PromisingActivitiesPracticesandResources
PROMOTINGSELAND
CHARACTERSKILLSINEXPANDED
LEARNINGPROGRAMS
BySamPihaandRozelCruzTemescalAssociates
2
ACKNOWLEDGEMENTSAspecialthankstotheorganizationsthatsubmittedactivitiesandresourcesforthis
paperThanksalsotoStaceyDaraioandSamanthaWaltersfortheirassistancewith
editingLastlywersquodliketothanktheSDBechtelJrFoundationfortheirsupportof
thispaperandacknowledgetheExpandedLearning360deg365project
PHOTOCREDITSWersquodliketocreditthefollowingorganizationsforthephotos
AbleData
After-SchoolAll-Stars
CoachingCorps
EduCareFoundation
EverForwardClub
GreaterGoodScienceCenter
InnerExplorer
KimochiDolls
LArsquosBEST
LDSorg
NHPFoundation
OaklandLeaf
RioLindoAfterSchoolProgram
TeachingRestorativePracticeswith
ClassroomCircles
WINGSForKids
YouthInstituteYMCAofGreaterLongBeach
ABOUTTemescalAssociatesisdedicatedtobuildingthecapacityofleadersand
organizationsineducationandyouthdevelopmentwhoareseriousabout
improvingthelivesofyoungpeopleOurclientsincludeleadersofyouthserving
institutionsandorganizationsschoolandyouthprogrampractitionerspublicand
privatefundersintermediaryorganizationsandpolicymakersTheirworkranges
frombuildinglargescaleyouthandcommunityinitiativestoprovidingservicesto
youngpeopleonaday-to-daybasis
Expandedlearning360deg365isacollaborativeprojectdedicatedto
promotingthedevelopmentofcriticalskillsbeyondacademicsthatresearch
hasidentifiedasessentialtoyoungpeoplersquossuccessinschoolworkandlife
TheExpandedLearning360deg365projectpartnershavedesignedanumber
ofsupportsforeducatorsandleadersofexpandedlearningprograms
3
TABLEOFCONTENTS
ACKNOWLEDGEMENTSANDPHOTOCREDITS 2
INTRODUCTION 4
ABOUTTHISPAPER 5
DEFINITIONSANDFRAMEWORKS 5
THEIMPORTANCEOFADULTSTAFFANDTHEIROWNSKILLS 7
CHALLENGESANDBARRIERS 8
THEIMPORTANCEOFCOMMITMENTANDIN-DEPTHPLANNING 9
RESOURCES 10
ACTIVITIESPRACTICESANDRESOURCESBYORGANIZATION
EduCareFoundation 11EverForwardClub 12CampEDMO 14LArsquosBEST 15RioLindoAfterSchoolProgram 17After-SchoolAll-Stars 19WINGSForKids 20ThePOWERProgramatPioneerSchool 21OaklandLeaf 23CoachingCorps 24CalSAC 25TheGreaterGoodScienceCenteratUCBerkeley 26
4
INTRODUCTIONThereisnowastrongconsensusthatyoungpeopleneedmorethanreadingand
writingskillsiftheyaretobesuccessfulinschoolworkandlifeAccordingtothe
CaliforniaDepartmentofEducationrsquosExpandedLearningDivisionldquothereisa
growingbodyofresearchprovingthatsocialandemotionallearning(SEL)is
fundamentaltoacademicsuccessandmustbewovenintotheworkofeveryteacher
ineveryclassroomandeveryafterschoolandsummerenrichmentprogramifwe
trulywanttoprepareallourstudentsforcollegeandcareersrdquo(Whenwereferto
ldquoSELrdquowearealsoreferringtosocialemotionalskills)Asnotedinfigure1allstates
havedevelopedSELeducationalstandardsorgoals
Figure1(CreditCASEL)
Beyondteachersinaclassroomyouthworkersshouldprovideopportunitiesfor
studentstolearnsocialemotionalandcharacterskillsAccordingtoJuliaRuggat
WINGSforKidsldquowebelievethatafterschoolprogramsarewell-positionedto
directlyteachsocial-emotionalskillslikeself-awarenessandresponsibledecision-
makingWeseebothvalueandopportunityinusingthehoursafterschooltohelp
teachthesecriticalskillstoourmostvulnerablekidsmdashthestudentswhoneedthem
mostWetakeadvantageoftheflexibilitythatafterschoolofferstonotonlyteach
social-emotionalskillsbutusetheadditionaltimeitaffordsforkidstopracticethem
andapplytheminsocialandacademicsettingsrdquo
TheconceptofsocialemotionallearninghascometoafrenzyinthepastcoupleofyearsWheredoesafterschoolfitintoallofthisYouwouldhopethatwersquodberightattheforefrontWersquovebeendoingthisforyearsweknowhowtodoitndashKarenPittmanForumforYouthInvestment
5
ABOUTTHISPAPERWhilewehearalotabouttheldquowhyrdquoofSELandcharacterbuildinglittleisheard
abouttheapplication(theldquowhatrdquoandldquohowrdquo)withinafterschoolprogramsExpanded
learningpracticesneedtobeupliftedsothatthefieldcanbegintoseewhatgood
characterSELlookslike
ThispaperprovidesanoverviewofsocialemotionalandcharacterbuildingskillsIt
goesontoprovideexamplesofactivitiesandpracticesforexpandedlearning
programsprovidedforandbyExpandedLearningProgramsandTechnical
AssistanceorganizationsToidentifyexpandedlearningpracticesandactivitieswe
reachedouttoorganizationsacrossCalifornia
Eachexamplewillincludeadescriptionofthesubmittingorganizationacontact
personwithintheorganizationandadescriptionofthepracticeoractivity(ie
purposetimeneededfrequencytargetaudienceandsupportingresources)
Toaccompanythispaperwerecommendreadingtheguide
publishedbyOaklandUnifiedSchoolDistrict(OUSD)andCASEL
(CollaborativeforAcademicSocialandEmotionalLearning)
entitled3SignatureSELPracticesPlaybookThisisanexcellentcompanionpiecethatfeaturestipsforgettingstartedaswellas
SELactivitiesin3areasWelcomingRitualsInclusionActivitiesEngagingPractices
andOptimisticClosures
DEFINITIONSANDFRAMEWORKSThereareseveralpopulartermsrelatedtoSELandcharacterskillsincludingnon-
cognitiveskillssoftskillsgrowthmindsetsgritandcitizenshipInadditionthere
aremanydefinitionsandframeworksrelatedtoSELandcharacterskills
ThemostwidelyknownSELframeworkisusedbyCASELTheydefineSELasldquotheprocessthroughwhichchildrenandadultsacquireandeffectivelyapplythe
knowledgeattitudesandskillsnecessarytounderstandandmanageemotionsset
andachievepositivegoalsfeelandshowempathyforothersestablishandmaintain
positiverelationshipsandmakeresponsibledecisionsrdquoSeefigure2
6
Figure2
AleadingresourceforcharactereducationandskillsisCharacterorgWhilethey
tendtofocusonschoolsmuchoftheworkisrelevanttoexpandedlearning
programs
TheydefineCharactereducationasldquoaddressingmanytoughissuesineducationwhiledevelopingapositiveschoolclimate
Educatorsfromadiversearrayofschoolshavetransformed
theirschoolculturesreduceddisciplinereferralsincreased
academicachievementforalllearnersdevelopedglobalcitizens
andimprovedjobsatisfactionandretentionamongteachers
Charactereducationincludesandcomplementsabroadrangeof
educationalapproachessuchaswholechildeducationservice
learningsocial-emotionallearningandciviceducationAllshareacommitmentto
helpingyoungpeoplebecomeresponsiblecaringandcontributingcitizensrdquo
Manyexpandedlearningprogramsrelyontheskillsframeworkdevelopedbythe
PartnershipforChildrenandYouthandtheExpandedLearning360deg365project
whichintegratesresearchonSELcharactereducationandyouthdevelopmentTheir
frameworkpresentsthreeareasofskillsWeAreWeBelongWeCanSeeFigure3
7
Figure3(CreditPartnershipforChildrenandYouth)
THEIMPORTANCEOFADULTSTAFFANDTHEIROWNSKILLSDrDaleBlythUniversityofMinnesotaemphasizesthatsocialemotionalskillsare
ldquotaughtrdquothroughdirectinstructionandldquocaughtrdquothroughadultmodelingandthe
programvaluesandcultureWeknowthatthesuccessofanyprogramtopromote
socialemotionalandcharacterskillsispartiallydependentonthesocialemotional
andcharacterskillsoftheadultleaders
BelowisareflectionfromStuSemigranFounderofEduCareFoundationonthe
importanceofadultstaffandtheirsocialemotionalskills
WecanonlytrulyteachorimpactourstudentsinthevalueandcompetenciesofSELtothedegreethatSELisbecomingpartofourownrepertoirehellipourownwayofbeingAswecommittoourpersonalSELself-developmentthisnaturallyinfluencesourinstructionalpracticesprogramsanddecisionsSELbecomesmorethanacollectionoflessonplansactivitiesorprogramsItbecomesawayofteachinghellipawayofbeinghellipawayoflivingThenweasrolemodelscandeeplyassistourstudentsastheyevolveintheirownmastershipofSELThishasimplicationsforhowwehireandprovideprofessionaldevelopment
ldquoWhoeverourstudentsmaybewhateversubjectweteachultimatelyweteachwhowearerdquo-AuthorEducatorandActivistParkerPalmer
ThereareavarietyofvaluableSELskillsthatcanbeaddressedthroughstaffprofessionaldevelopmentEduCareFoundationteachesldquoEightSkillsforHeartsetregEducationrdquoSomeoftheseincludetoolsforself-awarenessmindfulnessself-forgivenessandempatheticlisteningWhentheseandotherSELskillsarepersonalizedandbecomeourbaselinethenwearemoreequippedtocreateanSELstyledclimatewithSELcurriculumandactivitiesthatcanreallyldquostickwithrdquoandimpactourstudentsPerhapsthefirststepinthisongoingprocessoftheadultleadersasstudentsofSEListakingcareofourselvesAswedevelopadeeperpositiveregard(honoringandcaring)forourselvesthenwecanhaveamindsetandaheartsetthatreallyseesthebestinourstudentsandtheiraspirationsThispersonalfoundationofSELleadstobecomingamoreeffectiveSELsparkandinfluencerforourkids
8
ldquoWithSEL-focusedtrainingthathelpsprovidersbetterunderstandanddeveloptheirownSELskillstheycanintentionallymodelSELforkidsfindteachablemomentsineverydayactivitiesandsimplybethesupportiveandcaringadultthatallkidsneedrdquo-NationalAfterSchoolAssociation
CHALLENGESANDBARRIERSInKernelsofPracticeforSELLow-CostLow-BurdenStrategiestheauthorsstateldquoAnumberofbarriersundermineeffortstobringSELprogrammingtoscaleandthese
barriersarelikelyexacerbatedinlow-incomeandlow-resourcecontextsrdquoBelowwe
listsomeofthechallengesandbarriersfacedbyexpandedlearningprogramsthat
seektopromoteSELmanyofwhicharecitedinthispaper
bull ExpandingExpectationsAswelearnmoreabouttheneedsandchallengesfacedbyyoungpeopleandtheskillsneededtosucceedourexpectationsof
expandedlearningprogramscontinuetogrowDuetothisandtheincreased
accesstoinformationviatheinternetprogramleadersarebecoming
increasinglyoverwhelmed
bull ImplementationChallengesDuetopoorfidelityandaninabilitytoimplementprograminitiativesasdesignedprogramsarebecoming
inconsistent
bull LimitedLocalBuy-inDuetolackofautonomyandcommunicationwithparentsandotherstakeholdersthereislimitedlocalbuy-in
bull LackofFinancialPersonnelandStructuralResources(eghighcostofmaterialsextensivetimerequiredforadulttrainingPD)Accordingto
BrandonSportelTheRioLindoAfterSchoolProgramldquoAchallengeislackof
fundingtopayfortrainingsManyafterschoolprogramsarenotbudgetedfor
additionaltraininghoursThisisunfortunatebecauseopportunitiestomeet
andanalyzedatacreateactionplansandprovidenewsystemsofprompting
greatlyimpactsstudentbenefitrdquo
bull PoorIntegrationintoProgramPracticeOftenSELandcharacterbuildingareseenasldquoextra-curricularrdquoorasanadd-ontoexistingprogramsEricGurna
atLArsquosBESTstatesldquoWebelieveyouhavetoweaveSELintoeverythingwedo
ndashratherthanlookatSELasastand-aloneactivityorclubWehave
incorporatedSELactivitieswithinmanytrainingsandmeetingsweprovide
asameanstoalsoexploretheconnectionsweshareamongstaffand
colleaguesrdquo
bull LowSustainabilityOftenSELandcharacterbuildinginitiativesinexpandedlearningprogramsarenotcontinuedorusedconsistentlyovertime
Sustainabilityrequiresaseriouscommitmentofproviderorganizationsand
programleadersSeebelow
9
THEIMPORTANCEOFCOMMITMENTANDIN-DEPTHPLANNINGToaddressmanyofthechallengesandbarrierscitedaboveitisimportantforthe
providerorganizationtocommittotheworkoffocusingtheirprogramsonsocial
emotionallearningandcharacterbuildingTheapproachtoinfuseSELandcharacter
buildingintoallfacetsoftheorganizationrequiresmorethanaone-shottrainingor
staffdiscussionRatherthisrequiresalongerprocessthatincludes
bull BuildingAwarenessandUnderstandingndashTodothisitisimportantthatprogramleadersselectaframework(seeabove)anditslanguagebefore
effortstobuildawarenessProgramleadersmaywishtoreviewStudentSuccessComesFullCircleItdetailssixsocialemotionalandcharacterskillsthatexpandedlearningprogramscanhelpdevelopinyoungpeople
bull NamingSkillsandExploringtheMeaningofTheseSkillsndashCanyouspecificallynamethesocial-emotionalandcharacterskillsthatareimportant
totheprogrammdashskillsthattheprogramiscommittedtoHowimportantare
thesethingsandtowhomaretheyimportantCanleadersandstaffwrite
downthreethingsayoungpersonwouldsayordoiftheywerepracticing
theseskillsAretheseskillsbestldquotaughtrdquoorldquocaughtrdquoThesearejustsomeof
thequestionsaprogramshouldexplorewhendiscussingSELandcharacter
skills
bull BuildingonWhatYouDondashCanleadersandstaffnameprogramactivitiesandpracticesthatalreadysupportspecificsocial-emotionalandcharacter
skillsYoucanmakeuseofthisonlineself-reflectionsurveyforyourstaff
bull AligningwithQualityStandardsndashSeveralorganizationsandstatenetworkshavedevelopedqualitystandardsforexpandedlearningprogramsIn
CaliforniaimplementingthequalitystandardsbringsaboutSELCharacter
skillsAskhowdoourqualitystandardsalignwiththesocial-emotionaland
characterskillsForinstancehowdoeffortstocreateasafeandsupportive
environmentsupportsocial-emotionalandcharacterskills
bull CollectingandUsingDatandashManyprogramscollectdatatoprovidefeedbackregardingprogramqualityFeedbackcanbeintheformofobservations
reflectionsandorself-assessmentscompletedbyprogramstaffDatacan
alsobecollectedfromyouthparticipantstheirfamiliesandorother
stakeholdersandpartnersWhatdoesyourdataonprogramqualitytellyou
aboutthestateofsocial-emotionalandcharacterskillsinyourprograms
bull ProgramImprovementndashAsexpectedimprovingaprogramrequiresplanningandidentifyingandimplementingnewstrategiesForexample
organizationscanintroductionofnewprogramactivitiesreviseamission
statementaddadditionalstaffdevelopmentamendhiringpracticesandso
forthInstituteintentionalchangesanddetermineiftheymakeadifference
10
LeaderswhoaredesigningprogramstopromoteSELandcharacterbuildingwould
beadvisedtoreviewtheworkofresearchersJosephDurlakandRogerWeissberg
Theyidentifiedfourcharacteristicsofeffectiveafterschoolprogramsthatpromote
socialandemotionallearningThefourcharacteristics(SAFE)are
bull Sequenced-anintentionalstep-by-stepandsequentialapproachbull Active-emphasizesactiveformsoflearningsothatyouthcanpracticenew
skills
bull Focused-anintentionalfocusspecifictimeandattentiononskillbuildingactivities
bull Explicit-clearlydefinedSELgoals
ldquoWersquovealignedourprogramtotheSAFEframeworktoensureweareinfusingintentionalitythroughoutouractivitiesandourcurriculumrdquondashJuliaRuggWINGSFORKIDS
Youcanviewtheirfullreporthere
RESOURCESInadditiontotheresourcesrecommendedbythosewhosubmittedactivitiesand
practiceswehavegatheredmanyresources(egblogsreportsvideos)whichcan
befoundhere
11
SELACTIVITIESPRACTICESANDRESOURCES
EXPANDEDLEARNINGPROGRAMEduCareFoundationimplementscomprehensivedailyExtendedLearningProgramsonthecampusesof18highschoolsand1middleschoolservingover30000studentsinthe
greaterLosAngelesareaeachyearInadditionEduCareimplements3-dayACEStudent
SuccessProgramat35schoolsthroughoutLosAngelesreachingover5000youtheachyear
ContactPersonStuSemigranstueducarefoundationcomActivityPurposeUsingcreativevisualizationsandpositivestatements(affirmations)tocreatea
growthmindsetandsupportself-awarenessand
self-regulation
TargetAudienceYouthgrades6-12aswellasourstaffclassroomteachersandparentgroups
ActivityDescriptionGuidedVisualizationsaroundaparticularthemethereareavarietyof
mindfulnessandcenteringpracticesweenjoy
usingandhavefoundvaluable
Examplesthemesinclude
bull Gratefulness-studentsclosetheireyesandreviewonanimaginarymoviescreen
imagesofwhoandwhattheyaregratefulfororappreciate-friendsfamilymembers
theirhealthpeoplewhosupportorinspirethemopportunitiestheyhaveatschool
orelsewhereetc
bull PerformanceSuccess-usingthetechniqueofldquoMentalDressRehearsalrdquosimilarto
whathighperformingathletesandperformersdoastheyprepareforaperformance
eventThestudentsclosetheireyesandbringawarenesstorelaxingtheirbreathing
andthenmoveontoasimpleinternalawarenesscheckofhowtheywerepresently
doing-physicallywithfeelings(emotionally)andwiththeflowoftheirthoughts
(mentally)Onanimaginarymoviescreeneachwouldbeinvitedtoimagine
themselvespriortotheirperformanceevent(athleticcompetitionhighstakestest
etc)Theywouldseeonthescreentheirtypicalresponsesbodytighteningup
stomachknottingupbreathingtensingupnegativementalchatterlikeldquoIamabout
tofailrdquoetcIntheirimaginationtheythenwalkovertotheirimaginaryscreenand
seethemselvesplacingabigldquoXrdquoacrossthatfixedmindsetimageInstantlythat
imagewouldbereplacedbyoneofseeingthemselvesasrelaxedpreparedandeven
enthusedpriortotheperformanceeventWherepreviouslytherewasanxietythey
nowseethemselveswithfullconfidence
TimeNeededFrequency3-5minuteseach
ResourcesMaterialsMakingtheBestofMeAHandbookforStudentExcellenceandSelf-Esteem
EXPANDEDLEARNINGPROGRAMTheEverForwardClubworkswith
boysandyoungmentopromote
greaterselfawarenessand
awarenessofothers-bothcritical
componentstosocialemotional
learningandcharacterbuilding
Theireffortsincludeworkin
schoolsandtrainingsofeducators
andyouthworkersTheywerealso
featuredinadocumentaryentitled
TheMaskYouLiveIn
ContactEmaileverforwardclubgmailcom
ActivityPurposeThepurposeofthisactivityistopromoteself-awarenessasenseofbelongingandgreaterawarenessofothers(Thisactivityisapartofthe100kMasks
ChallengeThisglobalcampaignisawakeningpeopleallovertheworldtorealizethatthey
arenotaloneandtoseeandlearnhowmuchwehaveincommonbutweoftenmissbecause
wekeepitlockedawayinsideToparticipateinthiscampaignseebelow)
TargetAudienceAdolescentsgrades6-12
ActivityDescriptionYoutharegivenahandout(seewebsite)andaskedtofollow3stepsanonymouslyTheyarealsoaskedtokeeptheireyesontheirownpaper
1 Drawamaskontheleftside
2 Write3wordsonthefrontofthemaskthatrepresentqualitiestheyletpeoplesee
3 Write3wordsonthebackofthemaskthatrepresentthethingstheydonrsquotusuallylet
peoplesee
Adultleaderscollectthemasksandthenhaveafewvolunteersreadafewoftheresponses
anonymouslyYoutharetheninvitedtosharehowitfelthearingaboutthefrontandbackof
themasksoftheirpeersThiswouldbeagoodtimetodiscusstheircommonalitiesand
differencesDeeperprocessescanbecreateddependingonthelevelofsafetythathasbeen
generatedintheroom
NOTEIftheadultleaderfeelsthattheclassisnotpreparedtoshareoutmasksbasedonthe
levelofsafetythathasbeengeneratedthentheadultleadercancollectthemasksandshow
masksfromallovertheworldfromourwebsite
TimeNeeded10minutes-30minutes(dependingontimeavailableanddepthofconversation)
100kMasksChallengeThiscampaignhasbeenfacilitatedacrosstheworldandregardlessofthecountryagegenderorthesocio-economicbackgroundoftheparticipantsweare
clearthattherearepartsofourselvesthatwedonotsharewithothersandmanyofthose
thingsaretheblockagesbetweenbuildinghealthyrelationshipsandcommunities
Toparticipateadultleaderswhousethisprocessareaskedtosubmitalltheirmasksby
emailbyText(510-854-6794)orbyPostalMail(EverForward-100kMasks1714Franklin
St100-337OaklandCA94612-3409)
13
HowDoesThisImpactProgramsTheimpactonadultleadersaroundtheworldisthattheirstudentsgainanewsenseofconnectionandrealizationthatregardlessofwhatthey
aregoingthroughhellipTheyAreNotAlone
ResourcesMaterialsLearnmore
MaskGallery
TheMaskYouLiveInDocumentaryTrailer100kMasksLaunchVideo
TakingOffTheMaskWorkshop
14
EXPANDEDLEARNINGPROGRAMCampEDMOisaPre-K-8thgradeSTEAM(ScienceTechnologyEngineeringArtsandMath)andSEL(SocialEmotionalLearning)programthatimplementsthelatestresearch-informed
methodsofwhole-childdevelopmentThecorecharactertraitsweaimtobuildareCuriosity
CourageandKindnessInordertoachievethisgoalkidslearntodevelopfourmindsetsand
practicesixSELskillswhiletheyengineerbuildingscodeapplicationsorhikethrough
nature
ContactPersonEduardoCaballeroExecutiveDirectoredcampedmoorg
ActivityPurposeBuildempathyemotionvocabularyemotionmanagement
TargetAudienceWedothemingroupsof15-20kidsingradesPre-K-5thgrade
ActivityDescriptionKimochiDolls-WeuseKimochidollswithallour
agegroupsEachdollhasa
personalityarchetypethatkidscan
relatetoThedollscomewith
curriculumandadditionaltoolsto
helpkidsbuildvocabularyaround
theirfeelingsandempathyfor
others
FeelingPillowsTheKimochikits
comewithabagofplushlittle
pillowseachthathaveafaceandanemotionwordKidspulloutapillowfromthebagand
theotherkidstrytoguesswhatfeelingtheyareconveyingwiththeirfaceandbody
languageKidsexplainwhytheythinktheyarethatfeelingWhatarethecluesThefeeling
childthenrevealstheirfeelingYoucantaketheactivityfurtherbythenleadingadiscussion
aboutwhenisaninstanceinyourlifethatactuallymadeyoufeelthatwayThisactivitycan
bedoneevenwithoutthekitYoucanwriteabunchoffeelingwordsandputtheminany
