By Shannon Boehmer and Jim McGlynn

The period in between the end of a child’s school day and the end of their parents’ work day can be a worrisome time.

The dangers of children not being adequately supervised after school are well-known: unsupervised kids are more likely to be involved in juvenile crime, engage in high-risk behavior, use alcohol, drugs and tobacco, and receive poor grades. Children are also at a higher risk of being the victim of a crime during the hours after school. Even kids who are safe alone at home may simply pass the hours away sitting in front of a television, rather than being involved in something constructive.

After-school programs keep kids of all ages safe and out of trouble. But they can also enrich kids’ lives and help improve the academic performance of students. Well-run programs enable children to develop strong relationships with caring adults and a supportive group of friends, and participate in a variety of fun activities that connect school-day learning to engaging real-life experiences. Addressing these issues in an effective way is critical to addressing another problem: the drop-out issue.

Students in good programs around the state receive homework help, tutoring and study support, and participate in an enriching blend of other activities. Quality after-school programs in the state have offered activities in areas such as performing arts, community service, visual arts, sports and health, financial literacy, technology, photography, book clubs, and creative writing.

But it can be difficult for parents to find such programs, and many communities don’t have them. According to the Afterschool Alliances America After 3 household survey, only 12 percent of children in New Jersey working families are enrolled in after-school programs.

That’s where New Jersey After 3 comes in.

NJ After 3 is a private, nonprofit corporation based in New Brunswick that is dedicated to expanding and improving after-school opportunities for New Jersey’s students. The organization, founded in 2004, provides a research-proven model that helps fund youth-serving non-profit agencies that implement it. It currently serves more than 14,000 students in more than 100 schools statewide. Its public/private partnerships with schools and groups such as Boys & Girls Clubs, YM/YWCAs, faith-based groups, and other non-profit youth-serving organizations make a difference throughout the state.

NJ After 3 has developed a model after-school program that includes nine “core elements,” that are part of its high-quality program. Core elements include low student/adult ratios, comprehensive programming, alignment with school days and regular attendance. All after-school program providers receiving funding must adhere to the core elements, and NJ After 3 regularly monitors the programs in addition to providing ongoing training and professional development.

“The NJ After 3 vision is for every child in New Jersey to have the opportunity to participate in high-quality, comprehensive, structured, supervised and enriching after school activities, “ says Mark Valli, president and chief executive officer of NJ After 3. “The model was designed to create scalable programs to keep students safe, enhance student learning, promote positive youth development, and support working families”

In a time of shrinking school budgets and escalating education costs, NJ After 3’s network ensures cost-effective, high-quality activities and experiences that support school day learning. NJ After 3 programs provide a unique environment where students find relevance in their math, reading and science classes, while immersing themselves in other subjects which no longer fit in the traditional school day frame. Fitness, arts, and character education curricula are thriving throughout the statewide network as more than 40 non-profit partners share their ongoing research, experience and best practices.

Proven Results Results from a study conducted by Policy Study Associates (PSA) show that participation in NJ After 3’s network of high-quality after-school programming (for two years or more) correlates with significant improvements in students’ literacy skills.

The NJ After 3 PSA study also shows that students attribute important academic, social, and personal gains to their intimate involvement in their after-school programs. Participants indicated that they enjoy having the access to consistent, caring adult educators who support them while they finish their homework. They also feel that the extra support helps them to earn better grades in school.

“With exceptionally high daily attendance rates, NJ After 3 programs are not only providing a place where kids like to be, they foster an environment where students learn and develop,” states Valli.

Strengthening Community The NJ After 3 network of programs provides enrichment activities in addition to academic support. Sports, physical activities and nutrition education are all offered, as well as opportunities to learn to use new technologies and be creative through the arts. The children are also engaged in community service learning projects. Led by a dedicated team of NJ After 3 AmeriCorps members throughout the state, students work in teams to develop and execute projects in their community. These projects help kids understand the importance of community involvement, build character, and inspire a lasting sense of pride and ownership in their neighborhoods.

By keeping children off the streets between the hours of 3 p.m. and 6 p.m., high-quality after-school programs are also playing a critical role in Gov. Jon Corzine’s strategy to reduce crime. Creighton Drury, crime and gang prevention director for the N.J. Department of Law and Public Safety, explains, “Keeping young people in school and engaged is a primary objective in our efforts to reduce juvenile crime and gang activity. In working toward this objective, Governor Corzine and Attorney General (Anne) Milgram have recognized that out-of-school time, and the need for quality after-school programs, is a core strategy in combating juvenile crime and helping children and families to succeed.” Drury also says, “NJ After 3 and its network is an important partner in these efforts. Its model program keeps children safe, positively impacts academic performance, and inspires them to become positive forces in their community.”

