Leadership Conference
The annual Teen Leadership Conference brings together student leaders from throughout the TST BOCES Region to participate in interactive workshops where they will gain valuable information, skills, and strategies to positively impact their school’s climate and culture.Communities That Care© Youth Survey
The Communities That Care (CTC) Youth Survey belongs to the Center for Substance Abuse Prevention in the office of the United States Government’s Substance Abuse and Mental Health Services Administration (SAMHSA). This youth community survey is a questionnaire for use by community coalitions that uses the risk and protective factor model approach to assess youth problem behaviors, such as violence, delinquency, school dropout and substance abuse.The Youth Development Program, in collaboration with the Community Coalition for Healthy Youth and our component districts, administers the Communities That Care© Youth Survey to students in grades 7-12 throughout the TST BOCES Region on a biennial basis. The questions in this youth risk behavior survey will allow us to collect data from students regarding: individual, family, school and community risk and protective factors, school safety, 30-Day and Lifetime data regarding tobacco, alcohol and other drugs, age of first use of tobacco, alcohol and other drugs, bullying, perceived harmfulness of tobacco, alcohol and other drugs, gangs, neighborhood/community climate, parents’ and friends’ feelings about tobacco, alcohol and other drug use, and family relationships.
TST BOCES Region: Communities That Care© Survey Results
2018 Communities That Care Survey Results
2016 Communities That Care Survey Results
2014 Communities That Care Survey Results
2012 Communities That Care Survey Results -
Student Mental Health
The mental health of children and teens matters just as much as their physical health. Steps can be taken to promote mental health through building self-confidence and competence and providing a listening ear when problems arise. If mental health issues arise and are left untreated, they can become worse over time and can have negative consequences on academic performance, social and emotional wellbeing, and future opportunities. When treatment is provided early, there is a greater likelihood that it will be effective.
OCM BOCES: Information for Educators
OCM BOCES: Information for Parents
What Every Teacher Needs to Know: Recognizing Suicide Risk in Students
What Every Parent Needs to Know: Recognizing Suicide Risk in Your Child
Trauma Toolkit for Educators
Educational Leadership: Mental Health in Schools
School-Based Mental Health Services: Improving Student Learning and Well-Being
Association for Children’s Mental Health -
Substance Abuse
Youth Substance Use in the TST BOCES Region
2016 Communities That Care Survey Results
Parents in the TST BOCES Region Make a Difference!
Community Coalition for Healthy Youth
Resources for Parents
SAMHSA: Talk, They Hear You. Underage Drinking Prevention
Answering Your Child’s Tough Questions About Alcohol
Talk2Prevent: Parent Toolkit
Natural High
Matt Bellace
National Institute on Drug Use: Marijuana-Facts Parents Need to Know
Partnership for Drug-Free Kids: Medicine Abuse Project
Partnership for Drug-Free Kids: What You Need to Know and How to Talk to Your Kids About Vaping
Surgeon General’s- Talk with Your Teen About E-cigarettes: A Tip Sheet for Parents
High School Principal’s Council (2018) Letter to Families About Vaping
Operation Prevention: Parent Toolkit
Resources for Schools
National Institute on Drug Abuse
Prevention First: Opioid Education Resources
SAMHSA: Underage Drinking Prevention- Materials for Schools
Above the Influence
Strategies and Interventions to Prevent Youth Marijuana Use: An At-a-Glance Resource Tool Using Prevention Research to Guide Prevention Practice
Prevention First: Marijuana Resources
Health Education Standards Modernization Supplemental Guidance Document: Instructional Resource Packet For Heroin & Opioids
Contact Us
-
Brandi Remington
Youth Development Coordinator
607-257-1551, ext. 1015
bremington@tstboces.orgAlicia Grey
Service Specialist
607-257-1551, ext. 1020
agrey@tstboces.orgJohn North
Service Specialist
607-257-1551, ext. 1021
jnorth@tstboces.org