container
TimeNeededFrequencyWedoKimochiactivitiesforabout20minuteseachdayatcampTheyaretypicallydonesittinginacircleWeusuallyusethemtostartourTeamTimehour
ofthedaywhenwefocusondoingactivitiesthatbuildSELskillsandteamwork
ResourcesMaterialsYoucanlearnmoreabouthowtouseandpurchasetheKimochidollsandtherelatedcurriculumhere
HowDidThisImpactYourProgramWenoticedkidswereabletoregulatetheiremotionsbetterresolveoravoiddisputesandplaynicerwitheachotherafterusingthedolls
15
EXPANDEDLEARNINGPROGRAMLAsBESTisanafterschoolenrichmentprogramserving25000elementarystudentsagesfivetotwelvein198schoolsinthemosteconomicallydistressedneighborhoodsthroughout
LosAngeles
ContactPersonZacharyWilsonDirectorofStaffDevelopmentzacharywlasbestlausdnet
ActivityPurposeTheuseofSanfordHarmonycardsenhancestheemotionallysafeenvironmentthatLAsBESTstrivestoprovideandsustainacrossallaspectsofour
programmingTheseresourcesallowforourstudentstosharetheirthoughtsandfeelingsin
asafehealthysettingthattheymaynotbecomfortablesharinganywhereelse
TargetAudienceYouthPre-Kthrough6thgrade
ActivityDescriptionSanfordHarmonyEverydayPracticesandQuickConnection
Cardsprovideengagingquestionsand
activitiestoexplorewithabuddyThe
studentsthengettoknoweachotherand
connectwhichpreparesthemtohandle
futurechallengesandconflictsand
opportunitiestocollaborateina
meaningfulandconstructivewaySanford
Harmonyalsoprovidesrecommendations
ofhowandwhytopairstudentstogetherTheMeetUpstrategyprovidesawayto
strengthenaprogramsdailyroutinebyincorporatingpracticesthatallowtheentiregroup
ofstudentstoexplorehowtheytreateachotherandhowtheycommunicatewithone
anotherTimeNeededFrequencyEachactivitycanvaryinlengthrangingfrom5to20+minutesdependingonifhowthefacilitatorstaffiscomfortableexpandingWedotheseactivities
everydayoronaregularconsistentbasis(eg2-3timesperweek)ndashagainvariesper
sitestaff
HowDidThisImpactYourProgramWehaveheardstoriesfromstudentsusingthisprogramthattheyenjoycarryingthequestionsconversationsandactivitiesintotheir
interactionswithfriendsandfamiliesathome
TheseresourceshavebeenmostvaluabletoLAsBESTbecausetheyhaveallowedusto
enhancehowweweaveSELintoeverythingwedondashratherthanlookatSELasastand-alone
activityorclubWiththisprogramstaffareabletointegratetheseresourceswithintheir
programsandinnovatewiththembeyondourinitialrecommendationsForexamplestaff
nowutilizethecardstosupporttransitiontimesndashwhengroupsofstudentsmovefromone
activityorspacetoanotherStaffhavealsofoundthecardsbeneficialduringhomework
timewhensomestudentsgetdonewiththeirassignmentsbeforeeveryoneelseisfinished
16
TargetAudienceAdultWorkersSanfordHarmonyCardshavealsosupportedourorganizationalgoalofprovidingprofessionaldevelopmentopportunitiesforstaffinwhich
theyareabletoexperiencefirst-handthepowerofself-reflectionandthebenefitsof
exploringtheSanfordHarmonyquestionsandactivitiesVariousinternal
teamsdepartmentsatLArsquosBESThaveincludedSanfordHarmonyCardswithin
teamdepartmentmeetingstoestablishthetone(akaice-breaker)
Wehaveintegratedthisprogramaspartofourbasicstafftrainingsspecifictoestablishing
positivelearningenvironmentsactivityplanning(egprogramdevelopment)and
homeworksupportndashinadditiontosomeofourleadershipfocusedtrainingsthatinvolve
establishingteamworkandasenseofbelongingSeniorleadershiphasuseditwiththeir
developmentteamasawaytogettoknoweachotherandhighlightasitepractice
TimeNeededFrequencyWetypicallydothisatleastonceamonthatourStaffDevelopmentTeammeetings
ResourcesMaterialsSanfordHarmonyEverydayPracticesandQuickConnectionCards-SanfordHarmonyisasocialemotionallearningprogramcultivatingstrongrelationships
betweenelementarystudentswithSELeducationSanfordHarmonyhasbeenAPPROVEDby
theCollaborativeforAcademicSocialampEmotionalLearning(CASEL)asaSELectprogram
forPre-Kthrough6thgradesClickheretoviewtheSanfordHarmonyEvaluationGuide
2018
17
EXPANDEDLEARNINGPROGRAMRioLindoAfterSchoolProgramwascreatedthroughpartnershipsbetweenschoolsandlocalcommunityresourcestoprovideliteracyacademicenrichmentandsafeconstructive
alternativesforstudentsingrades2ndndash5thgrade
ContactPersonBrandonSportelathelloyelloteamgmailcom
ActivityPurposeProvideeverystudentwithaconfidentiallineofcommunicationtoatleastonetrustedadultinourprogramResearchshowsthateverystudentmusthaveatleastone
adultintheirlivesthattheycantrusttoreachtheirpotentialforpositivegrowthand
achievementInadditionthepracticeofidentifyingandbeingawareoffeelingssupportsthe
studentsabilityforemotionalregulationreasoningandusingresourcestogettheirneeds
met
TargetAudienceStudentsingrades2ndndash5thgrade
TimeNeededFrequencyTheCheckInSystemisversatileandcanbeimplementedtomeettheuniqueneedsofeachsiteStudentsareabletocheckinwhenevertheywantandmany
sitesalsohavearegularlyscheduledcheckin2-5timesperweekWerecommendstudents
beencouragedtocheckinduringtheirregularschooldaybutnotfromhome
ActivityDescriptionUsingtheHelloYello(HY)CheckInAppwehave
successfullyprovidedeverystudent
withaconfidentiallineof
communicationtoatleastonetrusted
adultinourprogramsStudentsnow
haveavoiceintheirprogramming
safetyandachievementByallowing
studentstobeheardwehaveensured
thateachchildhasanadultmentor
thattheycancontactatanytimeto
expresstheirdailyexperiences
strugglesandaccomplishments
Mostofthecheckinsubmissionsneedonlyasilentgestureorafewwordsofencouragement
toclosetheloopSeveraltypicallyresultinabriefone-on-onetalktosortthroughadifficult
experienceandaveryfewrequireateamapproachOnechallengeislackofaccessto
technologyAlthoughtheHYCheckInsystemalsoprovidespencilpaperversionstheweb
applicationallowsforamoreimmediateresponse
HowDidThisImpactYourProgramJustbysimplyknowingwhatastudentisexperiencingintheirdailylifeprovidesauniquebondStudentswhoexperienceatrusting
relationshipwilllettheadultknowwhentheyneedadviceAllowingthestudenttodecide
leadstoempowermentandindependenceAmazinglyrelationshipsbuildintrustwithonlya
fewstrategicstaffactions
TheoveralldifferenceintheprogramssincetheimplementationoftheHYCheckInAppis
improvedschoolclimateandstudentconnectednesstotheprogramInadditionstudents
havelearnedhowtobeawareoftheirfeelingsandneedsandhowtogetthoseneedsmet
Evidentiarydataisbeingprovidedtohelpstudentswithcounselingneedsresultingin
additionalresourcesfortheprogramDataisalsobeingprovidedtomakechangesbased
uponstudentinterestsandqualitiessuchasmindfulnessartsscienceandsportsactivities
18
Thestudentsdemonstrateincreasedpersonalempowermentandhigherlevelsoftrustin
theirrelationshipswithprogramstaffTheyexpressfeelingsafeconfidentandcaredfor
Theyaremotivatedtocheck-inbecauseitsconfidentialTheprogramisbetteratmeeting
thesocial-emotionalneedsofstudentsStudentsareopeningupabouttheirfeelings
thoughtsandexperiencesInadditiontoincreasinglevelsoftrustthishasresultedin
potentialconflictsbetweenstudentsbeinghandledproactivelyegbullyingperceived
slightsandgroupdrama
TargetAudienceAdultStaffToprepareadultstafftosuccessfullyusetheHelloYelloappstaffparticipateinthreetrainingsThefirsttrainingteachesstaffthefunctionandlogisticsof
usingthewebappandoptionalpaperformsItalsopreparestheminhowtoprovidean
introductorylessonforstudentsThesecondtrainingisfocusedonhowandwhento
respondtosubmissionsusingactualstudentsubmissionsfromtheschoolsiteas
examplesArangeofpossibleresponsesarereviewedanddiscussedfromquickgestural
promptstoemergencysituationswhenotherteammembersneedtobeinvolvedThefocus
isonhowclosingthelooprdquowithaninterpersonalresponsecreatespositivetrusting
relationshipsandhowtheadultresponsemotivatesstudentstocontinuecheckinginThethirdtrainingprovidesamodelforstaffonformingadatateamtoanalyzeresponsesand
createactionplansaswellasteachinghowtoelicitspecificdatafromstudentsbyusing
customizedwritingpromptsforstudents
TimeNeededFrequencyImplementingtheCheckInSystemrequiresthreeone-hourtrainingmodulesWeusuallysuggestthatthetrainingsbespreadoutover3monthsto
allowteamstogrowwitheachsuccessivestep
HowDidThisImpactYourProgramThestaffisabletomaximizeteachingopportunitieswhenstudentsletthemknowthesocialandemotionalissuestheyarefacingbefore
problemsdeveloptothepointofforcingadisciplinaryresponseTheyarealsoableto
demonstrateincreasingconfidenceinsupportingstudentsandareexcitedtoseethemselves
growingintheirroleasadultmentorsTheyhaveexpressedthattheyfeelmoreconnectedto
theirstudentsandhavemoreunderstandingandempathytowardthewholechildand
abletoserveaspositiveadultrolemodels
ChallengesEnsuringthatstaffhavetimetofollowthroughandmeeteachstudentssocial-emotionalandacademicneedsisafrequentlyexpressedconcernfortheCheckInsystem
Theappisdesignedtomakeiteasyforstafftocompletetheentirecommunicationloop
withouttakingtimeawayfromperformingregularduties
AdviceforstaffHaveanopenmindaboutrespondingtostudentneedsApersonmayhavetoletgoofstereotypesandbeliefsaboutchildbehaviorassociatedwiththeirown
experienceswithintheirfamiliescommunitiesandschoolstoacceptstudentdifferences
AlsobereadytogetfeedbackfromthestudentsInsomecasesthefeedbackispositiveand
encouragingbutitcanalsoexposeareasofimprovementforyourprogramHavinganopen
mindisessentialfortakingyourprogramtoahigherlevelofexcellence
ResourcesMaterialsYoucanlearnmoreabouttheRioLindoAfterSchoolprogramhereYoucanlearnmoreabouttheHelloYelloapphereYoucanviewalistofvideoshere
Teachinghowtopromptformorespecificinfobull Checkinprompts
bull TenwaystousetheCheck-Insystem
19
EXPANDEDLEARNINGPROGRAMAfter-SchoolAll-Starsisanationalafter-schoolworkforcedevelopmentprograminsupportingTitle1middleschoolyouthWestrivetohelpyouthcontinuetodevelopgrowthmindsetsafterschoolwhetherintheirinterpersonalsocialrelationshipsandorintheircareerexplorationWeaskthemhowtheycansupporteachotherandcontributetothecommunitiestheyareapartofWehelpguidethemtowardsapotentialpathofactiontotakeinbringingthemclosertoreachingtheirgoalsanddreamsContactPersonNamrataGuptaEDASASBayAreanamrataguptaafterschoolallstarsorgActivityPurposeThispracticepromotesself-awarenesssocialawarenessandteambuildingIntermsofcharacterbuildingitteachesmemberstobeindependentproactiveandproblem-solversaswellascollaborativeTheyadoptgrowthmindsetsanditincreasestheirsenseofself-efficacyTargetAudienceMiddleSchoolYouthActivityDescriptionYouthAdvisoryBoard-WehaveaYouthAdvisoryBoard(Yabbies)ateachofourschoolsitesthatiscomprisedofyouthleaderswhoworktogethertoenhancetheexperienceofourafterschoolprogramsEightstudentssitontheboard(four8thtwo7thandtwo6thgraders)TheyhelpoursitecoordinatorplaneventsandadvocatefortheirpeersWerecommendthataselectioncriteriaandapplicationbedevelopedsothatstudentsareclearoftheexpectationsofsittingontheboardAndthatstudentsfromdifferentsub-communitiesinyourprogramarescoutedtoapplyinanefforttoinsurethatallstudentsfeelrepresentedWealsorecommendlookingattheexistingstudentleadershipstructuresattheschool-sitetoensurethatdifferentstudentsarechosentolead-notonboththeStudentCouncilandYouthAdvisoryBoardTimeNeededFrequencyTheYouthAdvisoryBoardmeetsweeklyonWednesdaysfor45minutesSitecoordinatorshelptrainandsupportourYouthAdvisoryBoardmembersHowHasThisImpactedYourProgramOurYabbieshavehelpedbuildcultureandawarenessofourprogrambyinvitingstudentinputintoourprogrammingmodelandprovidingleadershipopportunitiestokeepourprogramrelevanttotheneedsanddesiresofourstudentcommunityResourcesMaterialsFromTemescalAssociatesndash
bull CreatingandSustainingaThrivingYouthAdvisoryCouncilbull YOUTHPOWERStartingaYouthAdvisoryCouncilbull AdvocatesforYouthTipsforCreatingEffectiveYouthAdvisoryCouncilsbull SanDiegoDistrictAttorneyndashCommunityProgramsAYouthAdvisoryBoard
Handbook
20
EXPANDEDLEARNINGPROGRAMWINGSForKidsoperatesdirectserviceprogramsinelementaryschoolsandserves1100amazingkidseverydaythroughourafterschoolprogramWeseektoempowerotherswith
socialemotionallearningbestpracticesthroughprofessionaldevelopmentworkshopsand
partnershipopportunitiesOurevidence-basedapproachfostersthemindsetskillsand
confidencechildrenneedtobehavewellmakegooddecisionsandbuildhealthy
relationships
ContactEmailhellowingsforkidsorgActivityPurposeIntegrationofSELthroughoutprogram
TargetAudienceK-5
ActivityDescriptionOurstafffirstexplicitlyteachthenmodeland
reinforceasocial-emotionalskilleachweekThisintentionalnamingofthe
socialemotionalskilloftheweekiskey
Nextkidslearnthenpracticeand
discussthenewskillsthroughprogram
activitiesAsanexampleletrsquosuseoneof
ourobjectivesintheself-management
competencymdashhelpingkidsfocustheir
attentioninwardinordertolimit
outwarddistraction
ThedaybeginswithCommunityUnitythecomingtogetherofallstaffandkidsingradesK-5forannouncementsandasocial-emotionalskill-buildinglessonThispartofthedayoffersan
opportunitytotalkinafocusedandactivewayabouttheweekrsquosobjectiveandengageina
brieffunactivitythatrelatestoitForexampleWINGSLeadersmayleadanexerciseon
activebreathingandtheprogramdirectorstartsafocusedlarge-groupdiscussionandasks
staffandkidstoshareexamplesofwhentheyhavegottendistracted
ChoiceTimeisanenrichmentactivitythatstudentsselecteachsemesterandwheresocial-emotionallessonsarewoveninDuringakickballgameforexampleaWINGSLeadermight
talkabouthowtoconcentrateonignoringtheshoutsfromthesidelinestobetterfocuson
thegameThisalsogiveskidsthechancetocontinuepracticingotherskillstheyrsquove
previouslylearnedsuchassharingsupportivecommentsafterabadkickandkeepinga
positiveattitudeeveniftheirteamislosingInthiswayChoiceTimeencourageskidsto
applybothnewandrecentlydevelopedsocialemotionalskills
TimeNeededFrequency3hoursperdayMonday-Fridaythroughouttheentireschoolyear
HowHasThisImpactedYourProgramWINGShasinstitutedathoroughevaluationoftheirprogramClickhereforaninterimreportoftheirRCTevaluation
ResourcesMaterialsForresourcesandfreematerialsclickhereHereisthelinkforourldquoADayintheLiferdquovideo
21
EXPANDEDLEARNINGPROGRAMThePOWERprogramatPioneerschoolisaprogramdesignedtoencouragetheindividualgrowthofeverychildthroughavarietyofdiverselearningstylesOurgoalisthe
developmentoftheWHOLEchildonewhohaslearnedtheskillsnecessarytosucceedina
varietyofacademicandphysicalactivitiesandonewhoappreciatesthevaluethateducation
andwellnessbringstotheirqualityoflife
ContactPersonErikaChavezEChavezduesdorg
Activity1PurposeSelf-awarenessself-regulationandsocialawareness
Activity1TargetAudience2nd-8thgrade
Activity1DescriptionIhavebeenpracticingmindfulnesswithmystudentsfor3yearsnowMindfulnessisamentalstateachievedbyfocusingonersquosownawarenessonthepresent
momentwhilecalmlyacknowledgingandacceptingonersquosfeelingsthoughtsandbodily
sensations
Ineededavisualwayformystudentstounderstandwhat
mindfulnesswasandthepurposeithadItallbeganwithan
activityfromMindfulnessinAfterschoolA16-SessionCurriculumthatinvolvedaprettyFijiwaterbottlefullwithwaterandglitterIshowedthemthestillwaterbottlewiththe
glitterrestingatthebottomofitIaskedthemiftheywereable
toseethroughthewaterbottleandofcoursetheirresponse
wasldquoyesrdquosincethewaterwasclearandcalm
AfterIshooktheentirewaterbottleIthenaskedthemagain
ldquocanyouseethroughthewaterbottlenowrdquoTheyall
respondedldquonordquowithsuchwonderintheireyesIthen
explainedtothemhowthatwaterbottlewasourbrainandthe
glitterrepresentedourthoughtsWhenIintroduced
mindfulnesstothemIexplainedhowitwasapowerfultoolto
helpuscalmthatglitterdowninourbrainssothatwecouldbe
abletoclearourwatersinordertomakewisedecisionsTheythenunderstoodhowitall
workedandtheywereallmotivatedtocalmtheirglitter[SeeJustBreathevideo]
Activity1TimeNeededFrequencyIwouldrecommendatleastaminimumof25-30minutesIliketoengagethestudentswhile
introducingthisnewconcepttothemandalsoansweranyquestionstheymighthave
Activity1HowDidThisImpactYourProgramBestpartisseeingthemtelloneanotherldquocalmyourglitteryouneedtorelaxandmake
betterchoicesrdquoIrsquoveseenthemgrabthewaterbottleandtakeittothatstudentsotheycanbe
remindedofwhatrsquosgoingonItrsquosseriouslyamazing
Activity1ResourcesMaterialsNewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
22
Activity2PurposeThepurposeofthismindfulnessactivityistocenterthekidsbacktoastateofawarenessitallowsthemtounwindandrelaxdownThisthenresultsinabetter
focuswhenreturningbacktoourlearningactivitiesandanimprovedbehavior
Activity2TargetAudience2nd-8thgrade
Activity2DescriptionIhavethemalllaydownonthefloor
withtheireyesclosedandfocus
ontheirbreathingAtfirstthere
wasoneortwostudentswho
couldnrsquotstaycalmbutwhatrsquos
newrightHoweverthosefew
studentswhocouldnrsquotseemto
settledownbegantoslowlysink
intotheactivity
Activity2TimeNeededFrequency15minutes
Activity2HowDidThisImpactYourProgramMindfulnesshasallowedusasagrouptocometogetherandformabondofunderstandingkindnessandsupportNowtheyevencometomeaskingifwecan
pleasemeditateEspeciallywhentheyrsquorehyperthatrsquoswhenIrealizetheyaskforitthemost
IrsquoveseensomestudentsmatureothersstrivingtobebetterandIrsquoveheardothersopenup
withveryintimatethingsthatwereweighingthemdown
Activity2ResourcesMaterialsChildrenguidedmeditationsandalsoMindfulGamesactivitycards(canbefoundonAmazon)
NewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
GreaterGoodScienceCenter
IwouldrecommendawaterbottlewithglitterandalsoaldquoMindfulnessBellrdquowhichhelps
incorporateabetterawarenesstotheirbreathing
23
EXPANDEDLEARNINGPROGRAMOaklandLeafprovidesintentionalprogrammingtosupportyouthrsquosphysicalsocialandemotionalwell-beingacademicsuccessandabilitytobeactiveandeffectiveleadersintheir
community
ContactPersonJohannaMasisProgramDirectorOaklandLeafFoundation
ActivityPurposeCyphersareusedasaspacetodointentionalcommunitybuildingintheformofhavingadiscussiononanytopicTheCypherismeanttoserveasanemotionally
safeplaceforeachparticipanttosaytheirpiecewithoutinterruptionorjudgment
TargetAudienceK-12grades
ActivityDescriptionParticipantsaregatheredina
circlefortheCypherTobreak
theicetheycanshareavalue
theywishbringtothefirstfew
CyphersPeopledonothaveto
speakbutareexpectedtohold
thetalkingpiecefor5-10
secondsbeforepassingthe
talkingpieceIfyouthare
reluctanttosharebecauseofthesocialdynamicsthenpassingshouldbeadjustedtomean
thatwewillcomebacktothemasopposedtonothearingfromthematallIfthereare
peopleabsentonthedayofaCypherthenaplaceisstillheldfortheminthecircle
MakesurethatifchairsareusedtheneveryonemusthaveachairIfyouaresittingonthe
floortheneveryonesitsonthefloorEveryoneshouldbeabletoseeeachotherSittinginthe
circlediminisheshierarchyandoverallpowerdynamicsIncludeacenterpiecewhereyouth
mayfocustheirattentionatalkingpiecethatcanbebroughtbythefacilitatorormadeby
thegroupandsomethingfromnature(aplantglassbowlofwater)toremindusthatwe
areconnectedtotheearthIhaveseenyouthbringatoyorapictureoftheirfamiliestothe
circleasanofferingtothegroupduringtheCypher
TimeNeededFrequencyCyphersareencouragedtohappenatleastonceaweekandmanyofourprogramscalendartheminsothatyouthknowwhentheywilloccur
HowDidThisImpactYourProgramThebenefitsofthispracticeincludeincreasedfamiliaritywithpeoplesstoriesempathybuildingideasharingharmrepairhealingforthe
individualwhoishurtingandcompassionbuildingWehaveseenthecultureofprograms
completelyshifttobemoreinclusivecommunicativeandforgivingasaresultof
implementingthesepracticesYoutheventuallycometonametheneedandwillrequesta
CypherorleadCyphersontheirownOurafterschoolstaffhavebeenaskedtoleadCyphers
duringtheregularschooldaybecausetheyhaveseenhowithasimpactedouryouthinsuch
positiveways
ResourcesMaterialsCommunitiesUnitedforRestorativeYouthJustice
SEEDSCultivatingcommunitytransformingconflict
RestorativeJusticeforOaklandYouth
LearninginAfterschoolampSummer(LIAS)Blog
RestorativeJusticeatOaklandrsquosFremontHighSchool(video)
24
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECoachingCorpsisanintermediaryorganizationthatbelievesthateveryyoungpersonlivinginunderservedcommunitiesdeservesatrainedcaringcoachWearebuildingamovement
ofcoachesacrossthecountrybypartneringwithafterschoolprogramsandrecruiting