Funding Procedures NJ After 3 grants range in size from $50,000 to $500,000; the typical grant is between $150,000 and $300,000. Only non-profit, charitable, 501 (c)(3) organizations that can demonstrate a partnership with local public schools can apply for funding. Generally, NJ After 3 seeks to fund programs that serve between 150 and 500 students, and grants are available for programs serving kindergarten through eighth grade. Each year, a request for proposals is announced on the NJ After 3 Web site at www.njafter3.org; typically the RFP is announced in the Spring.

Every NJ After 3 program must partner with a school. However, the school district itself does not apply for the funding grant – only the non-profit organization does. NJ After 3 funding does not just go to low-income schools, Title I schools or the former Abbott district schools; funding is available to all New Jersey communities. A larger percentage of the programs receiving grants to date have tended to be in urban communities, since there must be a demonstrated need for such an after-school program. Some participating programs charge parents tuition based on a sliding income scale, however NJ After 3 prohibits programs from denying service to any family that cannot afford it.

Public/Private Partnerships Fuel the NJ After 3 Network NJ After 3 receives funding from the state of New Jersey each year (last year the amount of that funding was $14.5 million) and leverages this support to secure additional involvement from a variety of private and public sources. These resources support the entire NJ After 3 network of programs and advance the statewide field of after-school learning through direct grants, technical assistance and training, content and curriculum development, and advocacy.

Shannon Boehmer is community affairs and public relations manager for NJ After 3; she can be reached at sboehmer@njafter3.org. Jim McGlynn is the director of institutional development and policy; he can be reached at jmcglynn@njafter3.org.

Adding the International Baccalaureate to the Mix

Why – and how – Shore Regional joined a small group of New Jersey high schools offering the program

By Linda Ensor

Got AP? Why not IB? The college-prep world is dominated by abbreviations: students take the SAT or the ACT as they begin the application process. They can earn college credit by attaining high scores on Advanced Placement (AP) exams or by passing College Level Examination Program (CLEP) tests. Yet many have not heard of the International Baccalaureate (IB) program, which can also enable students to earn college credit.

As parents of high school juniors and seniors know, no single program can provide all students with the best preparation for college, or ensure that their students’ applications will catch the attention of college admissions officers – but after evaluating the rigorous curriculum and required activities created by the International Baccalaureate Organization (IBO), our district came to the conclusion that the IB program comes close.

The IB program was originally developed in 1968 by a group of teachers at the International School of Geneva, Switzerland as a program for internationally mobile students who were university-bound. Since then it has grown. Approximately 2,900 schools worldwide use the program, including 919 in the United States.

The IB program develops the curriculum, assesses students, trains teachers, and evaluates and authorizes schools as “IB World Schools.” While the IBO offers programs for elementary and middle schools (the middle years program actually is designed for ages up to 16), the high school diploma program is the most popular segment of the curriculum. Currently, more than 600 American high schools offer it. Students can also choose to take a few individual IB courses without pursuing the full diploma.

The diploma program is two years long; students take a series of subject classes, as well as a Theory of Knowledge class. Students must also write a 4,000 word essay, and participate in 150 hours of what the organization terms “Creativity, Action and Service (CAS),” which includes sports, extracurricular activities, and community service. In their senior year, diploma students undergo several weeks of oral and written assessments.

Those who pursue the IB diploma program are encouraged to become enthusiastic, active learners who are tolerant of diversity. In fact, emphasis on open-mindedness and compassion is a hallmark of the IB program and sets it apart from other academically based curricula, such as the Advanced Placement program developed by the College Board in the 1950’s. Internationalism is infused into all courses within the IB curriculum (advanced language proficiency is required for the diploma), and students are taught to consider issues from at least two different perspectives.

This broadminded attitude extends to the open admissions policies attributed to the IB program as it is offered in many U. S. high schools, for the international organization does not require that students “test in” to be able to pursue the IB Diploma. Highly motivated students from essentially any academic background can enjoy at least some success within the IB curriculum.

With all that the IB program offers students and schools, remarkably few institutions in the northeast U.S. have applied to become IB World Schools. Even though the greatest growth in the number of schools participating in this program has increased most dramatically in the United States over the past decade, only ten high schools in New Jersey currently offer the IB diploma program (seven schools offer the program at the younger grade levels).

One school district, Cherry Hill, which began offering the IB diploma in 2000 at one of its high schools, has recently phased it out. The district felt that, while there were many students who took a few IB courses, only a handful opted for the full diploma program, and that it was difficult to sustain both the school’s IB diploma program and its AP courses. The district still maintains the IB program in four of its 12 elementary schools and one of its three middle schools.

For the 10 high schools in New Jersey that currently offer the IB, three were approved as IB World Schools just over a year ago, in April 2007. For one of these schools, Shore Regional High School in West Long Branch, the impetus to apply for IB World School status came from a parent advisory group. Concerned about the increasingly competitive nature of college admissions, these parents sought ways in which students might distinguish themselves in the process. After they heard reports from recent Shore graduates about the impressive collegiate records IB diploma students were achieving and the respect paid to them by university administrations, the advisory group recommended that the high school offer the IB option to highly motivated students as soon as possible. The school organized a committee to begin work on the application, and the intensive certification process began.

Before the school could receive approval to offer the IB program, the administration had to certify a high level of commitment to the program. The Board of Education had to commit funds to teacher training, textbook purchases, and organizational memberships: A dozen teachers had to attend training, at an average cost of $1,200-$1,500 per teacher, so that they could learn the IB approach to education; new courses necessitated the acquisition of new textbooks and materials, at a cost of approximately $3,000 per course; and as an IB World School, the high school would be assessed an annual membership fee of about $9,000. Despite the additional costs, the Shore Regional Board of Education recognized the value of the IB program to its student body and actively pursued the application process. More than a year after a parent group asked that the high school pursue IB World School status, a 200 page application was shipped to the IB Organization, and the school moved into a waiting pattern.

In September 2006, a site team representing the international organization visited Shore Regional High School and interviewed members of the various populations within its academic community. The site visit team members ultimately praised the school community for its commitment to high academic standards and promised to recommend the school for “IB World School” status, which was officially conferred on April 12, 2007.

The first cohort of Shore’s IB students entered the program in September 2007 and enrolled in seven IB courses: two languages (for Shore students, English and Spanish), natural sciences, human sciences, mathematics, art, and Theory of Knowledge (a course in basic epistemology). In addition to composing the required 4,000-word essay, and completing 150 hours in CAS, students write an essay on one of ten approved topics for Theory of Knowledge, and sit for exams in each subject – graded by an international panel – in May of their senior year.

Having exams as culminating activities within a program is not new: students enrolled in AP classes also take standardized tests in May. Yet, the depth of the course offerings and the traditional design of the curriculum make the IB diploma program an attractive alternative to the Advanced Placement program at schools such as Shore Regional High School. Students in the IB program have more time to explore and to master challenging academic concepts, since they do not have to complete all coursework within eight months before taking the standardized exams in early May. Instead, at a school’s choice, IB courses can be offered over two years, allowing students to become more comfortable with the material and to experience more opportunities to demonstrate what they have learned through various types of assessments. For example, in the English A1 class at Shore Regional High School, students are required to write two essays on world literature topics and to make two oral presentations before their peers; these assignments are mandated by the IB Organization and are in addition to the work the students must complete for the school’s IB English teacher. Generally, the style of an IB exam is open-ended: the multiple-choice format of many AP tests is not typical of most IB assessments. Many who compare the two programs concur: IB exams allow students to demonstrate what they know, while AP tests force students to reveal what they do not know.

This more supportive approach works well with many different types of students, and for that reason, the IB program at Shore Regional High School includes students who probably would not have considered enrolling in AP-level classes. The IB curriculum includes provisions for individualized accommodations, and the IB-mandated pedagogy includes best practices from schools throughout the world. Thus, many American high schools consider the IB program to be accessible and appropriate for students on different academic levels; they have adopted the attitude that all students, regardless of their academic abilities or backgrounds, can benefit from the type of instruction offered by the IB curriculum. After even just one year, several of the students in the Shore Regional High School IB program have proved this to be true. Among those with the weakest academic backgrounds, the gains have been the greatest; and all have benefited from their work with each other.