volunteersAllourcoachesreceiveevidence-basedtraininginyouthdevelopmentcoaching
skillsandsocialemotionallearningaswellasongoingsupportthroughmentoring
ContactPersonSuzanneSillettDirectorofEducationandQualitysuzannescoachingcorpsorg
ActivityPurposeOurCoachingforCharactertrainingandsupportprogramspecificallyfocusesonfourcharacterattributes-persistenceoptimismself-regulationandempathy
TargetAudienceAdultStaff
ActivityDescriptionCoachingforCharacterbeginswithacoachparticipating
inour25hourtrainingInthistraining
coachesfirstlearnthefourPOSE
(persistenceoptimismself-regulationand
empathy)characterattributesandhowto
identifytheattributesintheirathletesNext
coachesareintroducedtothecharacter
buildingframeworkandparticipateina
coachingdemonstrationtofullyexperience
itinactionFinallycoachesapplythe
frameworkbyplanningtheirownpractice
sotheycanimmediatelygobacktotheir
teamandimplementthisnewknowledge
Weprovideoursupportvirtuallyinorderforcoachestobeabletoaccessitatanytimethat
isconvenientforthemWehaveanetworkofcoacheswhohaveattendedthetrainingwho
thenjoinourCoachingforCharacterFacebookgroupInthegroupcoachesgetsupportfrom
ourCoachDevelopmentStaffandalsocanconnectwithfellowcoachesWearecurrentlyin
theprocessofbuildingourownCoachPortalwherecoacheswillaccessmentoringsupport
discussiongroupsandresources
TimeNeededFrequency25hourtraining
HowDidThisImpactYourProgramldquoEvenafterjustonepracticetherehavebeenanumberofparentsofferinghighlycomplimentaryfeedbackfortheuseofskillsthatwe
receivedintheCoachingforCharactertrainingItwasalsoquiteenjoyabletoseetheplayers
respondingtotheuseoftheseskillsinsuchapositivefashionIamthankfultohavehadthe
opportunitytoexperiencetheCoachingforCharactertrainingandhavebeenutilizingitfor
morethanjustbasketballorsportsandincludedthoseskillsinourhomefamilylifeandin
otheraspectsofmylifeaswellrdquo-CoachampParentZactrainingparticipantChicoArea
RecreationDepartment
25
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECalSAChelpsbuildanout-of-schooltimeworkforce(suchasbeforeschoolafterschoolandsummerlearning)thatisfilledwithstrongmentorsandhighlyskilledpractitionerswhoreflectthecommunitiestheyserveThroughcollaborationandinnovationournetworkcreatesrippleeffectsofopportunityequityandtransformationthroughoutCaliforniabothforprofessionalsandtheyoungpeopletheyserveContactPersonSelenaLevyProgramManagerslevycalsacorgActivityPurposeThispracticecontributestostaffandyouthsinterpersonalskillsItcreatesanopportunityforeveryonetolearnmoreaboutoneanotherandcreatecommunityTargetAudienceThispracticecanbeappliedtobothyouthandadultsActivityDescriptionRegularCheckInsisanintentionalspacecreatedforstaffandyouthtosharehowtheyareshowingupinthatspaceParticipantstypicallysitorstandinacircleduringthecheckinWetypicallyaskforavolunteertostartandthenchooseadirectionforustogointhatorder(rightorleft)TheinformationsharedallowseveryoneintheroomtounderstandwhatmaybegoingonforthemandhonorthateachindividualmaybecomingintothespacewithvaryinglifeexperiencesThisallowseveryonetoseeeachothermorewhollyandcreatesafetyforpeopletobeauthenticinthespaceWerecommendcreatinganopportunityforeveryonetoleadthecheck-in(FromTemescalAssociatesItisrecommendedthateachspeakerholdsatalkingpiecesuchasafeatheroritemchosenbythegroupThetalkingpieceisheldbythepersonspeakingandthenpassedaroundthecircleThosenotholdingthetalkingpieceareengagedinactivelistening)TimeNeededFrequencyThepracticeofregularcheck-inscanbebeforethestartofprogramorameetingandlast10-15minutesHowDidThisImpactYourProgramWersquoveseenyouthprovidersbetterabletorespondtoyouthrsquosneedsorbehaviorsbasedonunderstandinghowtheyareshowingupinprogramsSimilarlywersquoveseensupervisorsbetterabletosupporttheirstaffwhentheyaremorefullyawareofwhatastaffpersonisbringingintotheprogramItalsohelpscreateasafeandsupportiveenvironmentwhenspaceiscreatedforfolkstoshareaboutwhatishappeningintheirlifeandhowitrsquosimpactinghowtheyareshowingupintheirworkandorprogramResourcesMaterialsLearninginAfterschoolampSummer(LIAS)Blog-ThePowerofSharingCirclesLearninginAfterschoolampSummer(LIAS)Blog-SharingCirclesCyphersTeachingRestorativePracticeswithClassroomCircles-ThisisacomprehensivecurriculumguidethatoffersanoverviewpromptslessonplansandotherresourcesWhatisMorningMeetingMorningMeetingBookSamplePromptingQuestionsTopicsforCirclesTribesLearningCommunity-Thiswebsiteoffersanumberofusefulbooksandotherresources
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
2
ACKNOWLEDGEMENTSAspecialthankstotheorganizationsthatsubmittedactivitiesandresourcesforthis
paperThanksalsotoStaceyDaraioandSamanthaWaltersfortheirassistancewith
editingLastlywersquodliketothanktheSDBechtelJrFoundationfortheirsupportof
thispaperandacknowledgetheExpandedLearning360deg365project
PHOTOCREDITSWersquodliketocreditthefollowingorganizationsforthephotos
AbleData
After-SchoolAll-Stars
CoachingCorps
EduCareFoundation
EverForwardClub
GreaterGoodScienceCenter
InnerExplorer
KimochiDolls
LArsquosBEST
LDSorg
NHPFoundation
OaklandLeaf
RioLindoAfterSchoolProgram
TeachingRestorativePracticeswith
ClassroomCircles
WINGSForKids
YouthInstituteYMCAofGreaterLongBeach
ABOUTTemescalAssociatesisdedicatedtobuildingthecapacityofleadersand
organizationsineducationandyouthdevelopmentwhoareseriousabout
improvingthelivesofyoungpeopleOurclientsincludeleadersofyouthserving
institutionsandorganizationsschoolandyouthprogrampractitionerspublicand
privatefundersintermediaryorganizationsandpolicymakersTheirworkranges
frombuildinglargescaleyouthandcommunityinitiativestoprovidingservicesto
youngpeopleonaday-to-daybasis
Expandedlearning360deg365isacollaborativeprojectdedicatedto
promotingthedevelopmentofcriticalskillsbeyondacademicsthatresearch
hasidentifiedasessentialtoyoungpeoplersquossuccessinschoolworkandlife
TheExpandedLearning360deg365projectpartnershavedesignedanumber
ofsupportsforeducatorsandleadersofexpandedlearningprograms
3
TABLEOFCONTENTS
ACKNOWLEDGEMENTSANDPHOTOCREDITS 2
INTRODUCTION 4
ABOUTTHISPAPER 5
DEFINITIONSANDFRAMEWORKS 5
THEIMPORTANCEOFADULTSTAFFANDTHEIROWNSKILLS 7
CHALLENGESANDBARRIERS 8
THEIMPORTANCEOFCOMMITMENTANDIN-DEPTHPLANNING 9
RESOURCES 10
ACTIVITIESPRACTICESANDRESOURCESBYORGANIZATION
EduCareFoundation 11EverForwardClub 12CampEDMO 14LArsquosBEST 15RioLindoAfterSchoolProgram 17After-SchoolAll-Stars 19WINGSForKids 20ThePOWERProgramatPioneerSchool 21OaklandLeaf 23CoachingCorps 24CalSAC 25TheGreaterGoodScienceCenteratUCBerkeley 26
4
INTRODUCTIONThereisnowastrongconsensusthatyoungpeopleneedmorethanreadingand
writingskillsiftheyaretobesuccessfulinschoolworkandlifeAccordingtothe
CaliforniaDepartmentofEducationrsquosExpandedLearningDivisionldquothereisa
growingbodyofresearchprovingthatsocialandemotionallearning(SEL)is
fundamentaltoacademicsuccessandmustbewovenintotheworkofeveryteacher
ineveryclassroomandeveryafterschoolandsummerenrichmentprogramifwe
trulywanttoprepareallourstudentsforcollegeandcareersrdquo(Whenwereferto
ldquoSELrdquowearealsoreferringtosocialemotionalskills)Asnotedinfigure1allstates
havedevelopedSELeducationalstandardsorgoals
Figure1(CreditCASEL)
Beyondteachersinaclassroomyouthworkersshouldprovideopportunitiesfor
studentstolearnsocialemotionalandcharacterskillsAccordingtoJuliaRuggat
WINGSforKidsldquowebelievethatafterschoolprogramsarewell-positionedto
directlyteachsocial-emotionalskillslikeself-awarenessandresponsibledecision-
makingWeseebothvalueandopportunityinusingthehoursafterschooltohelp
teachthesecriticalskillstoourmostvulnerablekidsmdashthestudentswhoneedthem
mostWetakeadvantageoftheflexibilitythatafterschoolofferstonotonlyteach
social-emotionalskillsbutusetheadditionaltimeitaffordsforkidstopracticethem
andapplytheminsocialandacademicsettingsrdquo
TheconceptofsocialemotionallearninghascometoafrenzyinthepastcoupleofyearsWheredoesafterschoolfitintoallofthisYouwouldhopethatwersquodberightattheforefrontWersquovebeendoingthisforyearsweknowhowtodoitndashKarenPittmanForumforYouthInvestment
5
ABOUTTHISPAPERWhilewehearalotabouttheldquowhyrdquoofSELandcharacterbuildinglittleisheard
abouttheapplication(theldquowhatrdquoandldquohowrdquo)withinafterschoolprogramsExpanded
learningpracticesneedtobeupliftedsothatthefieldcanbegintoseewhatgood
characterSELlookslike
ThispaperprovidesanoverviewofsocialemotionalandcharacterbuildingskillsIt
goesontoprovideexamplesofactivitiesandpracticesforexpandedlearning
programsprovidedforandbyExpandedLearningProgramsandTechnical
AssistanceorganizationsToidentifyexpandedlearningpracticesandactivitieswe
reachedouttoorganizationsacrossCalifornia
Eachexamplewillincludeadescriptionofthesubmittingorganizationacontact
personwithintheorganizationandadescriptionofthepracticeoractivity(ie
purposetimeneededfrequencytargetaudienceandsupportingresources)
Toaccompanythispaperwerecommendreadingtheguide
publishedbyOaklandUnifiedSchoolDistrict(OUSD)andCASEL
(CollaborativeforAcademicSocialandEmotionalLearning)
entitled3SignatureSELPracticesPlaybookThisisanexcellentcompanionpiecethatfeaturestipsforgettingstartedaswellas
SELactivitiesin3areasWelcomingRitualsInclusionActivitiesEngagingPractices
andOptimisticClosures
DEFINITIONSANDFRAMEWORKSThereareseveralpopulartermsrelatedtoSELandcharacterskillsincludingnon-
cognitiveskillssoftskillsgrowthmindsetsgritandcitizenshipInadditionthere
aremanydefinitionsandframeworksrelatedtoSELandcharacterskills
ThemostwidelyknownSELframeworkisusedbyCASELTheydefineSELasldquotheprocessthroughwhichchildrenandadultsacquireandeffectivelyapplythe
knowledgeattitudesandskillsnecessarytounderstandandmanageemotionsset
andachievepositivegoalsfeelandshowempathyforothersestablishandmaintain
positiverelationshipsandmakeresponsibledecisionsrdquoSeefigure2
6
Figure2
AleadingresourceforcharactereducationandskillsisCharacterorgWhilethey
tendtofocusonschoolsmuchoftheworkisrelevanttoexpandedlearning
programs
TheydefineCharactereducationasldquoaddressingmanytoughissuesineducationwhiledevelopingapositiveschoolclimate
Educatorsfromadiversearrayofschoolshavetransformed
theirschoolculturesreduceddisciplinereferralsincreased
academicachievementforalllearnersdevelopedglobalcitizens
andimprovedjobsatisfactionandretentionamongteachers
Charactereducationincludesandcomplementsabroadrangeof
educationalapproachessuchaswholechildeducationservice
learningsocial-emotionallearningandciviceducationAllshareacommitmentto
helpingyoungpeoplebecomeresponsiblecaringandcontributingcitizensrdquo
Manyexpandedlearningprogramsrelyontheskillsframeworkdevelopedbythe
PartnershipforChildrenandYouthandtheExpandedLearning360deg365project
whichintegratesresearchonSELcharactereducationandyouthdevelopmentTheir
frameworkpresentsthreeareasofskillsWeAreWeBelongWeCanSeeFigure3
7
Figure3(CreditPartnershipforChildrenandYouth)
THEIMPORTANCEOFADULTSTAFFANDTHEIROWNSKILLSDrDaleBlythUniversityofMinnesotaemphasizesthatsocialemotionalskillsare
ldquotaughtrdquothroughdirectinstructionandldquocaughtrdquothroughadultmodelingandthe
programvaluesandcultureWeknowthatthesuccessofanyprogramtopromote
socialemotionalandcharacterskillsispartiallydependentonthesocialemotional
andcharacterskillsoftheadultleaders
BelowisareflectionfromStuSemigranFounderofEduCareFoundationonthe
importanceofadultstaffandtheirsocialemotionalskills
WecanonlytrulyteachorimpactourstudentsinthevalueandcompetenciesofSELtothedegreethatSELisbecomingpartofourownrepertoirehellipourownwayofbeingAswecommittoourpersonalSELself-developmentthisnaturallyinfluencesourinstructionalpracticesprogramsanddecisionsSELbecomesmorethanacollectionoflessonplansactivitiesorprogramsItbecomesawayofteachinghellipawayofbeinghellipawayoflivingThenweasrolemodelscandeeplyassistourstudentsastheyevolveintheirownmastershipofSELThishasimplicationsforhowwehireandprovideprofessionaldevelopment
ldquoWhoeverourstudentsmaybewhateversubjectweteachultimatelyweteachwhowearerdquo-AuthorEducatorandActivistParkerPalmer
ThereareavarietyofvaluableSELskillsthatcanbeaddressedthroughstaffprofessionaldevelopmentEduCareFoundationteachesldquoEightSkillsforHeartsetregEducationrdquoSomeoftheseincludetoolsforself-awarenessmindfulnessself-forgivenessandempatheticlisteningWhentheseandotherSELskillsarepersonalizedandbecomeourbaselinethenwearemoreequippedtocreateanSELstyledclimatewithSELcurriculumandactivitiesthatcanreallyldquostickwithrdquoandimpactourstudentsPerhapsthefirststepinthisongoingprocessoftheadultleadersasstudentsofSEListakingcareofourselvesAswedevelopadeeperpositiveregard(honoringandcaring)forourselvesthenwecanhaveamindsetandaheartsetthatreallyseesthebestinourstudentsandtheiraspirationsThispersonalfoundationofSELleadstobecomingamoreeffectiveSELsparkandinfluencerforourkids
8
ldquoWithSEL-focusedtrainingthathelpsprovidersbetterunderstandanddeveloptheirownSELskillstheycanintentionallymodelSELforkidsfindteachablemomentsineverydayactivitiesandsimplybethesupportiveandcaringadultthatallkidsneedrdquo-NationalAfterSchoolAssociation
CHALLENGESANDBARRIERSInKernelsofPracticeforSELLow-CostLow-BurdenStrategiestheauthorsstateldquoAnumberofbarriersundermineeffortstobringSELprogrammingtoscaleandthese
barriersarelikelyexacerbatedinlow-incomeandlow-resourcecontextsrdquoBelowwe
listsomeofthechallengesandbarriersfacedbyexpandedlearningprogramsthat
seektopromoteSELmanyofwhicharecitedinthispaper
bull ExpandingExpectationsAswelearnmoreabouttheneedsandchallengesfacedbyyoungpeopleandtheskillsneededtosucceedourexpectationsof
expandedlearningprogramscontinuetogrowDuetothisandtheincreased
accesstoinformationviatheinternetprogramleadersarebecoming
increasinglyoverwhelmed
bull ImplementationChallengesDuetopoorfidelityandaninabilitytoimplementprograminitiativesasdesignedprogramsarebecoming
inconsistent
bull LimitedLocalBuy-inDuetolackofautonomyandcommunicationwithparentsandotherstakeholdersthereislimitedlocalbuy-in
bull LackofFinancialPersonnelandStructuralResources(eghighcostofmaterialsextensivetimerequiredforadulttrainingPD)Accordingto
BrandonSportelTheRioLindoAfterSchoolProgramldquoAchallengeislackof
fundingtopayfortrainingsManyafterschoolprogramsarenotbudgetedfor
additionaltraininghoursThisisunfortunatebecauseopportunitiestomeet
andanalyzedatacreateactionplansandprovidenewsystemsofprompting
greatlyimpactsstudentbenefitrdquo
bull PoorIntegrationintoProgramPracticeOftenSELandcharacterbuildingareseenasldquoextra-curricularrdquoorasanadd-ontoexistingprogramsEricGurna
atLArsquosBESTstatesldquoWebelieveyouhavetoweaveSELintoeverythingwedo
ndashratherthanlookatSELasastand-aloneactivityorclubWehave
incorporatedSELactivitieswithinmanytrainingsandmeetingsweprovide
asameanstoalsoexploretheconnectionsweshareamongstaffand
colleaguesrdquo
bull LowSustainabilityOftenSELandcharacterbuildinginitiativesinexpandedlearningprogramsarenotcontinuedorusedconsistentlyovertime
Sustainabilityrequiresaseriouscommitmentofproviderorganizationsand
programleadersSeebelow
9
THEIMPORTANCEOFCOMMITMENTANDIN-DEPTHPLANNINGToaddressmanyofthechallengesandbarrierscitedaboveitisimportantforthe
providerorganizationtocommittotheworkoffocusingtheirprogramsonsocial
emotionallearningandcharacterbuildingTheapproachtoinfuseSELandcharacter
buildingintoallfacetsoftheorganizationrequiresmorethanaone-shottrainingor
staffdiscussionRatherthisrequiresalongerprocessthatincludes
bull BuildingAwarenessandUnderstandingndashTodothisitisimportantthatprogramleadersselectaframework(seeabove)anditslanguagebefore
effortstobuildawarenessProgramleadersmaywishtoreviewStudentSuccessComesFullCircleItdetailssixsocialemotionalandcharacterskillsthatexpandedlearningprogramscanhelpdevelopinyoungpeople
bull NamingSkillsandExploringtheMeaningofTheseSkillsndashCanyouspecificallynamethesocial-emotionalandcharacterskillsthatareimportant
totheprogrammdashskillsthattheprogramiscommittedtoHowimportantare
thesethingsandtowhomaretheyimportantCanleadersandstaffwrite
downthreethingsayoungpersonwouldsayordoiftheywerepracticing
theseskillsAretheseskillsbestldquotaughtrdquoorldquocaughtrdquoThesearejustsomeof
thequestionsaprogramshouldexplorewhendiscussingSELandcharacter
skills
bull BuildingonWhatYouDondashCanleadersandstaffnameprogramactivitiesandpracticesthatalreadysupportspecificsocial-emotionalandcharacter
skillsYoucanmakeuseofthisonlineself-reflectionsurveyforyourstaff
bull AligningwithQualityStandardsndashSeveralorganizationsandstatenetworkshavedevelopedqualitystandardsforexpandedlearningprogramsIn
CaliforniaimplementingthequalitystandardsbringsaboutSELCharacter
skillsAskhowdoourqualitystandardsalignwiththesocial-emotionaland
characterskillsForinstancehowdoeffortstocreateasafeandsupportive
environmentsupportsocial-emotionalandcharacterskills
bull CollectingandUsingDatandashManyprogramscollectdatatoprovidefeedbackregardingprogramqualityFeedbackcanbeintheformofobservations
reflectionsandorself-assessmentscompletedbyprogramstaffDatacan
alsobecollectedfromyouthparticipantstheirfamiliesandorother
stakeholdersandpartnersWhatdoesyourdataonprogramqualitytellyou
aboutthestateofsocial-emotionalandcharacterskillsinyourprograms
bull ProgramImprovementndashAsexpectedimprovingaprogramrequiresplanningandidentifyingandimplementingnewstrategiesForexample
organizationscanintroductionofnewprogramactivitiesreviseamission
statementaddadditionalstaffdevelopmentamendhiringpracticesandso
forthInstituteintentionalchangesanddetermineiftheymakeadifference
10
LeaderswhoaredesigningprogramstopromoteSELandcharacterbuildingwould
beadvisedtoreviewtheworkofresearchersJosephDurlakandRogerWeissberg
Theyidentifiedfourcharacteristicsofeffectiveafterschoolprogramsthatpromote
socialandemotionallearningThefourcharacteristics(SAFE)are
bull Sequenced-anintentionalstep-by-stepandsequentialapproachbull Active-emphasizesactiveformsoflearningsothatyouthcanpracticenew
skills
bull Focused-anintentionalfocusspecifictimeandattentiononskillbuildingactivities
bull Explicit-clearlydefinedSELgoals
ldquoWersquovealignedourprogramtotheSAFEframeworktoensureweareinfusingintentionalitythroughoutouractivitiesandourcurriculumrdquondashJuliaRuggWINGSFORKIDS
Youcanviewtheirfullreporthere
RESOURCESInadditiontotheresourcesrecommendedbythosewhosubmittedactivitiesand
practiceswehavegatheredmanyresources(egblogsreportsvideos)whichcan
befoundhere
11
SELACTIVITIESPRACTICESANDRESOURCES
EXPANDEDLEARNINGPROGRAMEduCareFoundationimplementscomprehensivedailyExtendedLearningProgramsonthecampusesof18highschoolsand1middleschoolservingover30000studentsinthe
greaterLosAngelesareaeachyearInadditionEduCareimplements3-dayACEStudent
SuccessProgramat35schoolsthroughoutLosAngelesreachingover5000youtheachyear
ContactPersonStuSemigranstueducarefoundationcomActivityPurposeUsingcreativevisualizationsandpositivestatements(affirmations)tocreatea
growthmindsetandsupportself-awarenessand
self-regulation
TargetAudienceYouthgrades6-12aswellasourstaffclassroomteachersandparentgroups
ActivityDescriptionGuidedVisualizationsaroundaparticularthemethereareavarietyof
mindfulnessandcenteringpracticesweenjoy
usingandhavefoundvaluable
Examplesthemesinclude
bull Gratefulness-studentsclosetheireyesandreviewonanimaginarymoviescreen
imagesofwhoandwhattheyaregratefulfororappreciate-friendsfamilymembers
theirhealthpeoplewhosupportorinspirethemopportunitiestheyhaveatschool
orelsewhereetc
bull PerformanceSuccess-usingthetechniqueofldquoMentalDressRehearsalrdquosimilarto
whathighperformingathletesandperformersdoastheyprepareforaperformance
eventThestudentsclosetheireyesandbringawarenesstorelaxingtheirbreathing
andthenmoveontoasimpleinternalawarenesscheckofhowtheywerepresently
doing-physicallywithfeelings(emotionally)andwiththeflowoftheirthoughts
(mentally)Onanimaginarymoviescreeneachwouldbeinvitedtoimagine
themselvespriortotheirperformanceevent(athleticcompetitionhighstakestest
etc)Theywouldseeonthescreentheirtypicalresponsesbodytighteningup
stomachknottingupbreathingtensingupnegativementalchatterlikeldquoIamabout
tofailrdquoetcIntheirimaginationtheythenwalkovertotheirimaginaryscreenand
seethemselvesplacingabigldquoXrdquoacrossthatfixedmindsetimageInstantlythat
imagewouldbereplacedbyoneofseeingthemselvesasrelaxedpreparedandeven
enthusedpriortotheperformanceeventWherepreviouslytherewasanxietythey
nowseethemselveswithfullconfidence
TimeNeededFrequency3-5minuteseach
ResourcesMaterialsMakingtheBestofMeAHandbookforStudentExcellenceandSelf-Esteem
EXPANDEDLEARNINGPROGRAMTheEverForwardClubworkswith
boysandyoungmentopromote
greaterselfawarenessand
awarenessofothers-bothcritical
componentstosocialemotional
learningandcharacterbuilding
Theireffortsincludeworkin
schoolsandtrainingsofeducators
andyouthworkersTheywerealso
featuredinadocumentaryentitled
TheMaskYouLiveIn
ContactEmaileverforwardclubgmailcom
ActivityPurposeThepurposeofthisactivityistopromoteself-awarenessasenseofbelongingandgreaterawarenessofothers(Thisactivityisapartofthe100kMasks
ChallengeThisglobalcampaignisawakeningpeopleallovertheworldtorealizethatthey
arenotaloneandtoseeandlearnhowmuchwehaveincommonbutweoftenmissbecause
wekeepitlockedawayinsideToparticipateinthiscampaignseebelow)
TargetAudienceAdolescentsgrades6-12
ActivityDescriptionYoutharegivenahandout(seewebsite)andaskedtofollow3stepsanonymouslyTheyarealsoaskedtokeeptheireyesontheirownpaper
1 Drawamaskontheleftside
2 Write3wordsonthefrontofthemaskthatrepresentqualitiestheyletpeoplesee
3 Write3wordsonthebackofthemaskthatrepresentthethingstheydonrsquotusuallylet
peoplesee
Adultleaderscollectthemasksandthenhaveafewvolunteersreadafewoftheresponses
anonymouslyYoutharetheninvitedtosharehowitfelthearingaboutthefrontandbackof
themasksoftheirpeersThiswouldbeagoodtimetodiscusstheircommonalitiesand
differencesDeeperprocessescanbecreateddependingonthelevelofsafetythathasbeen
generatedintheroom
NOTEIftheadultleaderfeelsthattheclassisnotpreparedtoshareoutmasksbasedonthe
levelofsafetythathasbeengeneratedthentheadultleadercancollectthemasksandshow
masksfromallovertheworldfromourwebsite
TimeNeeded10minutes-30minutes(dependingontimeavailableanddepthofconversation)
100kMasksChallengeThiscampaignhasbeenfacilitatedacrosstheworldandregardlessofthecountryagegenderorthesocio-economicbackgroundoftheparticipantsweare
clearthattherearepartsofourselvesthatwedonotsharewithothersandmanyofthose
thingsaretheblockagesbetweenbuildinghealthyrelationshipsandcommunities
Toparticipateadultleaderswhousethisprocessareaskedtosubmitalltheirmasksby
emailbyText(510-854-6794)orbyPostalMail(EverForward-100kMasks1714Franklin
St100-337OaklandCA94612-3409)
13
HowDoesThisImpactProgramsTheimpactonadultleadersaroundtheworldisthattheirstudentsgainanewsenseofconnectionandrealizationthatregardlessofwhatthey
aregoingthroughhellipTheyAreNotAlone
ResourcesMaterialsLearnmore
MaskGallery
TheMaskYouLiveInDocumentaryTrailer100kMasksLaunchVideo
TakingOffTheMaskWorkshop
14
EXPANDEDLEARNINGPROGRAMCampEDMOisaPre-K-8thgradeSTEAM(ScienceTechnologyEngineeringArtsandMath)andSEL(SocialEmotionalLearning)programthatimplementsthelatestresearch-informed
methodsofwhole-childdevelopmentThecorecharactertraitsweaimtobuildareCuriosity
CourageandKindnessInordertoachievethisgoalkidslearntodevelopfourmindsetsand
practicesixSELskillswhiletheyengineerbuildingscodeapplicationsorhikethrough
nature
ContactPersonEduardoCaballeroExecutiveDirectoredcampedmoorg
ActivityPurposeBuildempathyemotionvocabularyemotionmanagement
TargetAudienceWedothemingroupsof15-20kidsingradesPre-K-5thgrade
ActivityDescriptionKimochiDolls-WeuseKimochidollswithallour
agegroupsEachdollhasa
personalityarchetypethatkidscan
relatetoThedollscomewith
curriculumandadditionaltoolsto
helpkidsbuildvocabularyaround
theirfeelingsandempathyfor
others
FeelingPillowsTheKimochikits
comewithabagofplushlittle
pillowseachthathaveafaceandanemotionwordKidspulloutapillowfromthebagand
theotherkidstrytoguesswhatfeelingtheyareconveyingwiththeirfaceandbody
languageKidsexplainwhytheythinktheyarethatfeelingWhatarethecluesThefeeling
childthenrevealstheirfeelingYoucantaketheactivityfurtherbythenleadingadiscussion
aboutwhenisaninstanceinyourlifethatactuallymadeyoufeelthatwayThisactivitycan
bedoneevenwithoutthekitYoucanwriteabunchoffeelingwordsandputtheminany
container
TimeNeededFrequencyWedoKimochiactivitiesforabout20minuteseachdayatcampTheyaretypicallydonesittinginacircleWeusuallyusethemtostartourTeamTimehour
ofthedaywhenwefocusondoingactivitiesthatbuildSELskillsandteamwork
ResourcesMaterialsYoucanlearnmoreabouthowtouseandpurchasetheKimochidollsandtherelatedcurriculumhere
HowDidThisImpactYourProgramWenoticedkidswereabletoregulatetheiremotionsbetterresolveoravoiddisputesandplaynicerwitheachotherafterusingthedolls
15
EXPANDEDLEARNINGPROGRAMLAsBESTisanafterschoolenrichmentprogramserving25000elementarystudentsagesfivetotwelvein198schoolsinthemosteconomicallydistressedneighborhoodsthroughout
LosAngeles
ContactPersonZacharyWilsonDirectorofStaffDevelopmentzacharywlasbestlausdnet
ActivityPurposeTheuseofSanfordHarmonycardsenhancestheemotionallysafeenvironmentthatLAsBESTstrivestoprovideandsustainacrossallaspectsofour
programmingTheseresourcesallowforourstudentstosharetheirthoughtsandfeelingsin
asafehealthysettingthattheymaynotbecomfortablesharinganywhereelse
TargetAudienceYouthPre-Kthrough6thgrade
ActivityDescriptionSanfordHarmonyEverydayPracticesandQuickConnection
Cardsprovideengagingquestionsand
activitiestoexplorewithabuddyThe
studentsthengettoknoweachotherand
connectwhichpreparesthemtohandle
futurechallengesandconflictsand
opportunitiestocollaborateina
meaningfulandconstructivewaySanford
Harmonyalsoprovidesrecommendations
ofhowandwhytopairstudentstogetherTheMeetUpstrategyprovidesawayto
strengthenaprogramsdailyroutinebyincorporatingpracticesthatallowtheentiregroup
ofstudentstoexplorehowtheytreateachotherandhowtheycommunicatewithone
anotherTimeNeededFrequencyEachactivitycanvaryinlengthrangingfrom5to20+minutesdependingonifhowthefacilitatorstaffiscomfortableexpandingWedotheseactivities
everydayoronaregularconsistentbasis(eg2-3timesperweek)ndashagainvariesper
sitestaff
HowDidThisImpactYourProgramWehaveheardstoriesfromstudentsusingthisprogramthattheyenjoycarryingthequestionsconversationsandactivitiesintotheir
interactionswithfriendsandfamiliesathome
TheseresourceshavebeenmostvaluabletoLAsBESTbecausetheyhaveallowedusto
enhancehowweweaveSELintoeverythingwedondashratherthanlookatSELasastand-alone
activityorclubWiththisprogramstaffareabletointegratetheseresourceswithintheir
programsandinnovatewiththembeyondourinitialrecommendationsForexamplestaff
nowutilizethecardstosupporttransitiontimesndashwhengroupsofstudentsmovefromone
activityorspacetoanotherStaffhavealsofoundthecardsbeneficialduringhomework
timewhensomestudentsgetdonewiththeirassignmentsbeforeeveryoneelseisfinished
16
TargetAudienceAdultWorkersSanfordHarmonyCardshavealsosupportedourorganizationalgoalofprovidingprofessionaldevelopmentopportunitiesforstaffinwhich
theyareabletoexperiencefirst-handthepowerofself-reflectionandthebenefitsof
exploringtheSanfordHarmonyquestionsandactivitiesVariousinternal
teamsdepartmentsatLArsquosBESThaveincludedSanfordHarmonyCardswithin
teamdepartmentmeetingstoestablishthetone(akaice-breaker)
Wehaveintegratedthisprogramaspartofourbasicstafftrainingsspecifictoestablishing
positivelearningenvironmentsactivityplanning(egprogramdevelopment)and
homeworksupportndashinadditiontosomeofourleadershipfocusedtrainingsthatinvolve
establishingteamworkandasenseofbelongingSeniorleadershiphasuseditwiththeir
developmentteamasawaytogettoknoweachotherandhighlightasitepractice
TimeNeededFrequencyWetypicallydothisatleastonceamonthatourStaffDevelopmentTeammeetings
ResourcesMaterialsSanfordHarmonyEverydayPracticesandQuickConnectionCards-SanfordHarmonyisasocialemotionallearningprogramcultivatingstrongrelationships
betweenelementarystudentswithSELeducationSanfordHarmonyhasbeenAPPROVEDby
theCollaborativeforAcademicSocialampEmotionalLearning(CASEL)asaSELectprogram
forPre-Kthrough6thgradesClickheretoviewtheSanfordHarmonyEvaluationGuide
2018
17
EXPANDEDLEARNINGPROGRAMRioLindoAfterSchoolProgramwascreatedthroughpartnershipsbetweenschoolsandlocalcommunityresourcestoprovideliteracyacademicenrichmentandsafeconstructive
alternativesforstudentsingrades2ndndash5thgrade
ContactPersonBrandonSportelathelloyelloteamgmailcom
ActivityPurposeProvideeverystudentwithaconfidentiallineofcommunicationtoatleastonetrustedadultinourprogramResearchshowsthateverystudentmusthaveatleastone
adultintheirlivesthattheycantrusttoreachtheirpotentialforpositivegrowthand
achievementInadditionthepracticeofidentifyingandbeingawareoffeelingssupportsthe
studentsabilityforemotionalregulationreasoningandusingresourcestogettheirneeds
met
TargetAudienceStudentsingrades2ndndash5thgrade
TimeNeededFrequencyTheCheckInSystemisversatileandcanbeimplementedtomeettheuniqueneedsofeachsiteStudentsareabletocheckinwhenevertheywantandmany
sitesalsohavearegularlyscheduledcheckin2-5timesperweekWerecommendstudents
beencouragedtocheckinduringtheirregularschooldaybutnotfromhome
ActivityDescriptionUsingtheHelloYello(HY)CheckInAppwehave
successfullyprovidedeverystudent
withaconfidentiallineof
communicationtoatleastonetrusted
adultinourprogramsStudentsnow
haveavoiceintheirprogramming
safetyandachievementByallowing
studentstobeheardwehaveensured
thateachchildhasanadultmentor
thattheycancontactatanytimeto
expresstheirdailyexperiences
strugglesandaccomplishments
Mostofthecheckinsubmissionsneedonlyasilentgestureorafewwordsofencouragement
toclosetheloopSeveraltypicallyresultinabriefone-on-onetalktosortthroughadifficult
experienceandaveryfewrequireateamapproachOnechallengeislackofaccessto
technologyAlthoughtheHYCheckInsystemalsoprovidespencilpaperversionstheweb
applicationallowsforamoreimmediateresponse
HowDidThisImpactYourProgramJustbysimplyknowingwhatastudentisexperiencingintheirdailylifeprovidesauniquebondStudentswhoexperienceatrusting
relationshipwilllettheadultknowwhentheyneedadviceAllowingthestudenttodecide
leadstoempowermentandindependenceAmazinglyrelationshipsbuildintrustwithonlya
fewstrategicstaffactions
TheoveralldifferenceintheprogramssincetheimplementationoftheHYCheckInAppis
improvedschoolclimateandstudentconnectednesstotheprogramInadditionstudents
havelearnedhowtobeawareoftheirfeelingsandneedsandhowtogetthoseneedsmet
Evidentiarydataisbeingprovidedtohelpstudentswithcounselingneedsresultingin
additionalresourcesfortheprogramDataisalsobeingprovidedtomakechangesbased
uponstudentinterestsandqualitiessuchasmindfulnessartsscienceandsportsactivities
18
Thestudentsdemonstrateincreasedpersonalempowermentandhigherlevelsoftrustin
theirrelationshipswithprogramstaffTheyexpressfeelingsafeconfidentandcaredfor
Theyaremotivatedtocheck-inbecauseitsconfidentialTheprogramisbetteratmeeting
thesocial-emotionalneedsofstudentsStudentsareopeningupabouttheirfeelings
thoughtsandexperiencesInadditiontoincreasinglevelsoftrustthishasresultedin
potentialconflictsbetweenstudentsbeinghandledproactivelyegbullyingperceived
slightsandgroupdrama
TargetAudienceAdultStaffToprepareadultstafftosuccessfullyusetheHelloYelloappstaffparticipateinthreetrainingsThefirsttrainingteachesstaffthefunctionandlogisticsof
usingthewebappandoptionalpaperformsItalsopreparestheminhowtoprovidean
introductorylessonforstudentsThesecondtrainingisfocusedonhowandwhento
respondtosubmissionsusingactualstudentsubmissionsfromtheschoolsiteas
examplesArangeofpossibleresponsesarereviewedanddiscussedfromquickgestural
promptstoemergencysituationswhenotherteammembersneedtobeinvolvedThefocus
isonhowclosingthelooprdquowithaninterpersonalresponsecreatespositivetrusting
relationshipsandhowtheadultresponsemotivatesstudentstocontinuecheckinginThethirdtrainingprovidesamodelforstaffonformingadatateamtoanalyzeresponsesand
createactionplansaswellasteachinghowtoelicitspecificdatafromstudentsbyusing
customizedwritingpromptsforstudents
TimeNeededFrequencyImplementingtheCheckInSystemrequiresthreeone-hourtrainingmodulesWeusuallysuggestthatthetrainingsbespreadoutover3monthsto
allowteamstogrowwitheachsuccessivestep
HowDidThisImpactYourProgramThestaffisabletomaximizeteachingopportunitieswhenstudentsletthemknowthesocialandemotionalissuestheyarefacingbefore
problemsdeveloptothepointofforcingadisciplinaryresponseTheyarealsoableto
demonstrateincreasingconfidenceinsupportingstudentsandareexcitedtoseethemselves
growingintheirroleasadultmentorsTheyhaveexpressedthattheyfeelmoreconnectedto
theirstudentsandhavemoreunderstandingandempathytowardthewholechildand
abletoserveaspositiveadultrolemodels
ChallengesEnsuringthatstaffhavetimetofollowthroughandmeeteachstudentssocial-emotionalandacademicneedsisafrequentlyexpressedconcernfortheCheckInsystem
Theappisdesignedtomakeiteasyforstafftocompletetheentirecommunicationloop
withouttakingtimeawayfromperformingregularduties
AdviceforstaffHaveanopenmindaboutrespondingtostudentneedsApersonmayhavetoletgoofstereotypesandbeliefsaboutchildbehaviorassociatedwiththeirown
experienceswithintheirfamiliescommunitiesandschoolstoacceptstudentdifferences
AlsobereadytogetfeedbackfromthestudentsInsomecasesthefeedbackispositiveand
encouragingbutitcanalsoexposeareasofimprovementforyourprogramHavinganopen
mindisessentialfortakingyourprogramtoahigherlevelofexcellence
ResourcesMaterialsYoucanlearnmoreabouttheRioLindoAfterSchoolprogramhereYoucanlearnmoreabouttheHelloYelloapphereYoucanviewalistofvideoshere
Teachinghowtopromptformorespecificinfobull Checkinprompts
bull TenwaystousetheCheck-Insystem
19
EXPANDEDLEARNINGPROGRAMAfter-SchoolAll-Starsisanationalafter-schoolworkforcedevelopmentprograminsupportingTitle1middleschoolyouthWestrivetohelpyouthcontinuetodevelopgrowthmindsetsafterschoolwhetherintheirinterpersonalsocialrelationshipsandorintheircareerexplorationWeaskthemhowtheycansupporteachotherandcontributetothecommunitiestheyareapartofWehelpguidethemtowardsapotentialpathofactiontotakeinbringingthemclosertoreachingtheirgoalsanddreamsContactPersonNamrataGuptaEDASASBayAreanamrataguptaafterschoolallstarsorgActivityPurposeThispracticepromotesself-awarenesssocialawarenessandteambuildingIntermsofcharacterbuildingitteachesmemberstobeindependentproactiveandproblem-solversaswellascollaborativeTheyadoptgrowthmindsetsanditincreasestheirsenseofself-efficacyTargetAudienceMiddleSchoolYouthActivityDescriptionYouthAdvisoryBoard-WehaveaYouthAdvisoryBoard(Yabbies)ateachofourschoolsitesthatiscomprisedofyouthleaderswhoworktogethertoenhancetheexperienceofourafterschoolprogramsEightstudentssitontheboard(four8thtwo7thandtwo6thgraders)TheyhelpoursitecoordinatorplaneventsandadvocatefortheirpeersWerecommendthataselectioncriteriaandapplicationbedevelopedsothatstudentsareclearoftheexpectationsofsittingontheboardAndthatstudentsfromdifferentsub-communitiesinyourprogramarescoutedtoapplyinanefforttoinsurethatallstudentsfeelrepresentedWealsorecommendlookingattheexistingstudentleadershipstructuresattheschool-sitetoensurethatdifferentstudentsarechosentolead-notonboththeStudentCouncilandYouthAdvisoryBoardTimeNeededFrequencyTheYouthAdvisoryBoardmeetsweeklyonWednesdaysfor45minutesSitecoordinatorshelptrainandsupportourYouthAdvisoryBoardmembersHowHasThisImpactedYourProgramOurYabbieshavehelpedbuildcultureandawarenessofourprogrambyinvitingstudentinputintoourprogrammingmodelandprovidingleadershipopportunitiestokeepourprogramrelevanttotheneedsanddesiresofourstudentcommunityResourcesMaterialsFromTemescalAssociatesndash
bull CreatingandSustainingaThrivingYouthAdvisoryCouncilbull YOUTHPOWERStartingaYouthAdvisoryCouncilbull AdvocatesforYouthTipsforCreatingEffectiveYouthAdvisoryCouncilsbull SanDiegoDistrictAttorneyndashCommunityProgramsAYouthAdvisoryBoard
Handbook
20
EXPANDEDLEARNINGPROGRAMWINGSForKidsoperatesdirectserviceprogramsinelementaryschoolsandserves1100amazingkidseverydaythroughourafterschoolprogramWeseektoempowerotherswith
socialemotionallearningbestpracticesthroughprofessionaldevelopmentworkshopsand
partnershipopportunitiesOurevidence-basedapproachfostersthemindsetskillsand
confidencechildrenneedtobehavewellmakegooddecisionsandbuildhealthy
relationships
ContactEmailhellowingsforkidsorgActivityPurposeIntegrationofSELthroughoutprogram
TargetAudienceK-5
ActivityDescriptionOurstafffirstexplicitlyteachthenmodeland
reinforceasocial-emotionalskilleachweekThisintentionalnamingofthe
socialemotionalskilloftheweekiskey
Nextkidslearnthenpracticeand
discussthenewskillsthroughprogram
activitiesAsanexampleletrsquosuseoneof
ourobjectivesintheself-management
competencymdashhelpingkidsfocustheir
attentioninwardinordertolimit
outwarddistraction
ThedaybeginswithCommunityUnitythecomingtogetherofallstaffandkidsingradesK-5forannouncementsandasocial-emotionalskill-buildinglessonThispartofthedayoffersan
opportunitytotalkinafocusedandactivewayabouttheweekrsquosobjectiveandengageina
brieffunactivitythatrelatestoitForexampleWINGSLeadersmayleadanexerciseon
activebreathingandtheprogramdirectorstartsafocusedlarge-groupdiscussionandasks
staffandkidstoshareexamplesofwhentheyhavegottendistracted
ChoiceTimeisanenrichmentactivitythatstudentsselecteachsemesterandwheresocial-emotionallessonsarewoveninDuringakickballgameforexampleaWINGSLeadermight
talkabouthowtoconcentrateonignoringtheshoutsfromthesidelinestobetterfocuson
thegameThisalsogiveskidsthechancetocontinuepracticingotherskillstheyrsquove
previouslylearnedsuchassharingsupportivecommentsafterabadkickandkeepinga
positiveattitudeeveniftheirteamislosingInthiswayChoiceTimeencourageskidsto
applybothnewandrecentlydevelopedsocialemotionalskills
TimeNeededFrequency3hoursperdayMonday-Fridaythroughouttheentireschoolyear
HowHasThisImpactedYourProgramWINGShasinstitutedathoroughevaluationoftheirprogramClickhereforaninterimreportoftheirRCTevaluation
ResourcesMaterialsForresourcesandfreematerialsclickhereHereisthelinkforourldquoADayintheLiferdquovideo
21
EXPANDEDLEARNINGPROGRAMThePOWERprogramatPioneerschoolisaprogramdesignedtoencouragetheindividualgrowthofeverychildthroughavarietyofdiverselearningstylesOurgoalisthe
developmentoftheWHOLEchildonewhohaslearnedtheskillsnecessarytosucceedina
varietyofacademicandphysicalactivitiesandonewhoappreciatesthevaluethateducation
andwellnessbringstotheirqualityoflife
ContactPersonErikaChavezEChavezduesdorg
Activity1PurposeSelf-awarenessself-regulationandsocialawareness
Activity1TargetAudience2nd-8thgrade
Activity1DescriptionIhavebeenpracticingmindfulnesswithmystudentsfor3yearsnowMindfulnessisamentalstateachievedbyfocusingonersquosownawarenessonthepresent
momentwhilecalmlyacknowledgingandacceptingonersquosfeelingsthoughtsandbodily
sensations
Ineededavisualwayformystudentstounderstandwhat
mindfulnesswasandthepurposeithadItallbeganwithan
activityfromMindfulnessinAfterschoolA16-SessionCurriculumthatinvolvedaprettyFijiwaterbottlefullwithwaterandglitterIshowedthemthestillwaterbottlewiththe
glitterrestingatthebottomofitIaskedthemiftheywereable
toseethroughthewaterbottleandofcoursetheirresponse
wasldquoyesrdquosincethewaterwasclearandcalm
AfterIshooktheentirewaterbottleIthenaskedthemagain
ldquocanyouseethroughthewaterbottlenowrdquoTheyall
respondedldquonordquowithsuchwonderintheireyesIthen
explainedtothemhowthatwaterbottlewasourbrainandthe
glitterrepresentedourthoughtsWhenIintroduced
mindfulnesstothemIexplainedhowitwasapowerfultoolto
helpuscalmthatglitterdowninourbrainssothatwecouldbe
abletoclearourwatersinordertomakewisedecisionsTheythenunderstoodhowitall
workedandtheywereallmotivatedtocalmtheirglitter[SeeJustBreathevideo]
Activity1TimeNeededFrequencyIwouldrecommendatleastaminimumof25-30minutesIliketoengagethestudentswhile
introducingthisnewconcepttothemandalsoansweranyquestionstheymighthave