The transition from application to implementation was not completely seamless, however. Some of the fourteen students who enrolled in Shore Regional High School’s first IB diploma group found themselves in classes more difficult than they had ever taken, for several of these students had not previously experienced courses taught above the standard, non-honors level. The IB philosophy required the students enrolled in the program to assume much more personal responsibility in the educational process. Although the teachers provided the high levels of support required by the IB program’s rigorous academic standards, the students often found themselves faced with major assignments in several classes due at the same time.

Furthermore, most of the teachers assigned to teach the IB classes were also assigned to AP classes, and as a result, these instructors faced pedagogical and philosophical conflicts. The AP instructional approach demands rapid-fire lessons and incessant drills. As a rule, the AP classes are filled with high-achieving students with strong academic backgrounds, and the instructional pace can be quick. IB classes, on the other hand, can be populated with students of mixed academic abilities and backgrounds. Unfortunately, a few of the teachers in the Shore Regional High School IB program have perceived some of the school’s IB students as less able, and they tended to dismiss them as reasonable candidates for the IB diploma. Also, since the high school had scheduled the IB courses to take two years to complete, the pace of instruction could be slower and more deliberate, leading some of the teachers to compare the IB program to the AP program unfavorably.

At the end of the first year, the initial group of fourteen students scaled itself down to a group of ten. One student graduated a year early and won a scholarship to Tulane University, due in large part to his participation in the IB program. Another decided that she wanted to concentrate more narrowly on the natural sciences and mathematics and not be required to take art and world language classes. The third student did not pass enough IB classes to be eligible to remain in the program, and the fourth decided that the work was simply too hard for her. The ten that remain in the program exemplify a strong commitment to personal excellence, and their willingness to take academic risks should make them strong candidates for admission into competitive colleges, as they personify the “IB Learner Profile”: IB students strive to be inquiring, knowledgeable, thoughtful, communicative, principled, open-minded, caring, balanced, and reflective. These attributes translate the organization’s mission statement into important learning outcomes for 21st century education.

As is the mission of many academic institutions, including Shore Regional High School, the goal of the IB diploma program is to encourage and to support the education of the whole person; the various courses emphasize intellectual, personal, emotional and social growth through all areas of knowledge. As the parents in the advisory group intended, these well-rounded, caring students are strong candidates for admission to most American colleges and universities. Perhaps more importantly, Shore Regional feels that the students who participate in this program will be better prepared after college for careers in a global society.

What began, then, as a program to help students at Shore Regional High School get into more competitive colleges has become an exciting new approach to education not only for the brightest students in the school but also for those who are highly motivated or who might not have been sufficiently challenged by the “regular” classes. The IB diploma program has brought new perspectives on learning and a more expansive worldview to a relatively small, fairly homogeneous high school. The fourteen students who were brave enough to place themselves in untried courses with newly trained teachers have honed their critical thinking skills and their abilities to respond compassionately to people in different regions of the country and of the world. They have entered a path that leads to global understanding and tolerance; they are already winners.

For more information on the International Baccalaureate diploma program, visit the organization’s web site at www.ibo.org.

Linda Ensor teaches English at Shore Regional High School; she is also the coordinator of the school’s IB program. She can be reached at lensor@shoreregional.org.

Shades of Green

New Jersey schools are finding that green schools pay dividends beyond the bottom line

By Paul Napoli

School Administrators across America are learning the many benefits of going green, and New Jersey is no exception. Green schools – meaning those built or renovated using the most durable, energy-efficient equipment, systems and materials – are reaping rewards far beyond the bottom line.

Energy is one of the most important issues that we face today. On average, green schools use one-third less energy than conventional schools, thanks to innovative designs, advanced heating, cooling, ventilation and lighting equipment, and integrated systems to keep operations running at peak proficiency.

But green schools don’t simply save energy and money. Learning is also enhanced. “Children’s health is disproportionately affected by indoor pollutants, while light and air quality affects their capacity to learn and succeed,” said S. Richard Fedrizzi, CEO of the U.S. Green Building Council. The recent report, Greening America’s Schools, concluded that green schools can raise academic performance while improving the health, well-being and productivity for all who learn and work within them.

Today, 14 million children – more than a quarter of American students – attend school in buildings considered below standard or dangerous, according to the U.S. General Accounting Office, and almost two-thirds of schools have building features such as air conditioning that need extensive repair or replacements.

The concentration of pollutants indoors is typically higher than outdoors, sometimes by as much as 10 or even 100 times, according to Greening America’s Schools. The health effects are dramatic. Substandard indoor-air systems exacerbate asthma symptoms as well as also contribute to the spread of a variety of respiratory ailments, such as colds and flu. That means more sick days among students, teachers and staff, and lower productivity when they’re in the classroom.