Activity1HowDidThisImpactYourProgramBestpartisseeingthemtelloneanotherldquocalmyourglitteryouneedtorelaxandmake
betterchoicesrdquoIrsquoveseenthemgrabthewaterbottleandtakeittothatstudentsotheycanbe
remindedofwhatrsquosgoingonItrsquosseriouslyamazing
Activity1ResourcesMaterialsNewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
22
Activity2PurposeThepurposeofthismindfulnessactivityistocenterthekidsbacktoastateofawarenessitallowsthemtounwindandrelaxdownThisthenresultsinabetter
focuswhenreturningbacktoourlearningactivitiesandanimprovedbehavior
Activity2TargetAudience2nd-8thgrade
Activity2DescriptionIhavethemalllaydownonthefloor
withtheireyesclosedandfocus
ontheirbreathingAtfirstthere
wasoneortwostudentswho
couldnrsquotstaycalmbutwhatrsquos
newrightHoweverthosefew
studentswhocouldnrsquotseemto
settledownbegantoslowlysink
intotheactivity
Activity2TimeNeededFrequency15minutes
Activity2HowDidThisImpactYourProgramMindfulnesshasallowedusasagrouptocometogetherandformabondofunderstandingkindnessandsupportNowtheyevencometomeaskingifwecan
pleasemeditateEspeciallywhentheyrsquorehyperthatrsquoswhenIrealizetheyaskforitthemost
IrsquoveseensomestudentsmatureothersstrivingtobebetterandIrsquoveheardothersopenup
withveryintimatethingsthatwereweighingthemdown
Activity2ResourcesMaterialsChildrenguidedmeditationsandalsoMindfulGamesactivitycards(canbefoundonAmazon)
NewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
GreaterGoodScienceCenter
IwouldrecommendawaterbottlewithglitterandalsoaldquoMindfulnessBellrdquowhichhelps
incorporateabetterawarenesstotheirbreathing
23
EXPANDEDLEARNINGPROGRAMOaklandLeafprovidesintentionalprogrammingtosupportyouthrsquosphysicalsocialandemotionalwell-beingacademicsuccessandabilitytobeactiveandeffectiveleadersintheir
community
ContactPersonJohannaMasisProgramDirectorOaklandLeafFoundation
ActivityPurposeCyphersareusedasaspacetodointentionalcommunitybuildingintheformofhavingadiscussiononanytopicTheCypherismeanttoserveasanemotionally
safeplaceforeachparticipanttosaytheirpiecewithoutinterruptionorjudgment
TargetAudienceK-12grades
ActivityDescriptionParticipantsaregatheredina
circlefortheCypherTobreak
theicetheycanshareavalue
theywishbringtothefirstfew
CyphersPeopledonothaveto
speakbutareexpectedtohold
thetalkingpiecefor5-10
secondsbeforepassingthe
talkingpieceIfyouthare
reluctanttosharebecauseofthesocialdynamicsthenpassingshouldbeadjustedtomean
thatwewillcomebacktothemasopposedtonothearingfromthematallIfthereare
peopleabsentonthedayofaCypherthenaplaceisstillheldfortheminthecircle
MakesurethatifchairsareusedtheneveryonemusthaveachairIfyouaresittingonthe
floortheneveryonesitsonthefloorEveryoneshouldbeabletoseeeachotherSittinginthe
circlediminisheshierarchyandoverallpowerdynamicsIncludeacenterpiecewhereyouth
mayfocustheirattentionatalkingpiecethatcanbebroughtbythefacilitatorormadeby
thegroupandsomethingfromnature(aplantglassbowlofwater)toremindusthatwe
areconnectedtotheearthIhaveseenyouthbringatoyorapictureoftheirfamiliestothe
circleasanofferingtothegroupduringtheCypher
TimeNeededFrequencyCyphersareencouragedtohappenatleastonceaweekandmanyofourprogramscalendartheminsothatyouthknowwhentheywilloccur
HowDidThisImpactYourProgramThebenefitsofthispracticeincludeincreasedfamiliaritywithpeoplesstoriesempathybuildingideasharingharmrepairhealingforthe
individualwhoishurtingandcompassionbuildingWehaveseenthecultureofprograms
completelyshifttobemoreinclusivecommunicativeandforgivingasaresultof
implementingthesepracticesYoutheventuallycometonametheneedandwillrequesta
CypherorleadCyphersontheirownOurafterschoolstaffhavebeenaskedtoleadCyphers
duringtheregularschooldaybecausetheyhaveseenhowithasimpactedouryouthinsuch
positiveways
ResourcesMaterialsCommunitiesUnitedforRestorativeYouthJustice
SEEDSCultivatingcommunitytransformingconflict
RestorativeJusticeforOaklandYouth
LearninginAfterschoolampSummer(LIAS)Blog
RestorativeJusticeatOaklandrsquosFremontHighSchool(video)
24
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECoachingCorpsisanintermediaryorganizationthatbelievesthateveryyoungpersonlivinginunderservedcommunitiesdeservesatrainedcaringcoachWearebuildingamovement
ofcoachesacrossthecountrybypartneringwithafterschoolprogramsandrecruiting
volunteersAllourcoachesreceiveevidence-basedtraininginyouthdevelopmentcoaching
skillsandsocialemotionallearningaswellasongoingsupportthroughmentoring
ContactPersonSuzanneSillettDirectorofEducationandQualitysuzannescoachingcorpsorg
ActivityPurposeOurCoachingforCharactertrainingandsupportprogramspecificallyfocusesonfourcharacterattributes-persistenceoptimismself-regulationandempathy
TargetAudienceAdultStaff
ActivityDescriptionCoachingforCharacterbeginswithacoachparticipating
inour25hourtrainingInthistraining
coachesfirstlearnthefourPOSE
(persistenceoptimismself-regulationand
empathy)characterattributesandhowto
identifytheattributesintheirathletesNext
coachesareintroducedtothecharacter
buildingframeworkandparticipateina
coachingdemonstrationtofullyexperience
itinactionFinallycoachesapplythe
frameworkbyplanningtheirownpractice
sotheycanimmediatelygobacktotheir
teamandimplementthisnewknowledge
Weprovideoursupportvirtuallyinorderforcoachestobeabletoaccessitatanytimethat
isconvenientforthemWehaveanetworkofcoacheswhohaveattendedthetrainingwho
thenjoinourCoachingforCharacterFacebookgroupInthegroupcoachesgetsupportfrom
ourCoachDevelopmentStaffandalsocanconnectwithfellowcoachesWearecurrentlyin
theprocessofbuildingourownCoachPortalwherecoacheswillaccessmentoringsupport
discussiongroupsandresources
TimeNeededFrequency25hourtraining
HowDidThisImpactYourProgramldquoEvenafterjustonepracticetherehavebeenanumberofparentsofferinghighlycomplimentaryfeedbackfortheuseofskillsthatwe
receivedintheCoachingforCharactertrainingItwasalsoquiteenjoyabletoseetheplayers
respondingtotheuseoftheseskillsinsuchapositivefashionIamthankfultohavehadthe
opportunitytoexperiencetheCoachingforCharactertrainingandhavebeenutilizingitfor
morethanjustbasketballorsportsandincludedthoseskillsinourhomefamilylifeandin
otheraspectsofmylifeaswellrdquo-CoachampParentZactrainingparticipantChicoArea
RecreationDepartment
25
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECalSAChelpsbuildanout-of-schooltimeworkforce(suchasbeforeschoolafterschoolandsummerlearning)thatisfilledwithstrongmentorsandhighlyskilledpractitionerswhoreflectthecommunitiestheyserveThroughcollaborationandinnovationournetworkcreatesrippleeffectsofopportunityequityandtransformationthroughoutCaliforniabothforprofessionalsandtheyoungpeopletheyserveContactPersonSelenaLevyProgramManagerslevycalsacorgActivityPurposeThispracticecontributestostaffandyouthsinterpersonalskillsItcreatesanopportunityforeveryonetolearnmoreaboutoneanotherandcreatecommunityTargetAudienceThispracticecanbeappliedtobothyouthandadultsActivityDescriptionRegularCheckInsisanintentionalspacecreatedforstaffandyouthtosharehowtheyareshowingupinthatspaceParticipantstypicallysitorstandinacircleduringthecheckinWetypicallyaskforavolunteertostartandthenchooseadirectionforustogointhatorder(rightorleft)TheinformationsharedallowseveryoneintheroomtounderstandwhatmaybegoingonforthemandhonorthateachindividualmaybecomingintothespacewithvaryinglifeexperiencesThisallowseveryonetoseeeachothermorewhollyandcreatesafetyforpeopletobeauthenticinthespaceWerecommendcreatinganopportunityforeveryonetoleadthecheck-in(FromTemescalAssociatesItisrecommendedthateachspeakerholdsatalkingpiecesuchasafeatheroritemchosenbythegroupThetalkingpieceisheldbythepersonspeakingandthenpassedaroundthecircleThosenotholdingthetalkingpieceareengagedinactivelistening)TimeNeededFrequencyThepracticeofregularcheck-inscanbebeforethestartofprogramorameetingandlast10-15minutesHowDidThisImpactYourProgramWersquoveseenyouthprovidersbetterabletorespondtoyouthrsquosneedsorbehaviorsbasedonunderstandinghowtheyareshowingupinprogramsSimilarlywersquoveseensupervisorsbetterabletosupporttheirstaffwhentheyaremorefullyawareofwhatastaffpersonisbringingintotheprogramItalsohelpscreateasafeandsupportiveenvironmentwhenspaceiscreatedforfolkstoshareaboutwhatishappeningintheirlifeandhowitrsquosimpactinghowtheyareshowingupintheirworkandorprogramResourcesMaterialsLearninginAfterschoolampSummer(LIAS)Blog-ThePowerofSharingCirclesLearninginAfterschoolampSummer(LIAS)Blog-SharingCirclesCyphersTeachingRestorativePracticeswithClassroomCircles-ThisisacomprehensivecurriculumguidethatoffersanoverviewpromptslessonplansandotherresourcesWhatisMorningMeetingMorningMeetingBookSamplePromptingQuestionsTopicsforCirclesTribesLearningCommunity-Thiswebsiteoffersanumberofusefulbooksandotherresources
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
3
TABLEOFCONTENTS
ACKNOWLEDGEMENTSANDPHOTOCREDITS 2
INTRODUCTION 4
ABOUTTHISPAPER 5
DEFINITIONSANDFRAMEWORKS 5
THEIMPORTANCEOFADULTSTAFFANDTHEIROWNSKILLS 7
CHALLENGESANDBARRIERS 8
THEIMPORTANCEOFCOMMITMENTANDIN-DEPTHPLANNING 9
RESOURCES 10
ACTIVITIESPRACTICESANDRESOURCESBYORGANIZATION
EduCareFoundation 11EverForwardClub 12CampEDMO 14LArsquosBEST 15RioLindoAfterSchoolProgram 17After-SchoolAll-Stars 19WINGSForKids 20ThePOWERProgramatPioneerSchool 21OaklandLeaf 23CoachingCorps 24CalSAC 25TheGreaterGoodScienceCenteratUCBerkeley 26
4
INTRODUCTIONThereisnowastrongconsensusthatyoungpeopleneedmorethanreadingand
writingskillsiftheyaretobesuccessfulinschoolworkandlifeAccordingtothe
CaliforniaDepartmentofEducationrsquosExpandedLearningDivisionldquothereisa
growingbodyofresearchprovingthatsocialandemotionallearning(SEL)is
fundamentaltoacademicsuccessandmustbewovenintotheworkofeveryteacher
ineveryclassroomandeveryafterschoolandsummerenrichmentprogramifwe
trulywanttoprepareallourstudentsforcollegeandcareersrdquo(Whenwereferto
ldquoSELrdquowearealsoreferringtosocialemotionalskills)Asnotedinfigure1allstates
havedevelopedSELeducationalstandardsorgoals
Figure1(CreditCASEL)
Beyondteachersinaclassroomyouthworkersshouldprovideopportunitiesfor
studentstolearnsocialemotionalandcharacterskillsAccordingtoJuliaRuggat
WINGSforKidsldquowebelievethatafterschoolprogramsarewell-positionedto
directlyteachsocial-emotionalskillslikeself-awarenessandresponsibledecision-
makingWeseebothvalueandopportunityinusingthehoursafterschooltohelp
teachthesecriticalskillstoourmostvulnerablekidsmdashthestudentswhoneedthem
mostWetakeadvantageoftheflexibilitythatafterschoolofferstonotonlyteach
social-emotionalskillsbutusetheadditionaltimeitaffordsforkidstopracticethem
andapplytheminsocialandacademicsettingsrdquo
TheconceptofsocialemotionallearninghascometoafrenzyinthepastcoupleofyearsWheredoesafterschoolfitintoallofthisYouwouldhopethatwersquodberightattheforefrontWersquovebeendoingthisforyearsweknowhowtodoitndashKarenPittmanForumforYouthInvestment
5
ABOUTTHISPAPERWhilewehearalotabouttheldquowhyrdquoofSELandcharacterbuildinglittleisheard
abouttheapplication(theldquowhatrdquoandldquohowrdquo)withinafterschoolprogramsExpanded
learningpracticesneedtobeupliftedsothatthefieldcanbegintoseewhatgood
characterSELlookslike
ThispaperprovidesanoverviewofsocialemotionalandcharacterbuildingskillsIt
goesontoprovideexamplesofactivitiesandpracticesforexpandedlearning
programsprovidedforandbyExpandedLearningProgramsandTechnical
AssistanceorganizationsToidentifyexpandedlearningpracticesandactivitieswe
reachedouttoorganizationsacrossCalifornia
Eachexamplewillincludeadescriptionofthesubmittingorganizationacontact
personwithintheorganizationandadescriptionofthepracticeoractivity(ie
purposetimeneededfrequencytargetaudienceandsupportingresources)
Toaccompanythispaperwerecommendreadingtheguide
publishedbyOaklandUnifiedSchoolDistrict(OUSD)andCASEL
(CollaborativeforAcademicSocialandEmotionalLearning)
entitled3SignatureSELPracticesPlaybookThisisanexcellentcompanionpiecethatfeaturestipsforgettingstartedaswellas
SELactivitiesin3areasWelcomingRitualsInclusionActivitiesEngagingPractices
andOptimisticClosures
DEFINITIONSANDFRAMEWORKSThereareseveralpopulartermsrelatedtoSELandcharacterskillsincludingnon-
cognitiveskillssoftskillsgrowthmindsetsgritandcitizenshipInadditionthere
aremanydefinitionsandframeworksrelatedtoSELandcharacterskills
ThemostwidelyknownSELframeworkisusedbyCASELTheydefineSELasldquotheprocessthroughwhichchildrenandadultsacquireandeffectivelyapplythe
knowledgeattitudesandskillsnecessarytounderstandandmanageemotionsset
andachievepositivegoalsfeelandshowempathyforothersestablishandmaintain
positiverelationshipsandmakeresponsibledecisionsrdquoSeefigure2
6
Figure2
AleadingresourceforcharactereducationandskillsisCharacterorgWhilethey
tendtofocusonschoolsmuchoftheworkisrelevanttoexpandedlearning
programs
TheydefineCharactereducationasldquoaddressingmanytoughissuesineducationwhiledevelopingapositiveschoolclimate
Educatorsfromadiversearrayofschoolshavetransformed
theirschoolculturesreduceddisciplinereferralsincreased
academicachievementforalllearnersdevelopedglobalcitizens
andimprovedjobsatisfactionandretentionamongteachers
Charactereducationincludesandcomplementsabroadrangeof
educationalapproachessuchaswholechildeducationservice
learningsocial-emotionallearningandciviceducationAllshareacommitmentto
helpingyoungpeoplebecomeresponsiblecaringandcontributingcitizensrdquo
Manyexpandedlearningprogramsrelyontheskillsframeworkdevelopedbythe
PartnershipforChildrenandYouthandtheExpandedLearning360deg365project
whichintegratesresearchonSELcharactereducationandyouthdevelopmentTheir
frameworkpresentsthreeareasofskillsWeAreWeBelongWeCanSeeFigure3
7
Figure3(CreditPartnershipforChildrenandYouth)
THEIMPORTANCEOFADULTSTAFFANDTHEIROWNSKILLSDrDaleBlythUniversityofMinnesotaemphasizesthatsocialemotionalskillsare
ldquotaughtrdquothroughdirectinstructionandldquocaughtrdquothroughadultmodelingandthe
programvaluesandcultureWeknowthatthesuccessofanyprogramtopromote
socialemotionalandcharacterskillsispartiallydependentonthesocialemotional
andcharacterskillsoftheadultleaders
BelowisareflectionfromStuSemigranFounderofEduCareFoundationonthe
importanceofadultstaffandtheirsocialemotionalskills
WecanonlytrulyteachorimpactourstudentsinthevalueandcompetenciesofSELtothedegreethatSELisbecomingpartofourownrepertoirehellipourownwayofbeingAswecommittoourpersonalSELself-developmentthisnaturallyinfluencesourinstructionalpracticesprogramsanddecisionsSELbecomesmorethanacollectionoflessonplansactivitiesorprogramsItbecomesawayofteachinghellipawayofbeinghellipawayoflivingThenweasrolemodelscandeeplyassistourstudentsastheyevolveintheirownmastershipofSELThishasimplicationsforhowwehireandprovideprofessionaldevelopment
ldquoWhoeverourstudentsmaybewhateversubjectweteachultimatelyweteachwhowearerdquo-AuthorEducatorandActivistParkerPalmer
ThereareavarietyofvaluableSELskillsthatcanbeaddressedthroughstaffprofessionaldevelopmentEduCareFoundationteachesldquoEightSkillsforHeartsetregEducationrdquoSomeoftheseincludetoolsforself-awarenessmindfulnessself-forgivenessandempatheticlisteningWhentheseandotherSELskillsarepersonalizedandbecomeourbaselinethenwearemoreequippedtocreateanSELstyledclimatewithSELcurriculumandactivitiesthatcanreallyldquostickwithrdquoandimpactourstudentsPerhapsthefirststepinthisongoingprocessoftheadultleadersasstudentsofSEListakingcareofourselvesAswedevelopadeeperpositiveregard(honoringandcaring)forourselvesthenwecanhaveamindsetandaheartsetthatreallyseesthebestinourstudentsandtheiraspirationsThispersonalfoundationofSELleadstobecomingamoreeffectiveSELsparkandinfluencerforourkids
8
ldquoWithSEL-focusedtrainingthathelpsprovidersbetterunderstandanddeveloptheirownSELskillstheycanintentionallymodelSELforkidsfindteachablemomentsineverydayactivitiesandsimplybethesupportiveandcaringadultthatallkidsneedrdquo-NationalAfterSchoolAssociation
CHALLENGESANDBARRIERSInKernelsofPracticeforSELLow-CostLow-BurdenStrategiestheauthorsstateldquoAnumberofbarriersundermineeffortstobringSELprogrammingtoscaleandthese
barriersarelikelyexacerbatedinlow-incomeandlow-resourcecontextsrdquoBelowwe
listsomeofthechallengesandbarriersfacedbyexpandedlearningprogramsthat
seektopromoteSELmanyofwhicharecitedinthispaper
bull ExpandingExpectationsAswelearnmoreabouttheneedsandchallengesfacedbyyoungpeopleandtheskillsneededtosucceedourexpectationsof
expandedlearningprogramscontinuetogrowDuetothisandtheincreased
accesstoinformationviatheinternetprogramleadersarebecoming
increasinglyoverwhelmed
bull ImplementationChallengesDuetopoorfidelityandaninabilitytoimplementprograminitiativesasdesignedprogramsarebecoming
inconsistent
bull LimitedLocalBuy-inDuetolackofautonomyandcommunicationwithparentsandotherstakeholdersthereislimitedlocalbuy-in
bull LackofFinancialPersonnelandStructuralResources(eghighcostofmaterialsextensivetimerequiredforadulttrainingPD)Accordingto
BrandonSportelTheRioLindoAfterSchoolProgramldquoAchallengeislackof
fundingtopayfortrainingsManyafterschoolprogramsarenotbudgetedfor
additionaltraininghoursThisisunfortunatebecauseopportunitiestomeet
andanalyzedatacreateactionplansandprovidenewsystemsofprompting
greatlyimpactsstudentbenefitrdquo
bull PoorIntegrationintoProgramPracticeOftenSELandcharacterbuildingareseenasldquoextra-curricularrdquoorasanadd-ontoexistingprogramsEricGurna
atLArsquosBESTstatesldquoWebelieveyouhavetoweaveSELintoeverythingwedo
ndashratherthanlookatSELasastand-aloneactivityorclubWehave
incorporatedSELactivitieswithinmanytrainingsandmeetingsweprovide
asameanstoalsoexploretheconnectionsweshareamongstaffand
colleaguesrdquo
bull LowSustainabilityOftenSELandcharacterbuildinginitiativesinexpandedlearningprogramsarenotcontinuedorusedconsistentlyovertime
Sustainabilityrequiresaseriouscommitmentofproviderorganizationsand
programleadersSeebelow
9
THEIMPORTANCEOFCOMMITMENTANDIN-DEPTHPLANNINGToaddressmanyofthechallengesandbarrierscitedaboveitisimportantforthe
providerorganizationtocommittotheworkoffocusingtheirprogramsonsocial
emotionallearningandcharacterbuildingTheapproachtoinfuseSELandcharacter
buildingintoallfacetsoftheorganizationrequiresmorethanaone-shottrainingor
staffdiscussionRatherthisrequiresalongerprocessthatincludes
bull BuildingAwarenessandUnderstandingndashTodothisitisimportantthatprogramleadersselectaframework(seeabove)anditslanguagebefore
effortstobuildawarenessProgramleadersmaywishtoreviewStudentSuccessComesFullCircleItdetailssixsocialemotionalandcharacterskillsthatexpandedlearningprogramscanhelpdevelopinyoungpeople
bull NamingSkillsandExploringtheMeaningofTheseSkillsndashCanyouspecificallynamethesocial-emotionalandcharacterskillsthatareimportant
totheprogrammdashskillsthattheprogramiscommittedtoHowimportantare
thesethingsandtowhomaretheyimportantCanleadersandstaffwrite
downthreethingsayoungpersonwouldsayordoiftheywerepracticing
theseskillsAretheseskillsbestldquotaughtrdquoorldquocaughtrdquoThesearejustsomeof
thequestionsaprogramshouldexplorewhendiscussingSELandcharacter
skills
bull BuildingonWhatYouDondashCanleadersandstaffnameprogramactivitiesandpracticesthatalreadysupportspecificsocial-emotionalandcharacter
skillsYoucanmakeuseofthisonlineself-reflectionsurveyforyourstaff
bull AligningwithQualityStandardsndashSeveralorganizationsandstatenetworkshavedevelopedqualitystandardsforexpandedlearningprogramsIn
CaliforniaimplementingthequalitystandardsbringsaboutSELCharacter
skillsAskhowdoourqualitystandardsalignwiththesocial-emotionaland
characterskillsForinstancehowdoeffortstocreateasafeandsupportive
environmentsupportsocial-emotionalandcharacterskills
bull CollectingandUsingDatandashManyprogramscollectdatatoprovidefeedbackregardingprogramqualityFeedbackcanbeintheformofobservations
reflectionsandorself-assessmentscompletedbyprogramstaffDatacan
alsobecollectedfromyouthparticipantstheirfamiliesandorother
stakeholdersandpartnersWhatdoesyourdataonprogramqualitytellyou
aboutthestateofsocial-emotionalandcharacterskillsinyourprograms
bull ProgramImprovementndashAsexpectedimprovingaprogramrequiresplanningandidentifyingandimplementingnewstrategiesForexample
organizationscanintroductionofnewprogramactivitiesreviseamission
statementaddadditionalstaffdevelopmentamendhiringpracticesandso
forthInstituteintentionalchangesanddetermineiftheymakeadifference
10
LeaderswhoaredesigningprogramstopromoteSELandcharacterbuildingwould
beadvisedtoreviewtheworkofresearchersJosephDurlakandRogerWeissberg
Theyidentifiedfourcharacteristicsofeffectiveafterschoolprogramsthatpromote
socialandemotionallearningThefourcharacteristics(SAFE)are
bull Sequenced-anintentionalstep-by-stepandsequentialapproachbull Active-emphasizesactiveformsoflearningsothatyouthcanpracticenew
skills
bull Focused-anintentionalfocusspecifictimeandattentiononskillbuildingactivities
bull Explicit-clearlydefinedSELgoals
ldquoWersquovealignedourprogramtotheSAFEframeworktoensureweareinfusingintentionalitythroughoutouractivitiesandourcurriculumrdquondashJuliaRuggWINGSFORKIDS
Youcanviewtheirfullreporthere
RESOURCESInadditiontotheresourcesrecommendedbythosewhosubmittedactivitiesand
practiceswehavegatheredmanyresources(egblogsreportsvideos)whichcan
befoundhere
11
SELACTIVITIESPRACTICESANDRESOURCES
EXPANDEDLEARNINGPROGRAMEduCareFoundationimplementscomprehensivedailyExtendedLearningProgramsonthecampusesof18highschoolsand1middleschoolservingover30000studentsinthe
greaterLosAngelesareaeachyearInadditionEduCareimplements3-dayACEStudent
SuccessProgramat35schoolsthroughoutLosAngelesreachingover5000youtheachyear
ContactPersonStuSemigranstueducarefoundationcomActivityPurposeUsingcreativevisualizationsandpositivestatements(affirmations)tocreatea
growthmindsetandsupportself-awarenessand
self-regulation
TargetAudienceYouthgrades6-12aswellasourstaffclassroomteachersandparentgroups
ActivityDescriptionGuidedVisualizationsaroundaparticularthemethereareavarietyof
mindfulnessandcenteringpracticesweenjoy
usingandhavefoundvaluable
Examplesthemesinclude
bull Gratefulness-studentsclosetheireyesandreviewonanimaginarymoviescreen
imagesofwhoandwhattheyaregratefulfororappreciate-friendsfamilymembers
theirhealthpeoplewhosupportorinspirethemopportunitiestheyhaveatschool
orelsewhereetc
bull PerformanceSuccess-usingthetechniqueofldquoMentalDressRehearsalrdquosimilarto
whathighperformingathletesandperformersdoastheyprepareforaperformance
eventThestudentsclosetheireyesandbringawarenesstorelaxingtheirbreathing
andthenmoveontoasimpleinternalawarenesscheckofhowtheywerepresently
doing-physicallywithfeelings(emotionally)andwiththeflowoftheirthoughts
(mentally)Onanimaginarymoviescreeneachwouldbeinvitedtoimagine
themselvespriortotheirperformanceevent(athleticcompetitionhighstakestest
etc)Theywouldseeonthescreentheirtypicalresponsesbodytighteningup
stomachknottingupbreathingtensingupnegativementalchatterlikeldquoIamabout
tofailrdquoetcIntheirimaginationtheythenwalkovertotheirimaginaryscreenand
seethemselvesplacingabigldquoXrdquoacrossthatfixedmindsetimageInstantlythat
imagewouldbereplacedbyoneofseeingthemselvesasrelaxedpreparedandeven
enthusedpriortotheperformanceeventWherepreviouslytherewasanxietythey
nowseethemselveswithfullconfidence
TimeNeededFrequency3-5minuteseach
ResourcesMaterialsMakingtheBestofMeAHandbookforStudentExcellenceandSelf-Esteem
EXPANDEDLEARNINGPROGRAMTheEverForwardClubworkswith
boysandyoungmentopromote
greaterselfawarenessand
awarenessofothers-bothcritical
componentstosocialemotional
learningandcharacterbuilding
Theireffortsincludeworkin
schoolsandtrainingsofeducators
andyouthworkersTheywerealso
featuredinadocumentaryentitled
TheMaskYouLiveIn
ContactEmaileverforwardclubgmailcom
ActivityPurposeThepurposeofthisactivityistopromoteself-awarenessasenseofbelongingandgreaterawarenessofothers(Thisactivityisapartofthe100kMasks
ChallengeThisglobalcampaignisawakeningpeopleallovertheworldtorealizethatthey
arenotaloneandtoseeandlearnhowmuchwehaveincommonbutweoftenmissbecause
wekeepitlockedawayinsideToparticipateinthiscampaignseebelow)
TargetAudienceAdolescentsgrades6-12
ActivityDescriptionYoutharegivenahandout(seewebsite)andaskedtofollow3stepsanonymouslyTheyarealsoaskedtokeeptheireyesontheirownpaper
1 Drawamaskontheleftside
2 Write3wordsonthefrontofthemaskthatrepresentqualitiestheyletpeoplesee
3 Write3wordsonthebackofthemaskthatrepresentthethingstheydonrsquotusuallylet
peoplesee
Adultleaderscollectthemasksandthenhaveafewvolunteersreadafewoftheresponses
anonymouslyYoutharetheninvitedtosharehowitfelthearingaboutthefrontandbackof
themasksoftheirpeersThiswouldbeagoodtimetodiscusstheircommonalitiesand
differencesDeeperprocessescanbecreateddependingonthelevelofsafetythathasbeen
generatedintheroom
NOTEIftheadultleaderfeelsthattheclassisnotpreparedtoshareoutmasksbasedonthe
levelofsafetythathasbeengeneratedthentheadultleadercancollectthemasksandshow
masksfromallovertheworldfromourwebsite
TimeNeeded10minutes-30minutes(dependingontimeavailableanddepthofconversation)
100kMasksChallengeThiscampaignhasbeenfacilitatedacrosstheworldandregardlessofthecountryagegenderorthesocio-economicbackgroundoftheparticipantsweare
clearthattherearepartsofourselvesthatwedonotsharewithothersandmanyofthose
thingsaretheblockagesbetweenbuildinghealthyrelationshipsandcommunities
Toparticipateadultleaderswhousethisprocessareaskedtosubmitalltheirmasksby
emailbyText(510-854-6794)orbyPostalMail(EverForward-100kMasks1714Franklin
St100-337OaklandCA94612-3409)
13
HowDoesThisImpactProgramsTheimpactonadultleadersaroundtheworldisthattheirstudentsgainanewsenseofconnectionandrealizationthatregardlessofwhatthey
aregoingthroughhellipTheyAreNotAlone
ResourcesMaterialsLearnmore
MaskGallery
TheMaskYouLiveInDocumentaryTrailer100kMasksLaunchVideo
TakingOffTheMaskWorkshop
14
EXPANDEDLEARNINGPROGRAMCampEDMOisaPre-K-8thgradeSTEAM(ScienceTechnologyEngineeringArtsandMath)andSEL(SocialEmotionalLearning)programthatimplementsthelatestresearch-informed
methodsofwhole-childdevelopmentThecorecharactertraitsweaimtobuildareCuriosity
CourageandKindnessInordertoachievethisgoalkidslearntodevelopfourmindsetsand
practicesixSELskillswhiletheyengineerbuildingscodeapplicationsorhikethrough
nature
ContactPersonEduardoCaballeroExecutiveDirectoredcampedmoorg
ActivityPurposeBuildempathyemotionvocabularyemotionmanagement
TargetAudienceWedothemingroupsof15-20kidsingradesPre-K-5thgrade
ActivityDescriptionKimochiDolls-WeuseKimochidollswithallour
agegroupsEachdollhasa
personalityarchetypethatkidscan
relatetoThedollscomewith
curriculumandadditionaltoolsto
helpkidsbuildvocabularyaround
theirfeelingsandempathyfor
others
FeelingPillowsTheKimochikits
comewithabagofplushlittle
pillowseachthathaveafaceandanemotionwordKidspulloutapillowfromthebagand
theotherkidstrytoguesswhatfeelingtheyareconveyingwiththeirfaceandbody
languageKidsexplainwhytheythinktheyarethatfeelingWhatarethecluesThefeeling
childthenrevealstheirfeelingYoucantaketheactivityfurtherbythenleadingadiscussion
aboutwhenisaninstanceinyourlifethatactuallymadeyoufeelthatwayThisactivitycan
bedoneevenwithoutthekitYoucanwriteabunchoffeelingwordsandputtheminany
container
TimeNeededFrequencyWedoKimochiactivitiesforabout20minuteseachdayatcampTheyaretypicallydonesittinginacircleWeusuallyusethemtostartourTeamTimehour
ofthedaywhenwefocusondoingactivitiesthatbuildSELskillsandteamwork
ResourcesMaterialsYoucanlearnmoreabouthowtouseandpurchasetheKimochidollsandtherelatedcurriculumhere
HowDidThisImpactYourProgramWenoticedkidswereabletoregulatetheiremotionsbetterresolveoravoiddisputesandplaynicerwitheachotherafterusingthedolls
15
EXPANDEDLEARNINGPROGRAMLAsBESTisanafterschoolenrichmentprogramserving25000elementarystudentsagesfivetotwelvein198schoolsinthemosteconomicallydistressedneighborhoodsthroughout
LosAngeles
ContactPersonZacharyWilsonDirectorofStaffDevelopmentzacharywlasbestlausdnet
ActivityPurposeTheuseofSanfordHarmonycardsenhancestheemotionallysafeenvironmentthatLAsBESTstrivestoprovideandsustainacrossallaspectsofour
programmingTheseresourcesallowforourstudentstosharetheirthoughtsandfeelingsin
asafehealthysettingthattheymaynotbecomfortablesharinganywhereelse
TargetAudienceYouthPre-Kthrough6thgrade
ActivityDescriptionSanfordHarmonyEverydayPracticesandQuickConnection
Cardsprovideengagingquestionsand
activitiestoexplorewithabuddyThe
studentsthengettoknoweachotherand
connectwhichpreparesthemtohandle
futurechallengesandconflictsand
opportunitiestocollaborateina
meaningfulandconstructivewaySanford
Harmonyalsoprovidesrecommendations
ofhowandwhytopairstudentstogetherTheMeetUpstrategyprovidesawayto
strengthenaprogramsdailyroutinebyincorporatingpracticesthatallowtheentiregroup
ofstudentstoexplorehowtheytreateachotherandhowtheycommunicatewithone
anotherTimeNeededFrequencyEachactivitycanvaryinlengthrangingfrom5to20+minutesdependingonifhowthefacilitatorstaffiscomfortableexpandingWedotheseactivities
everydayoronaregularconsistentbasis(eg2-3timesperweek)ndashagainvariesper
sitestaff
HowDidThisImpactYourProgramWehaveheardstoriesfromstudentsusingthisprogramthattheyenjoycarryingthequestionsconversationsandactivitiesintotheir
interactionswithfriendsandfamiliesathome
TheseresourceshavebeenmostvaluabletoLAsBESTbecausetheyhaveallowedusto
enhancehowweweaveSELintoeverythingwedondashratherthanlookatSELasastand-alone
activityorclubWiththisprogramstaffareabletointegratetheseresourceswithintheir
programsandinnovatewiththembeyondourinitialrecommendationsForexamplestaff
nowutilizethecardstosupporttransitiontimesndashwhengroupsofstudentsmovefromone
activityorspacetoanotherStaffhavealsofoundthecardsbeneficialduringhomework
timewhensomestudentsgetdonewiththeirassignmentsbeforeeveryoneelseisfinished
16
TargetAudienceAdultWorkersSanfordHarmonyCardshavealsosupportedourorganizationalgoalofprovidingprofessionaldevelopmentopportunitiesforstaffinwhich
theyareabletoexperiencefirst-handthepowerofself-reflectionandthebenefitsof
exploringtheSanfordHarmonyquestionsandactivitiesVariousinternal
teamsdepartmentsatLArsquosBESThaveincludedSanfordHarmonyCardswithin
teamdepartmentmeetingstoestablishthetone(akaice-breaker)
Wehaveintegratedthisprogramaspartofourbasicstafftrainingsspecifictoestablishing
positivelearningenvironmentsactivityplanning(egprogramdevelopment)and
homeworksupportndashinadditiontosomeofourleadershipfocusedtrainingsthatinvolve
establishingteamworkandasenseofbelongingSeniorleadershiphasuseditwiththeir
developmentteamasawaytogettoknoweachotherandhighlightasitepractice
TimeNeededFrequencyWetypicallydothisatleastonceamonthatourStaffDevelopmentTeammeetings
ResourcesMaterialsSanfordHarmonyEverydayPracticesandQuickConnectionCards-SanfordHarmonyisasocialemotionallearningprogramcultivatingstrongrelationships
betweenelementarystudentswithSELeducationSanfordHarmonyhasbeenAPPROVEDby
theCollaborativeforAcademicSocialampEmotionalLearning(CASEL)asaSELectprogram
forPre-Kthrough6thgradesClickheretoviewtheSanfordHarmonyEvaluationGuide
2018
17
EXPANDEDLEARNINGPROGRAMRioLindoAfterSchoolProgramwascreatedthroughpartnershipsbetweenschoolsandlocalcommunityresourcestoprovideliteracyacademicenrichmentandsafeconstructive
alternativesforstudentsingrades2ndndash5thgrade
ContactPersonBrandonSportelathelloyelloteamgmailcom
ActivityPurposeProvideeverystudentwithaconfidentiallineofcommunicationtoatleastonetrustedadultinourprogramResearchshowsthateverystudentmusthaveatleastone
adultintheirlivesthattheycantrusttoreachtheirpotentialforpositivegrowthand
achievementInadditionthepracticeofidentifyingandbeingawareoffeelingssupportsthe
studentsabilityforemotionalregulationreasoningandusingresourcestogettheirneeds
met
TargetAudienceStudentsingrades2ndndash5thgrade
TimeNeededFrequencyTheCheckInSystemisversatileandcanbeimplementedtomeettheuniqueneedsofeachsiteStudentsareabletocheckinwhenevertheywantandmany
sitesalsohavearegularlyscheduledcheckin2-5timesperweekWerecommendstudents
beencouragedtocheckinduringtheirregularschooldaybutnotfromhome
ActivityDescriptionUsingtheHelloYello(HY)CheckInAppwehave
successfullyprovidedeverystudent
withaconfidentiallineof
communicationtoatleastonetrusted
adultinourprogramsStudentsnow
haveavoiceintheirprogramming
safetyandachievementByallowing
studentstobeheardwehaveensured
thateachchildhasanadultmentor
thattheycancontactatanytimeto
expresstheirdailyexperiences
strugglesandaccomplishments
Mostofthecheckinsubmissionsneedonlyasilentgestureorafewwordsofencouragement
toclosetheloopSeveraltypicallyresultinabriefone-on-onetalktosortthroughadifficult
experienceandaveryfewrequireateamapproachOnechallengeislackofaccessto
technologyAlthoughtheHYCheckInsystemalsoprovidespencilpaperversionstheweb
applicationallowsforamoreimmediateresponse
HowDidThisImpactYourProgramJustbysimplyknowingwhatastudentisexperiencingintheirdailylifeprovidesauniquebondStudentswhoexperienceatrusting
relationshipwilllettheadultknowwhentheyneedadviceAllowingthestudenttodecide
leadstoempowermentandindependenceAmazinglyrelationshipsbuildintrustwithonlya
fewstrategicstaffactions
TheoveralldifferenceintheprogramssincetheimplementationoftheHYCheckInAppis
improvedschoolclimateandstudentconnectednesstotheprogramInadditionstudents
havelearnedhowtobeawareoftheirfeelingsandneedsandhowtogetthoseneedsmet
Evidentiarydataisbeingprovidedtohelpstudentswithcounselingneedsresultingin
additionalresourcesfortheprogramDataisalsobeingprovidedtomakechangesbased
uponstudentinterestsandqualitiessuchasmindfulnessartsscienceandsportsactivities
18
Thestudentsdemonstrateincreasedpersonalempowermentandhigherlevelsoftrustin
theirrelationshipswithprogramstaffTheyexpressfeelingsafeconfidentandcaredfor
Theyaremotivatedtocheck-inbecauseitsconfidentialTheprogramisbetteratmeeting
thesocial-emotionalneedsofstudentsStudentsareopeningupabouttheirfeelings
thoughtsandexperiencesInadditiontoincreasinglevelsoftrustthishasresultedin
potentialconflictsbetweenstudentsbeinghandledproactivelyegbullyingperceived
slightsandgroupdrama
TargetAudienceAdultStaffToprepareadultstafftosuccessfullyusetheHelloYelloappstaffparticipateinthreetrainingsThefirsttrainingteachesstaffthefunctionandlogisticsof
usingthewebappandoptionalpaperformsItalsopreparestheminhowtoprovidean
introductorylessonforstudentsThesecondtrainingisfocusedonhowandwhento
respondtosubmissionsusingactualstudentsubmissionsfromtheschoolsiteas
examplesArangeofpossibleresponsesarereviewedanddiscussedfromquickgestural
promptstoemergencysituationswhenotherteammembersneedtobeinvolvedThefocus
isonhowclosingthelooprdquowithaninterpersonalresponsecreatespositivetrusting
relationshipsandhowtheadultresponsemotivatesstudentstocontinuecheckinginThethirdtrainingprovidesamodelforstaffonformingadatateamtoanalyzeresponsesand
createactionplansaswellasteachinghowtoelicitspecificdatafromstudentsbyusing
customizedwritingpromptsforstudents
TimeNeededFrequencyImplementingtheCheckInSystemrequiresthreeone-hourtrainingmodulesWeusuallysuggestthatthetrainingsbespreadoutover3monthsto
allowteamstogrowwitheachsuccessivestep
HowDidThisImpactYourProgramThestaffisabletomaximizeteachingopportunitieswhenstudentsletthemknowthesocialandemotionalissuestheyarefacingbefore
problemsdeveloptothepointofforcingadisciplinaryresponseTheyarealsoableto
demonstrateincreasingconfidenceinsupportingstudentsandareexcitedtoseethemselves
growingintheirroleasadultmentorsTheyhaveexpressedthattheyfeelmoreconnectedto
theirstudentsandhavemoreunderstandingandempathytowardthewholechildand
abletoserveaspositiveadultrolemodels
ChallengesEnsuringthatstaffhavetimetofollowthroughandmeeteachstudentssocial-emotionalandacademicneedsisafrequentlyexpressedconcernfortheCheckInsystem
Theappisdesignedtomakeiteasyforstafftocompletetheentirecommunicationloop
withouttakingtimeawayfromperformingregularduties
AdviceforstaffHaveanopenmindaboutrespondingtostudentneedsApersonmayhavetoletgoofstereotypesandbeliefsaboutchildbehaviorassociatedwiththeirown
experienceswithintheirfamiliescommunitiesandschoolstoacceptstudentdifferences
AlsobereadytogetfeedbackfromthestudentsInsomecasesthefeedbackispositiveand
encouragingbutitcanalsoexposeareasofimprovementforyourprogramHavinganopen
mindisessentialfortakingyourprogramtoahigherlevelofexcellence
ResourcesMaterialsYoucanlearnmoreabouttheRioLindoAfterSchoolprogramhereYoucanlearnmoreabouttheHelloYelloapphereYoucanviewalistofvideoshere
Teachinghowtopromptformorespecificinfobull Checkinprompts
bull TenwaystousetheCheck-Insystem
19
EXPANDEDLEARNINGPROGRAMAfter-SchoolAll-Starsisanationalafter-schoolworkforcedevelopmentprograminsupportingTitle1middleschoolyouthWestrivetohelpyouthcontinuetodevelopgrowthmindsetsafterschoolwhetherintheirinterpersonalsocialrelationshipsandorintheircareerexplorationWeaskthemhowtheycansupporteachotherandcontributetothecommunitiestheyareapartofWehelpguidethemtowardsapotentialpathofactiontotakeinbringingthemclosertoreachingtheirgoalsanddreamsContactPersonNamrataGuptaEDASASBayAreanamrataguptaafterschoolallstarsorgActivityPurposeThispracticepromotesself-awarenesssocialawarenessandteambuildingIntermsofcharacterbuildingitteachesmemberstobeindependentproactiveandproblem-solversaswellascollaborativeTheyadoptgrowthmindsetsanditincreasestheirsenseofself-efficacyTargetAudienceMiddleSchoolYouthActivityDescriptionYouthAdvisoryBoard-WehaveaYouthAdvisoryBoard(Yabbies)ateachofourschoolsitesthatiscomprisedofyouthleaderswhoworktogethertoenhancetheexperienceofourafterschoolprogramsEightstudentssitontheboard(four8thtwo7thandtwo6thgraders)TheyhelpoursitecoordinatorplaneventsandadvocatefortheirpeersWerecommendthataselectioncriteriaandapplicationbedevelopedsothatstudentsareclearoftheexpectationsofsittingontheboardAndthatstudentsfromdifferentsub-communitiesinyourprogramarescoutedtoapplyinanefforttoinsurethatallstudentsfeelrepresentedWealsorecommendlookingattheexistingstudentleadershipstructuresattheschool-sitetoensurethatdifferentstudentsarechosentolead-notonboththeStudentCouncilandYouthAdvisoryBoardTimeNeededFrequencyTheYouthAdvisoryBoardmeetsweeklyonWednesdaysfor45minutesSitecoordinatorshelptrainandsupportourYouthAdvisoryBoardmembersHowHasThisImpactedYourProgramOurYabbieshavehelpedbuildcultureandawarenessofourprogrambyinvitingstudentinputintoourprogrammingmodelandprovidingleadershipopportunitiestokeepourprogramrelevanttotheneedsanddesiresofourstudentcommunityResourcesMaterialsFromTemescalAssociatesndash
bull CreatingandSustainingaThrivingYouthAdvisoryCouncilbull YOUTHPOWERStartingaYouthAdvisoryCouncilbull AdvocatesforYouthTipsforCreatingEffectiveYouthAdvisoryCouncilsbull SanDiegoDistrictAttorneyndashCommunityProgramsAYouthAdvisoryBoard
Handbook
20
EXPANDEDLEARNINGPROGRAMWINGSForKidsoperatesdirectserviceprogramsinelementaryschoolsandserves1100amazingkidseverydaythroughourafterschoolprogramWeseektoempowerotherswith
socialemotionallearningbestpracticesthroughprofessionaldevelopmentworkshopsand
partnershipopportunitiesOurevidence-basedapproachfostersthemindsetskillsand
confidencechildrenneedtobehavewellmakegooddecisionsandbuildhealthy
relationships
ContactEmailhellowingsforkidsorgActivityPurposeIntegrationofSELthroughoutprogram
TargetAudienceK-5
ActivityDescriptionOurstafffirstexplicitlyteachthenmodeland
reinforceasocial-emotionalskilleachweekThisintentionalnamingofthe
socialemotionalskilloftheweekiskey
Nextkidslearnthenpracticeand
discussthenewskillsthroughprogram
activitiesAsanexampleletrsquosuseoneof
ourobjectivesintheself-management
competencymdashhelpingkidsfocustheir
attentioninwardinordertolimit
outwarddistraction
ThedaybeginswithCommunityUnitythecomingtogetherofallstaffandkidsingradesK-5forannouncementsandasocial-emotionalskill-buildinglessonThispartofthedayoffersan
opportunitytotalkinafocusedandactivewayabouttheweekrsquosobjectiveandengageina