A Green Cure But green schools can help. A Carnegie Mellon review of two recent studies found an estimated 50 percent reduction in cold and flu infections in buildings with advanced ventilation systems and improved thermal control. And 70 percent of districts with green schools reported increased student attendance, according to Greening America’s Schools.

The 41-classroom Carlstadt Public School in Bergen County, which was dedicated in 2007, has achieved LEED Silver Certification via totaling 36 total points in the Green Building Rating System developed by the U.S. Green Building Council. LEED (Leadership in Energy and Environmental Design) provides a comprehensive tool for schools that set out to build green and want measurable results. The program encourages project teams to use an integrated design approach from start to finish. Eight out of the 36 points at the Carlstadt School were achieved in the area of Indoor Environmental Quality, confirming that the school has been built to high performance classroom standards incorporating improved temperature and humidity control for better indoor air quality. This translates to fewer sick days. The Carlstadt school district has also realized a 30% reduction in water and energy consumption for its efforts.

This environmental leadership has inspired the teachers and students, as well. Carlstadt students have a unique sense of pride that they are attending school in an environmentally sustainable building. The hope is that maximizing energy efficiency and seeking out renewable energy sources will become second nature to those students as they grow into adulthood.

Paying for Itself While the average school in America was built more than 40 years ago, upgrading now to green technology makes better financial sense in the long run. While green schools initially cost about $3 more per square foot to build, the total financial benefits are 20 times greater than the initial investment, according to the U.S. Green Building Council’s report.

Reduced operational costs are a major reason and the potential savings is profound. If all construction and school renovations in America went “green” starting today, the energy savings alone would total $20 billion over the next 10 years. And, as electric rates increase, the financial case for taking energy conservation measures becomes easier to justify due to a shortened payback period. Meanwhile, the larger the building and the larger the utility bill, the bigger payoff you get from high efficient equipment.

All new schools in the Vineland School District are using geothermal renewable energy systems. The geothermal system drastically lowers the schools’ dependence on fossil fuel by using the constant temperature of the earth at a moderate 53 degrees Fahrenheit throughout the year as the primary source of energy for heating, cooling, and domestic pre-heating hot water production. “The geothermal system is the most energy efficient and environmentally acceptable of all the systems we analyzed,” says Mike Fischette, P.E. and corporate principal at Concord Engineering Group. “It has a life cycle cost that is more than two and a half million dollars less than a four pipe boiler/chiller system.”

Easy and Flexible Comfort In order to keep teachers and students focused, classrooms need to be kept at a moderate temperature. There are many elements that can change the temperature in a room. The number of people in the room, time of day, and amount of sunlight, are just a few examples. As these conditions change throughout the day, the more responsive system will keep the room at an acceptable level. Digital control systems are a very effective tool for managing these hourly changes in the classroom environment and minimizing energy consumption

A simple solution, such as wireless temperature sensors, can significantly lower energy consumption. Some of the school districts in New Jersey which have implemented wireless technology include Millstone, Eatontown, Verona, Perth Amboy, and Clinton. By placing the sensor in a location that is in close proximity to where the students actually sit, versus the typical wired scenario which is usually near the door because of standard wiring schemes and installation procedures, the wireless sensors provide improved comfort and indoor air quality conditions. In terms of the overall environment, wireless sensors use fewer construction materials like conduit, wire, and connectors, because they eliminate the physical connection between the building automation controller and the sensing device. These wireless zone sensors also use less electrical power due to the fact that they use standard AA lithium batteries that last for a minimum of 5 years. For example, the Clinton Middle School, in Clinton, N.J., has more than 110 wireless zone sensors throughout the building. If, in years to come, there are changes in curriculum and classroom space usage, the sensors can simply be picked up and moved to a more suitable location within the classroom. It is an extremely flexible solution.

Green design is good design. It is the right thing to do for the environment, the teachers, the students, and the taxpayers. It is not just about saving energy and money. It is about making schools healthier and improving the learning environment so that students are better prepared for the future.

For more information, visit the USGBC website dedicated to green schools: www.buildgreenschools.org.

Paul Napoli is Trane’s education market leader, based in Parsippany, New Jersey. He focuses his work on K-12 school districts. He can be reached at pnapoli@trane.com.

The Other Side of the Report Card

Schools that address the proper social, emotional and character development of students see academic and social gains.

By Maurice Elias

Research, observation, experience, and common sense all converge to suggest strongly that student success–including academic success–depends a great deal on the “other side of the report card.” That’s the informal term for the skills that elementary schools assess on report cards, the “gets along with others” type of skills. Those skills aren’t graded in secondary schools, but they are no less important.

Students who are actively engaged in class and come prepared, who cooperate with their peers, who resolve conflicts peacefully, who complete their work, who attend school often and are not tardy, and who demonstrate initiative and leadership are more likely to succeed in school, and ultimately in life.

Smart school leaders know that the interpersonal life of schools – in classrooms, hallways, recess periods, lunchrooms, buses, study halls, school athletic and non-athletic teams, clubs and performance groups, and formal and informal gatherings of students, staff, and parents – rests on the character of the people involved. In recent years, these skills of sound character and citizenship have been termed “Emotional Intelligence” or social and emotional learning (SEL) or, as we now refer to them in New Jersey, social-emotional and character development (SECD).

Many schools already engage in a variety of SECD-related programs, including character education, bullying and violence prevention, substance abuse prevention, and SEL curriculum programs such as Social Decision Making/Social Problem Solving, Responsive Classroom, Second Step, Open Circle, Quest, or Resolving Conflicts Creatively. The Collaborative for Academic, Social, and Emotional Learning (www.casel.org) has gathered extensive data on these and related programs.

But most efforts in school districts are not coordinated. We have numerous programs in our schools that are arrayed like jumbled jigsaw puzzle pieces. Each piece is nicely crafted, and may well be evidence-based, but only if they fit together properly with one another will they combine to present a discernible picture. Lack of coordination has two major results. First, the whole is less than the sum of its parts. Second, students’ emotional, behavioral, and attitudinal skills are not affected to the point where they can direct sufficient energy to academic learning to make real progress. Therefore, schools also do not benefit in proportion to their effort and expenditures in either SECD programs or in academics.

Developing Safe and Civil Schools in New Jersey Developing Safe and Civil Schools (DSACS) is an initiative that has been created by the New Jersey Department of Education and Rutgers University’s Center for Applied Psychology and Social-Emotional Learning Lab. Its aim is to bring coordinated social-emotional and character development to every school in the state.\

Under the DSACS initiative, schools are eligible to receive, at no cost, training and support for school teams in how to coordinate existing efforts in character development, positive behavior, health promotion and at-risk behavior prevention.

An essential part of DSACS is an anonymous survey of school climate as perceived by staff and students, given once per year. Schools receive feedback to identify areas of strength and those needing improvement. Assistance is given in creating a safe, civil climate that is conducive to learning. Efficiency and effectiveness of SECD efforts are coordinated to strengthen the skills that students’ need for academic success

Other DSACS components include consultation with school-based SECD teams, regional workshops for teachers to improve classroom climate and foster engaging teaching methods, and linkage with professional development requirements for most New Jersey education-related associations, which advise the DSACS project. Further, the DSACS initiative is aligned with and can assist districts in meeting the requirements of N.J.A.C. 6A-16-7 (the regulations for the Code of Student Conduct), NJQSAC, and those of the HIB (Harassment, Intimidation and Bullying) and Safe and Drug Free schools initiatives.

As DSACS staff have worked around the state, we have helped schools identify existing SECD programs that are redundant or are disconnected from each other. For instance, similar topics are being covered and addressed in different programs without any acknowledgement that there was a prior discussion about the topic or the same key skills, such as problem solving, are taught in many different ways. Such fragmentation can cause confusion for students, but once identified, is easily remedied.

When districts have coherent, effective programs in social, emotion and character development, students entering schools in New Jersey will feel they have a positive purpose in being there. They will feel engaged, attached, and connected and see the schools as a place they can learn and do things to contribute to the world around them, advance their sense of purpose, and become more literate in academic, media, artistic, and civic areas. This will be accomplished in part because the students will experience coordinated and continuous efforts to build their social-emotional skills, positive character, service-learning contributions, and health, and to prevent substance abuse and violent or bullying behavior in a safe, civil, caring, supportive, and ethical environment.

For more information on the Developing Safe and Civil Schools project, visit the following Web site: www.teachSECD.com.

Maurice J. Elias, Ph.D. is a professor in the department of psychology at Rutgers University, project director of Developing Safe and Civil Schools, and director of the Rutgers Social-Emotional Learning Lab. He can be reached at admin@teachSECD.com.