brieffunactivitythatrelatestoitForexampleWINGSLeadersmayleadanexerciseon
activebreathingandtheprogramdirectorstartsafocusedlarge-groupdiscussionandasks
staffandkidstoshareexamplesofwhentheyhavegottendistracted
ChoiceTimeisanenrichmentactivitythatstudentsselecteachsemesterandwheresocial-emotionallessonsarewoveninDuringakickballgameforexampleaWINGSLeadermight
talkabouthowtoconcentrateonignoringtheshoutsfromthesidelinestobetterfocuson
thegameThisalsogiveskidsthechancetocontinuepracticingotherskillstheyrsquove
previouslylearnedsuchassharingsupportivecommentsafterabadkickandkeepinga
positiveattitudeeveniftheirteamislosingInthiswayChoiceTimeencourageskidsto
applybothnewandrecentlydevelopedsocialemotionalskills
TimeNeededFrequency3hoursperdayMonday-Fridaythroughouttheentireschoolyear
HowHasThisImpactedYourProgramWINGShasinstitutedathoroughevaluationoftheirprogramClickhereforaninterimreportoftheirRCTevaluation
ResourcesMaterialsForresourcesandfreematerialsclickhereHereisthelinkforourldquoADayintheLiferdquovideo
21
EXPANDEDLEARNINGPROGRAMThePOWERprogramatPioneerschoolisaprogramdesignedtoencouragetheindividualgrowthofeverychildthroughavarietyofdiverselearningstylesOurgoalisthe
developmentoftheWHOLEchildonewhohaslearnedtheskillsnecessarytosucceedina
varietyofacademicandphysicalactivitiesandonewhoappreciatesthevaluethateducation
andwellnessbringstotheirqualityoflife
ContactPersonErikaChavezEChavezduesdorg
Activity1PurposeSelf-awarenessself-regulationandsocialawareness
Activity1TargetAudience2nd-8thgrade
Activity1DescriptionIhavebeenpracticingmindfulnesswithmystudentsfor3yearsnowMindfulnessisamentalstateachievedbyfocusingonersquosownawarenessonthepresent
momentwhilecalmlyacknowledgingandacceptingonersquosfeelingsthoughtsandbodily
sensations
Ineededavisualwayformystudentstounderstandwhat
mindfulnesswasandthepurposeithadItallbeganwithan
activityfromMindfulnessinAfterschoolA16-SessionCurriculumthatinvolvedaprettyFijiwaterbottlefullwithwaterandglitterIshowedthemthestillwaterbottlewiththe
glitterrestingatthebottomofitIaskedthemiftheywereable
toseethroughthewaterbottleandofcoursetheirresponse
wasldquoyesrdquosincethewaterwasclearandcalm
AfterIshooktheentirewaterbottleIthenaskedthemagain
ldquocanyouseethroughthewaterbottlenowrdquoTheyall
respondedldquonordquowithsuchwonderintheireyesIthen
explainedtothemhowthatwaterbottlewasourbrainandthe
glitterrepresentedourthoughtsWhenIintroduced
mindfulnesstothemIexplainedhowitwasapowerfultoolto
helpuscalmthatglitterdowninourbrainssothatwecouldbe
abletoclearourwatersinordertomakewisedecisionsTheythenunderstoodhowitall
workedandtheywereallmotivatedtocalmtheirglitter[SeeJustBreathevideo]
Activity1TimeNeededFrequencyIwouldrecommendatleastaminimumof25-30minutesIliketoengagethestudentswhile
introducingthisnewconcepttothemandalsoansweranyquestionstheymighthave
Activity1HowDidThisImpactYourProgramBestpartisseeingthemtelloneanotherldquocalmyourglitteryouneedtorelaxandmake
betterchoicesrdquoIrsquoveseenthemgrabthewaterbottleandtakeittothatstudentsotheycanbe
remindedofwhatrsquosgoingonItrsquosseriouslyamazing
Activity1ResourcesMaterialsNewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
22
Activity2PurposeThepurposeofthismindfulnessactivityistocenterthekidsbacktoastateofawarenessitallowsthemtounwindandrelaxdownThisthenresultsinabetter
focuswhenreturningbacktoourlearningactivitiesandanimprovedbehavior
Activity2TargetAudience2nd-8thgrade
Activity2DescriptionIhavethemalllaydownonthefloor
withtheireyesclosedandfocus
ontheirbreathingAtfirstthere
wasoneortwostudentswho
couldnrsquotstaycalmbutwhatrsquos
newrightHoweverthosefew
studentswhocouldnrsquotseemto
settledownbegantoslowlysink
intotheactivity
Activity2TimeNeededFrequency15minutes
Activity2HowDidThisImpactYourProgramMindfulnesshasallowedusasagrouptocometogetherandformabondofunderstandingkindnessandsupportNowtheyevencometomeaskingifwecan
pleasemeditateEspeciallywhentheyrsquorehyperthatrsquoswhenIrealizetheyaskforitthemost
IrsquoveseensomestudentsmatureothersstrivingtobebetterandIrsquoveheardothersopenup
withveryintimatethingsthatwereweighingthemdown
Activity2ResourcesMaterialsChildrenguidedmeditationsandalsoMindfulGamesactivitycards(canbefoundonAmazon)
NewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
GreaterGoodScienceCenter
IwouldrecommendawaterbottlewithglitterandalsoaldquoMindfulnessBellrdquowhichhelps
incorporateabetterawarenesstotheirbreathing
23
EXPANDEDLEARNINGPROGRAMOaklandLeafprovidesintentionalprogrammingtosupportyouthrsquosphysicalsocialandemotionalwell-beingacademicsuccessandabilitytobeactiveandeffectiveleadersintheir
community
ContactPersonJohannaMasisProgramDirectorOaklandLeafFoundation
ActivityPurposeCyphersareusedasaspacetodointentionalcommunitybuildingintheformofhavingadiscussiononanytopicTheCypherismeanttoserveasanemotionally
safeplaceforeachparticipanttosaytheirpiecewithoutinterruptionorjudgment
TargetAudienceK-12grades
ActivityDescriptionParticipantsaregatheredina
circlefortheCypherTobreak
theicetheycanshareavalue
theywishbringtothefirstfew
CyphersPeopledonothaveto
speakbutareexpectedtohold
thetalkingpiecefor5-10
secondsbeforepassingthe
talkingpieceIfyouthare
reluctanttosharebecauseofthesocialdynamicsthenpassingshouldbeadjustedtomean
thatwewillcomebacktothemasopposedtonothearingfromthematallIfthereare
peopleabsentonthedayofaCypherthenaplaceisstillheldfortheminthecircle
MakesurethatifchairsareusedtheneveryonemusthaveachairIfyouaresittingonthe
floortheneveryonesitsonthefloorEveryoneshouldbeabletoseeeachotherSittinginthe
circlediminisheshierarchyandoverallpowerdynamicsIncludeacenterpiecewhereyouth
mayfocustheirattentionatalkingpiecethatcanbebroughtbythefacilitatorormadeby
thegroupandsomethingfromnature(aplantglassbowlofwater)toremindusthatwe
areconnectedtotheearthIhaveseenyouthbringatoyorapictureoftheirfamiliestothe
circleasanofferingtothegroupduringtheCypher
TimeNeededFrequencyCyphersareencouragedtohappenatleastonceaweekandmanyofourprogramscalendartheminsothatyouthknowwhentheywilloccur
HowDidThisImpactYourProgramThebenefitsofthispracticeincludeincreasedfamiliaritywithpeoplesstoriesempathybuildingideasharingharmrepairhealingforthe
individualwhoishurtingandcompassionbuildingWehaveseenthecultureofprograms
completelyshifttobemoreinclusivecommunicativeandforgivingasaresultof
implementingthesepracticesYoutheventuallycometonametheneedandwillrequesta
CypherorleadCyphersontheirownOurafterschoolstaffhavebeenaskedtoleadCyphers
duringtheregularschooldaybecausetheyhaveseenhowithasimpactedouryouthinsuch
positiveways
ResourcesMaterialsCommunitiesUnitedforRestorativeYouthJustice
SEEDSCultivatingcommunitytransformingconflict
RestorativeJusticeforOaklandYouth
LearninginAfterschoolampSummer(LIAS)Blog
RestorativeJusticeatOaklandrsquosFremontHighSchool(video)
24
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECoachingCorpsisanintermediaryorganizationthatbelievesthateveryyoungpersonlivinginunderservedcommunitiesdeservesatrainedcaringcoachWearebuildingamovement
ofcoachesacrossthecountrybypartneringwithafterschoolprogramsandrecruiting
volunteersAllourcoachesreceiveevidence-basedtraininginyouthdevelopmentcoaching
skillsandsocialemotionallearningaswellasongoingsupportthroughmentoring
ContactPersonSuzanneSillettDirectorofEducationandQualitysuzannescoachingcorpsorg
ActivityPurposeOurCoachingforCharactertrainingandsupportprogramspecificallyfocusesonfourcharacterattributes-persistenceoptimismself-regulationandempathy
TargetAudienceAdultStaff
ActivityDescriptionCoachingforCharacterbeginswithacoachparticipating
inour25hourtrainingInthistraining
coachesfirstlearnthefourPOSE
(persistenceoptimismself-regulationand
empathy)characterattributesandhowto
identifytheattributesintheirathletesNext
coachesareintroducedtothecharacter
buildingframeworkandparticipateina
coachingdemonstrationtofullyexperience
itinactionFinallycoachesapplythe
frameworkbyplanningtheirownpractice
sotheycanimmediatelygobacktotheir
teamandimplementthisnewknowledge
Weprovideoursupportvirtuallyinorderforcoachestobeabletoaccessitatanytimethat
isconvenientforthemWehaveanetworkofcoacheswhohaveattendedthetrainingwho
thenjoinourCoachingforCharacterFacebookgroupInthegroupcoachesgetsupportfrom
ourCoachDevelopmentStaffandalsocanconnectwithfellowcoachesWearecurrentlyin
theprocessofbuildingourownCoachPortalwherecoacheswillaccessmentoringsupport
discussiongroupsandresources
TimeNeededFrequency25hourtraining
HowDidThisImpactYourProgramldquoEvenafterjustonepracticetherehavebeenanumberofparentsofferinghighlycomplimentaryfeedbackfortheuseofskillsthatwe
receivedintheCoachingforCharactertrainingItwasalsoquiteenjoyabletoseetheplayers
respondingtotheuseoftheseskillsinsuchapositivefashionIamthankfultohavehadthe
opportunitytoexperiencetheCoachingforCharactertrainingandhavebeenutilizingitfor
morethanjustbasketballorsportsandincludedthoseskillsinourhomefamilylifeandin
otheraspectsofmylifeaswellrdquo-CoachampParentZactrainingparticipantChicoArea
RecreationDepartment
25
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECalSAChelpsbuildanout-of-schooltimeworkforce(suchasbeforeschoolafterschoolandsummerlearning)thatisfilledwithstrongmentorsandhighlyskilledpractitionerswhoreflectthecommunitiestheyserveThroughcollaborationandinnovationournetworkcreatesrippleeffectsofopportunityequityandtransformationthroughoutCaliforniabothforprofessionalsandtheyoungpeopletheyserveContactPersonSelenaLevyProgramManagerslevycalsacorgActivityPurposeThispracticecontributestostaffandyouthsinterpersonalskillsItcreatesanopportunityforeveryonetolearnmoreaboutoneanotherandcreatecommunityTargetAudienceThispracticecanbeappliedtobothyouthandadultsActivityDescriptionRegularCheckInsisanintentionalspacecreatedforstaffandyouthtosharehowtheyareshowingupinthatspaceParticipantstypicallysitorstandinacircleduringthecheckinWetypicallyaskforavolunteertostartandthenchooseadirectionforustogointhatorder(rightorleft)TheinformationsharedallowseveryoneintheroomtounderstandwhatmaybegoingonforthemandhonorthateachindividualmaybecomingintothespacewithvaryinglifeexperiencesThisallowseveryonetoseeeachothermorewhollyandcreatesafetyforpeopletobeauthenticinthespaceWerecommendcreatinganopportunityforeveryonetoleadthecheck-in(FromTemescalAssociatesItisrecommendedthateachspeakerholdsatalkingpiecesuchasafeatheroritemchosenbythegroupThetalkingpieceisheldbythepersonspeakingandthenpassedaroundthecircleThosenotholdingthetalkingpieceareengagedinactivelistening)TimeNeededFrequencyThepracticeofregularcheck-inscanbebeforethestartofprogramorameetingandlast10-15minutesHowDidThisImpactYourProgramWersquoveseenyouthprovidersbetterabletorespondtoyouthrsquosneedsorbehaviorsbasedonunderstandinghowtheyareshowingupinprogramsSimilarlywersquoveseensupervisorsbetterabletosupporttheirstaffwhentheyaremorefullyawareofwhatastaffpersonisbringingintotheprogramItalsohelpscreateasafeandsupportiveenvironmentwhenspaceiscreatedforfolkstoshareaboutwhatishappeningintheirlifeandhowitrsquosimpactinghowtheyareshowingupintheirworkandorprogramResourcesMaterialsLearninginAfterschoolampSummer(LIAS)Blog-ThePowerofSharingCirclesLearninginAfterschoolampSummer(LIAS)Blog-SharingCirclesCyphersTeachingRestorativePracticeswithClassroomCircles-ThisisacomprehensivecurriculumguidethatoffersanoverviewpromptslessonplansandotherresourcesWhatisMorningMeetingMorningMeetingBookSamplePromptingQuestionsTopicsforCirclesTribesLearningCommunity-Thiswebsiteoffersanumberofusefulbooksandotherresources
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
4
INTRODUCTIONThereisnowastrongconsensusthatyoungpeopleneedmorethanreadingand
writingskillsiftheyaretobesuccessfulinschoolworkandlifeAccordingtothe
CaliforniaDepartmentofEducationrsquosExpandedLearningDivisionldquothereisa
growingbodyofresearchprovingthatsocialandemotionallearning(SEL)is
fundamentaltoacademicsuccessandmustbewovenintotheworkofeveryteacher
ineveryclassroomandeveryafterschoolandsummerenrichmentprogramifwe
trulywanttoprepareallourstudentsforcollegeandcareersrdquo(Whenwereferto
ldquoSELrdquowearealsoreferringtosocialemotionalskills)Asnotedinfigure1allstates
havedevelopedSELeducationalstandardsorgoals
Figure1(CreditCASEL)
Beyondteachersinaclassroomyouthworkersshouldprovideopportunitiesfor
studentstolearnsocialemotionalandcharacterskillsAccordingtoJuliaRuggat
WINGSforKidsldquowebelievethatafterschoolprogramsarewell-positionedto
directlyteachsocial-emotionalskillslikeself-awarenessandresponsibledecision-
makingWeseebothvalueandopportunityinusingthehoursafterschooltohelp
teachthesecriticalskillstoourmostvulnerablekidsmdashthestudentswhoneedthem
mostWetakeadvantageoftheflexibilitythatafterschoolofferstonotonlyteach
social-emotionalskillsbutusetheadditionaltimeitaffordsforkidstopracticethem
andapplytheminsocialandacademicsettingsrdquo
TheconceptofsocialemotionallearninghascometoafrenzyinthepastcoupleofyearsWheredoesafterschoolfitintoallofthisYouwouldhopethatwersquodberightattheforefrontWersquovebeendoingthisforyearsweknowhowtodoitndashKarenPittmanForumforYouthInvestment
5
ABOUTTHISPAPERWhilewehearalotabouttheldquowhyrdquoofSELandcharacterbuildinglittleisheard
abouttheapplication(theldquowhatrdquoandldquohowrdquo)withinafterschoolprogramsExpanded
learningpracticesneedtobeupliftedsothatthefieldcanbegintoseewhatgood
characterSELlookslike
ThispaperprovidesanoverviewofsocialemotionalandcharacterbuildingskillsIt
goesontoprovideexamplesofactivitiesandpracticesforexpandedlearning
programsprovidedforandbyExpandedLearningProgramsandTechnical
AssistanceorganizationsToidentifyexpandedlearningpracticesandactivitieswe
reachedouttoorganizationsacrossCalifornia
Eachexamplewillincludeadescriptionofthesubmittingorganizationacontact
personwithintheorganizationandadescriptionofthepracticeoractivity(ie
purposetimeneededfrequencytargetaudienceandsupportingresources)
Toaccompanythispaperwerecommendreadingtheguide
publishedbyOaklandUnifiedSchoolDistrict(OUSD)andCASEL
(CollaborativeforAcademicSocialandEmotionalLearning)
entitled3SignatureSELPracticesPlaybookThisisanexcellentcompanionpiecethatfeaturestipsforgettingstartedaswellas
SELactivitiesin3areasWelcomingRitualsInclusionActivitiesEngagingPractices
andOptimisticClosures
DEFINITIONSANDFRAMEWORKSThereareseveralpopulartermsrelatedtoSELandcharacterskillsincludingnon-
cognitiveskillssoftskillsgrowthmindsetsgritandcitizenshipInadditionthere
aremanydefinitionsandframeworksrelatedtoSELandcharacterskills
ThemostwidelyknownSELframeworkisusedbyCASELTheydefineSELasldquotheprocessthroughwhichchildrenandadultsacquireandeffectivelyapplythe
knowledgeattitudesandskillsnecessarytounderstandandmanageemotionsset
andachievepositivegoalsfeelandshowempathyforothersestablishandmaintain
positiverelationshipsandmakeresponsibledecisionsrdquoSeefigure2
6
Figure2
AleadingresourceforcharactereducationandskillsisCharacterorgWhilethey
tendtofocusonschoolsmuchoftheworkisrelevanttoexpandedlearning
programs
TheydefineCharactereducationasldquoaddressingmanytoughissuesineducationwhiledevelopingapositiveschoolclimate
Educatorsfromadiversearrayofschoolshavetransformed
theirschoolculturesreduceddisciplinereferralsincreased
academicachievementforalllearnersdevelopedglobalcitizens
andimprovedjobsatisfactionandretentionamongteachers
Charactereducationincludesandcomplementsabroadrangeof
educationalapproachessuchaswholechildeducationservice
learningsocial-emotionallearningandciviceducationAllshareacommitmentto
helpingyoungpeoplebecomeresponsiblecaringandcontributingcitizensrdquo
Manyexpandedlearningprogramsrelyontheskillsframeworkdevelopedbythe
PartnershipforChildrenandYouthandtheExpandedLearning360deg365project
whichintegratesresearchonSELcharactereducationandyouthdevelopmentTheir
frameworkpresentsthreeareasofskillsWeAreWeBelongWeCanSeeFigure3
7
Figure3(CreditPartnershipforChildrenandYouth)
THEIMPORTANCEOFADULTSTAFFANDTHEIROWNSKILLSDrDaleBlythUniversityofMinnesotaemphasizesthatsocialemotionalskillsare
ldquotaughtrdquothroughdirectinstructionandldquocaughtrdquothroughadultmodelingandthe
programvaluesandcultureWeknowthatthesuccessofanyprogramtopromote
socialemotionalandcharacterskillsispartiallydependentonthesocialemotional
andcharacterskillsoftheadultleaders
BelowisareflectionfromStuSemigranFounderofEduCareFoundationonthe
importanceofadultstaffandtheirsocialemotionalskills
WecanonlytrulyteachorimpactourstudentsinthevalueandcompetenciesofSELtothedegreethatSELisbecomingpartofourownrepertoirehellipourownwayofbeingAswecommittoourpersonalSELself-developmentthisnaturallyinfluencesourinstructionalpracticesprogramsanddecisionsSELbecomesmorethanacollectionoflessonplansactivitiesorprogramsItbecomesawayofteachinghellipawayofbeinghellipawayoflivingThenweasrolemodelscandeeplyassistourstudentsastheyevolveintheirownmastershipofSELThishasimplicationsforhowwehireandprovideprofessionaldevelopment
ldquoWhoeverourstudentsmaybewhateversubjectweteachultimatelyweteachwhowearerdquo-AuthorEducatorandActivistParkerPalmer
ThereareavarietyofvaluableSELskillsthatcanbeaddressedthroughstaffprofessionaldevelopmentEduCareFoundationteachesldquoEightSkillsforHeartsetregEducationrdquoSomeoftheseincludetoolsforself-awarenessmindfulnessself-forgivenessandempatheticlisteningWhentheseandotherSELskillsarepersonalizedandbecomeourbaselinethenwearemoreequippedtocreateanSELstyledclimatewithSELcurriculumandactivitiesthatcanreallyldquostickwithrdquoandimpactourstudentsPerhapsthefirststepinthisongoingprocessoftheadultleadersasstudentsofSEListakingcareofourselvesAswedevelopadeeperpositiveregard(honoringandcaring)forourselvesthenwecanhaveamindsetandaheartsetthatreallyseesthebestinourstudentsandtheiraspirationsThispersonalfoundationofSELleadstobecomingamoreeffectiveSELsparkandinfluencerforourkids
8
ldquoWithSEL-focusedtrainingthathelpsprovidersbetterunderstandanddeveloptheirownSELskillstheycanintentionallymodelSELforkidsfindteachablemomentsineverydayactivitiesandsimplybethesupportiveandcaringadultthatallkidsneedrdquo-NationalAfterSchoolAssociation
CHALLENGESANDBARRIERSInKernelsofPracticeforSELLow-CostLow-BurdenStrategiestheauthorsstateldquoAnumberofbarriersundermineeffortstobringSELprogrammingtoscaleandthese
barriersarelikelyexacerbatedinlow-incomeandlow-resourcecontextsrdquoBelowwe
listsomeofthechallengesandbarriersfacedbyexpandedlearningprogramsthat
seektopromoteSELmanyofwhicharecitedinthispaper
bull ExpandingExpectationsAswelearnmoreabouttheneedsandchallengesfacedbyyoungpeopleandtheskillsneededtosucceedourexpectationsof
expandedlearningprogramscontinuetogrowDuetothisandtheincreased
accesstoinformationviatheinternetprogramleadersarebecoming
increasinglyoverwhelmed
bull ImplementationChallengesDuetopoorfidelityandaninabilitytoimplementprograminitiativesasdesignedprogramsarebecoming
inconsistent
bull LimitedLocalBuy-inDuetolackofautonomyandcommunicationwithparentsandotherstakeholdersthereislimitedlocalbuy-in
bull LackofFinancialPersonnelandStructuralResources(eghighcostofmaterialsextensivetimerequiredforadulttrainingPD)Accordingto
BrandonSportelTheRioLindoAfterSchoolProgramldquoAchallengeislackof
fundingtopayfortrainingsManyafterschoolprogramsarenotbudgetedfor
additionaltraininghoursThisisunfortunatebecauseopportunitiestomeet
andanalyzedatacreateactionplansandprovidenewsystemsofprompting
greatlyimpactsstudentbenefitrdquo
bull PoorIntegrationintoProgramPracticeOftenSELandcharacterbuildingareseenasldquoextra-curricularrdquoorasanadd-ontoexistingprogramsEricGurna
atLArsquosBESTstatesldquoWebelieveyouhavetoweaveSELintoeverythingwedo
ndashratherthanlookatSELasastand-aloneactivityorclubWehave
incorporatedSELactivitieswithinmanytrainingsandmeetingsweprovide
asameanstoalsoexploretheconnectionsweshareamongstaffand
colleaguesrdquo
bull LowSustainabilityOftenSELandcharacterbuildinginitiativesinexpandedlearningprogramsarenotcontinuedorusedconsistentlyovertime
Sustainabilityrequiresaseriouscommitmentofproviderorganizationsand
programleadersSeebelow
9
THEIMPORTANCEOFCOMMITMENTANDIN-DEPTHPLANNINGToaddressmanyofthechallengesandbarrierscitedaboveitisimportantforthe
providerorganizationtocommittotheworkoffocusingtheirprogramsonsocial
emotionallearningandcharacterbuildingTheapproachtoinfuseSELandcharacter
buildingintoallfacetsoftheorganizationrequiresmorethanaone-shottrainingor
staffdiscussionRatherthisrequiresalongerprocessthatincludes
bull BuildingAwarenessandUnderstandingndashTodothisitisimportantthatprogramleadersselectaframework(seeabove)anditslanguagebefore
effortstobuildawarenessProgramleadersmaywishtoreviewStudentSuccessComesFullCircleItdetailssixsocialemotionalandcharacterskillsthatexpandedlearningprogramscanhelpdevelopinyoungpeople
bull NamingSkillsandExploringtheMeaningofTheseSkillsndashCanyouspecificallynamethesocial-emotionalandcharacterskillsthatareimportant
totheprogrammdashskillsthattheprogramiscommittedtoHowimportantare
thesethingsandtowhomaretheyimportantCanleadersandstaffwrite
downthreethingsayoungpersonwouldsayordoiftheywerepracticing
theseskillsAretheseskillsbestldquotaughtrdquoorldquocaughtrdquoThesearejustsomeof
thequestionsaprogramshouldexplorewhendiscussingSELandcharacter
skills
bull BuildingonWhatYouDondashCanleadersandstaffnameprogramactivitiesandpracticesthatalreadysupportspecificsocial-emotionalandcharacter
skillsYoucanmakeuseofthisonlineself-reflectionsurveyforyourstaff
bull AligningwithQualityStandardsndashSeveralorganizationsandstatenetworkshavedevelopedqualitystandardsforexpandedlearningprogramsIn
CaliforniaimplementingthequalitystandardsbringsaboutSELCharacter
skillsAskhowdoourqualitystandardsalignwiththesocial-emotionaland
characterskillsForinstancehowdoeffortstocreateasafeandsupportive
environmentsupportsocial-emotionalandcharacterskills
bull CollectingandUsingDatandashManyprogramscollectdatatoprovidefeedbackregardingprogramqualityFeedbackcanbeintheformofobservations
reflectionsandorself-assessmentscompletedbyprogramstaffDatacan
alsobecollectedfromyouthparticipantstheirfamiliesandorother
stakeholdersandpartnersWhatdoesyourdataonprogramqualitytellyou
aboutthestateofsocial-emotionalandcharacterskillsinyourprograms
bull ProgramImprovementndashAsexpectedimprovingaprogramrequiresplanningandidentifyingandimplementingnewstrategiesForexample
organizationscanintroductionofnewprogramactivitiesreviseamission
statementaddadditionalstaffdevelopmentamendhiringpracticesandso
forthInstituteintentionalchangesanddetermineiftheymakeadifference
10
LeaderswhoaredesigningprogramstopromoteSELandcharacterbuildingwould
beadvisedtoreviewtheworkofresearchersJosephDurlakandRogerWeissberg
Theyidentifiedfourcharacteristicsofeffectiveafterschoolprogramsthatpromote
socialandemotionallearningThefourcharacteristics(SAFE)are
bull Sequenced-anintentionalstep-by-stepandsequentialapproachbull Active-emphasizesactiveformsoflearningsothatyouthcanpracticenew
skills
bull Focused-anintentionalfocusspecifictimeandattentiononskillbuildingactivities
bull Explicit-clearlydefinedSELgoals
ldquoWersquovealignedourprogramtotheSAFEframeworktoensureweareinfusingintentionalitythroughoutouractivitiesandourcurriculumrdquondashJuliaRuggWINGSFORKIDS
Youcanviewtheirfullreporthere
RESOURCESInadditiontotheresourcesrecommendedbythosewhosubmittedactivitiesand
practiceswehavegatheredmanyresources(egblogsreportsvideos)whichcan
befoundhere
11
SELACTIVITIESPRACTICESANDRESOURCES
EXPANDEDLEARNINGPROGRAMEduCareFoundationimplementscomprehensivedailyExtendedLearningProgramsonthecampusesof18highschoolsand1middleschoolservingover30000studentsinthe
greaterLosAngelesareaeachyearInadditionEduCareimplements3-dayACEStudent
SuccessProgramat35schoolsthroughoutLosAngelesreachingover5000youtheachyear
ContactPersonStuSemigranstueducarefoundationcomActivityPurposeUsingcreativevisualizationsandpositivestatements(affirmations)tocreatea
growthmindsetandsupportself-awarenessand
self-regulation
TargetAudienceYouthgrades6-12aswellasourstaffclassroomteachersandparentgroups
ActivityDescriptionGuidedVisualizationsaroundaparticularthemethereareavarietyof
mindfulnessandcenteringpracticesweenjoy
usingandhavefoundvaluable
Examplesthemesinclude
bull Gratefulness-studentsclosetheireyesandreviewonanimaginarymoviescreen
imagesofwhoandwhattheyaregratefulfororappreciate-friendsfamilymembers
theirhealthpeoplewhosupportorinspirethemopportunitiestheyhaveatschool
orelsewhereetc
bull PerformanceSuccess-usingthetechniqueofldquoMentalDressRehearsalrdquosimilarto
whathighperformingathletesandperformersdoastheyprepareforaperformance
eventThestudentsclosetheireyesandbringawarenesstorelaxingtheirbreathing
andthenmoveontoasimpleinternalawarenesscheckofhowtheywerepresently
doing-physicallywithfeelings(emotionally)andwiththeflowoftheirthoughts
(mentally)Onanimaginarymoviescreeneachwouldbeinvitedtoimagine
themselvespriortotheirperformanceevent(athleticcompetitionhighstakestest
etc)Theywouldseeonthescreentheirtypicalresponsesbodytighteningup
stomachknottingupbreathingtensingupnegativementalchatterlikeldquoIamabout
tofailrdquoetcIntheirimaginationtheythenwalkovertotheirimaginaryscreenand
seethemselvesplacingabigldquoXrdquoacrossthatfixedmindsetimageInstantlythat
imagewouldbereplacedbyoneofseeingthemselvesasrelaxedpreparedandeven
enthusedpriortotheperformanceeventWherepreviouslytherewasanxietythey
nowseethemselveswithfullconfidence
TimeNeededFrequency3-5minuteseach
ResourcesMaterialsMakingtheBestofMeAHandbookforStudentExcellenceandSelf-Esteem
EXPANDEDLEARNINGPROGRAMTheEverForwardClubworkswith
boysandyoungmentopromote
greaterselfawarenessand
awarenessofothers-bothcritical
componentstosocialemotional
learningandcharacterbuilding
Theireffortsincludeworkin
schoolsandtrainingsofeducators
andyouthworkersTheywerealso
featuredinadocumentaryentitled
TheMaskYouLiveIn
ContactEmaileverforwardclubgmailcom
ActivityPurposeThepurposeofthisactivityistopromoteself-awarenessasenseofbelongingandgreaterawarenessofothers(Thisactivityisapartofthe100kMasks
ChallengeThisglobalcampaignisawakeningpeopleallovertheworldtorealizethatthey
arenotaloneandtoseeandlearnhowmuchwehaveincommonbutweoftenmissbecause
wekeepitlockedawayinsideToparticipateinthiscampaignseebelow)
TargetAudienceAdolescentsgrades6-12
ActivityDescriptionYoutharegivenahandout(seewebsite)andaskedtofollow3stepsanonymouslyTheyarealsoaskedtokeeptheireyesontheirownpaper
1 Drawamaskontheleftside
2 Write3wordsonthefrontofthemaskthatrepresentqualitiestheyletpeoplesee
3 Write3wordsonthebackofthemaskthatrepresentthethingstheydonrsquotusuallylet
peoplesee
Adultleaderscollectthemasksandthenhaveafewvolunteersreadafewoftheresponses
anonymouslyYoutharetheninvitedtosharehowitfelthearingaboutthefrontandbackof
themasksoftheirpeersThiswouldbeagoodtimetodiscusstheircommonalitiesand
differencesDeeperprocessescanbecreateddependingonthelevelofsafetythathasbeen
generatedintheroom
NOTEIftheadultleaderfeelsthattheclassisnotpreparedtoshareoutmasksbasedonthe
levelofsafetythathasbeengeneratedthentheadultleadercancollectthemasksandshow
masksfromallovertheworldfromourwebsite
TimeNeeded10minutes-30minutes(dependingontimeavailableanddepthofconversation)
100kMasksChallengeThiscampaignhasbeenfacilitatedacrosstheworldandregardlessofthecountryagegenderorthesocio-economicbackgroundoftheparticipantsweare
clearthattherearepartsofourselvesthatwedonotsharewithothersandmanyofthose
thingsaretheblockagesbetweenbuildinghealthyrelationshipsandcommunities
Toparticipateadultleaderswhousethisprocessareaskedtosubmitalltheirmasksby
emailbyText(510-854-6794)orbyPostalMail(EverForward-100kMasks1714Franklin
St100-337OaklandCA94612-3409)
13
HowDoesThisImpactProgramsTheimpactonadultleadersaroundtheworldisthattheirstudentsgainanewsenseofconnectionandrealizationthatregardlessofwhatthey
aregoingthroughhellipTheyAreNotAlone
ResourcesMaterialsLearnmore
MaskGallery
TheMaskYouLiveInDocumentaryTrailer100kMasksLaunchVideo
TakingOffTheMaskWorkshop
14
EXPANDEDLEARNINGPROGRAMCampEDMOisaPre-K-8thgradeSTEAM(ScienceTechnologyEngineeringArtsandMath)andSEL(SocialEmotionalLearning)programthatimplementsthelatestresearch-informed
methodsofwhole-childdevelopmentThecorecharactertraitsweaimtobuildareCuriosity
CourageandKindnessInordertoachievethisgoalkidslearntodevelopfourmindsetsand
practicesixSELskillswhiletheyengineerbuildingscodeapplicationsorhikethrough
nature
ContactPersonEduardoCaballeroExecutiveDirectoredcampedmoorg
ActivityPurposeBuildempathyemotionvocabularyemotionmanagement
TargetAudienceWedothemingroupsof15-20kidsingradesPre-K-5thgrade
ActivityDescriptionKimochiDolls-WeuseKimochidollswithallour
agegroupsEachdollhasa
personalityarchetypethatkidscan
relatetoThedollscomewith
curriculumandadditionaltoolsto
helpkidsbuildvocabularyaround
theirfeelingsandempathyfor
others
FeelingPillowsTheKimochikits
comewithabagofplushlittle
pillowseachthathaveafaceandanemotionwordKidspulloutapillowfromthebagand
theotherkidstrytoguesswhatfeelingtheyareconveyingwiththeirfaceandbody
languageKidsexplainwhytheythinktheyarethatfeelingWhatarethecluesThefeeling
childthenrevealstheirfeelingYoucantaketheactivityfurtherbythenleadingadiscussion
aboutwhenisaninstanceinyourlifethatactuallymadeyoufeelthatwayThisactivitycan
bedoneevenwithoutthekitYoucanwriteabunchoffeelingwordsandputtheminany
container
TimeNeededFrequencyWedoKimochiactivitiesforabout20minuteseachdayatcampTheyaretypicallydonesittinginacircleWeusuallyusethemtostartourTeamTimehour
ofthedaywhenwefocusondoingactivitiesthatbuildSELskillsandteamwork
ResourcesMaterialsYoucanlearnmoreabouthowtouseandpurchasetheKimochidollsandtherelatedcurriculumhere
HowDidThisImpactYourProgramWenoticedkidswereabletoregulatetheiremotionsbetterresolveoravoiddisputesandplaynicerwitheachotherafterusingthedolls
15
EXPANDEDLEARNINGPROGRAMLAsBESTisanafterschoolenrichmentprogramserving25000elementarystudentsagesfivetotwelvein198schoolsinthemosteconomicallydistressedneighborhoodsthroughout
LosAngeles
ContactPersonZacharyWilsonDirectorofStaffDevelopmentzacharywlasbestlausdnet
ActivityPurposeTheuseofSanfordHarmonycardsenhancestheemotionallysafeenvironmentthatLAsBESTstrivestoprovideandsustainacrossallaspectsofour
programmingTheseresourcesallowforourstudentstosharetheirthoughtsandfeelingsin
asafehealthysettingthattheymaynotbecomfortablesharinganywhereelse
TargetAudienceYouthPre-Kthrough6thgrade
ActivityDescriptionSanfordHarmonyEverydayPracticesandQuickConnection
Cardsprovideengagingquestionsand
activitiestoexplorewithabuddyThe
studentsthengettoknoweachotherand
connectwhichpreparesthemtohandle
futurechallengesandconflictsand
opportunitiestocollaborateina
meaningfulandconstructivewaySanford
Harmonyalsoprovidesrecommendations
ofhowandwhytopairstudentstogetherTheMeetUpstrategyprovidesawayto
strengthenaprogramsdailyroutinebyincorporatingpracticesthatallowtheentiregroup
ofstudentstoexplorehowtheytreateachotherandhowtheycommunicatewithone
anotherTimeNeededFrequencyEachactivitycanvaryinlengthrangingfrom5to20+minutesdependingonifhowthefacilitatorstaffiscomfortableexpandingWedotheseactivities
everydayoronaregularconsistentbasis(eg2-3timesperweek)ndashagainvariesper
sitestaff
HowDidThisImpactYourProgramWehaveheardstoriesfromstudentsusingthisprogramthattheyenjoycarryingthequestionsconversationsandactivitiesintotheir
interactionswithfriendsandfamiliesathome
TheseresourceshavebeenmostvaluabletoLAsBESTbecausetheyhaveallowedusto
enhancehowweweaveSELintoeverythingwedondashratherthanlookatSELasastand-alone
activityorclubWiththisprogramstaffareabletointegratetheseresourceswithintheir
programsandinnovatewiththembeyondourinitialrecommendationsForexamplestaff
nowutilizethecardstosupporttransitiontimesndashwhengroupsofstudentsmovefromone
activityorspacetoanotherStaffhavealsofoundthecardsbeneficialduringhomework
timewhensomestudentsgetdonewiththeirassignmentsbeforeeveryoneelseisfinished
16
TargetAudienceAdultWorkersSanfordHarmonyCardshavealsosupportedourorganizationalgoalofprovidingprofessionaldevelopmentopportunitiesforstaffinwhich
theyareabletoexperiencefirst-handthepowerofself-reflectionandthebenefitsof
exploringtheSanfordHarmonyquestionsandactivitiesVariousinternal
teamsdepartmentsatLArsquosBESThaveincludedSanfordHarmonyCardswithin
teamdepartmentmeetingstoestablishthetone(akaice-breaker)
Wehaveintegratedthisprogramaspartofourbasicstafftrainingsspecifictoestablishing
positivelearningenvironmentsactivityplanning(egprogramdevelopment)and
homeworksupportndashinadditiontosomeofourleadershipfocusedtrainingsthatinvolve
establishingteamworkandasenseofbelongingSeniorleadershiphasuseditwiththeir
developmentteamasawaytogettoknoweachotherandhighlightasitepractice
TimeNeededFrequencyWetypicallydothisatleastonceamonthatourStaffDevelopmentTeammeetings
ResourcesMaterialsSanfordHarmonyEverydayPracticesandQuickConnectionCards-SanfordHarmonyisasocialemotionallearningprogramcultivatingstrongrelationships
betweenelementarystudentswithSELeducationSanfordHarmonyhasbeenAPPROVEDby
theCollaborativeforAcademicSocialampEmotionalLearning(CASEL)asaSELectprogram
forPre-Kthrough6thgradesClickheretoviewtheSanfordHarmonyEvaluationGuide
2018
17
EXPANDEDLEARNINGPROGRAMRioLindoAfterSchoolProgramwascreatedthroughpartnershipsbetweenschoolsandlocalcommunityresourcestoprovideliteracyacademicenrichmentandsafeconstructive
alternativesforstudentsingrades2ndndash5thgrade
ContactPersonBrandonSportelathelloyelloteamgmailcom
ActivityPurposeProvideeverystudentwithaconfidentiallineofcommunicationtoatleastonetrustedadultinourprogramResearchshowsthateverystudentmusthaveatleastone
adultintheirlivesthattheycantrusttoreachtheirpotentialforpositivegrowthand
achievementInadditionthepracticeofidentifyingandbeingawareoffeelingssupportsthe
studentsabilityforemotionalregulationreasoningandusingresourcestogettheirneeds
met
TargetAudienceStudentsingrades2ndndash5thgrade
TimeNeededFrequencyTheCheckInSystemisversatileandcanbeimplementedtomeettheuniqueneedsofeachsiteStudentsareabletocheckinwhenevertheywantandmany
sitesalsohavearegularlyscheduledcheckin2-5timesperweekWerecommendstudents
beencouragedtocheckinduringtheirregularschooldaybutnotfromhome
ActivityDescriptionUsingtheHelloYello(HY)CheckInAppwehave
successfullyprovidedeverystudent
withaconfidentiallineof
communicationtoatleastonetrusted
adultinourprogramsStudentsnow
haveavoiceintheirprogramming
safetyandachievementByallowing
studentstobeheardwehaveensured
thateachchildhasanadultmentor
thattheycancontactatanytimeto
expresstheirdailyexperiences
strugglesandaccomplishments
Mostofthecheckinsubmissionsneedonlyasilentgestureorafewwordsofencouragement
toclosetheloopSeveraltypicallyresultinabriefone-on-onetalktosortthroughadifficult
experienceandaveryfewrequireateamapproachOnechallengeislackofaccessto
technologyAlthoughtheHYCheckInsystemalsoprovidespencilpaperversionstheweb
applicationallowsforamoreimmediateresponse
HowDidThisImpactYourProgramJustbysimplyknowingwhatastudentisexperiencingintheirdailylifeprovidesauniquebondStudentswhoexperienceatrusting
relationshipwilllettheadultknowwhentheyneedadviceAllowingthestudenttodecide
leadstoempowermentandindependenceAmazinglyrelationshipsbuildintrustwithonlya
fewstrategicstaffactions
TheoveralldifferenceintheprogramssincetheimplementationoftheHYCheckInAppis
improvedschoolclimateandstudentconnectednesstotheprogramInadditionstudents
havelearnedhowtobeawareoftheirfeelingsandneedsandhowtogetthoseneedsmet
Evidentiarydataisbeingprovidedtohelpstudentswithcounselingneedsresultingin
additionalresourcesfortheprogramDataisalsobeingprovidedtomakechangesbased
uponstudentinterestsandqualitiessuchasmindfulnessartsscienceandsportsactivities
18
Thestudentsdemonstrateincreasedpersonalempowermentandhigherlevelsoftrustin
theirrelationshipswithprogramstaffTheyexpressfeelingsafeconfidentandcaredfor
Theyaremotivatedtocheck-inbecauseitsconfidentialTheprogramisbetteratmeeting
thesocial-emotionalneedsofstudentsStudentsareopeningupabouttheirfeelings
thoughtsandexperiencesInadditiontoincreasinglevelsoftrustthishasresultedin
potentialconflictsbetweenstudentsbeinghandledproactivelyegbullyingperceived
slightsandgroupdrama
TargetAudienceAdultStaffToprepareadultstafftosuccessfullyusetheHelloYelloappstaffparticipateinthreetrainingsThefirsttrainingteachesstaffthefunctionandlogisticsof
usingthewebappandoptionalpaperformsItalsopreparestheminhowtoprovidean
introductorylessonforstudentsThesecondtrainingisfocusedonhowandwhento
respondtosubmissionsusingactualstudentsubmissionsfromtheschoolsiteas
examplesArangeofpossibleresponsesarereviewedanddiscussedfromquickgestural
promptstoemergencysituationswhenotherteammembersneedtobeinvolvedThefocus
isonhowclosingthelooprdquowithaninterpersonalresponsecreatespositivetrusting
relationshipsandhowtheadultresponsemotivatesstudentstocontinuecheckinginThethirdtrainingprovidesamodelforstaffonformingadatateamtoanalyzeresponsesand
createactionplansaswellasteachinghowtoelicitspecificdatafromstudentsbyusing
customizedwritingpromptsforstudents
TimeNeededFrequencyImplementingtheCheckInSystemrequiresthreeone-hourtrainingmodulesWeusuallysuggestthatthetrainingsbespreadoutover3monthsto
allowteamstogrowwitheachsuccessivestep
HowDidThisImpactYourProgramThestaffisabletomaximizeteachingopportunitieswhenstudentsletthemknowthesocialandemotionalissuestheyarefacingbefore
problemsdeveloptothepointofforcingadisciplinaryresponseTheyarealsoableto
demonstrateincreasingconfidenceinsupportingstudentsandareexcitedtoseethemselves
growingintheirroleasadultmentorsTheyhaveexpressedthattheyfeelmoreconnectedto
theirstudentsandhavemoreunderstandingandempathytowardthewholechildand
abletoserveaspositiveadultrolemodels
ChallengesEnsuringthatstaffhavetimetofollowthroughandmeeteachstudentssocial-emotionalandacademicneedsisafrequentlyexpressedconcernfortheCheckInsystem
Theappisdesignedtomakeiteasyforstafftocompletetheentirecommunicationloop
withouttakingtimeawayfromperformingregularduties
AdviceforstaffHaveanopenmindaboutrespondingtostudentneedsApersonmayhavetoletgoofstereotypesandbeliefsaboutchildbehaviorassociatedwiththeirown
experienceswithintheirfamiliescommunitiesandschoolstoacceptstudentdifferences
AlsobereadytogetfeedbackfromthestudentsInsomecasesthefeedbackispositiveand
encouragingbutitcanalsoexposeareasofimprovementforyourprogramHavinganopen
mindisessentialfortakingyourprogramtoahigherlevelofexcellence
ResourcesMaterialsYoucanlearnmoreabouttheRioLindoAfterSchoolprogramhereYoucanlearnmoreabouttheHelloYelloapphereYoucanviewalistofvideoshere
Teachinghowtopromptformorespecificinfobull Checkinprompts
bull TenwaystousetheCheck-Insystem
19
EXPANDEDLEARNINGPROGRAMAfter-SchoolAll-Starsisanationalafter-schoolworkforcedevelopmentprograminsupportingTitle1middleschoolyouthWestrivetohelpyouthcontinuetodevelopgrowthmindsetsafterschoolwhetherintheirinterpersonalsocialrelationshipsandorintheircareerexplorationWeaskthemhowtheycansupporteachotherandcontributetothecommunitiestheyareapartofWehelpguidethemtowardsapotentialpathofactiontotakeinbringingthemclosertoreachingtheirgoalsanddreamsContactPersonNamrataGuptaEDASASBayAreanamrataguptaafterschoolallstarsorgActivityPurposeThispracticepromotesself-awarenesssocialawarenessandteambuildingIntermsofcharacterbuildingitteachesmemberstobeindependentproactiveandproblem-solversaswellascollaborativeTheyadoptgrowthmindsetsanditincreasestheirsenseofself-efficacyTargetAudienceMiddleSchoolYouthActivityDescriptionYouthAdvisoryBoard-WehaveaYouthAdvisoryBoard(Yabbies)ateachofourschoolsitesthatiscomprisedofyouthleaderswhoworktogethertoenhancetheexperienceofourafterschoolprogramsEightstudentssitontheboard(four8thtwo7thandtwo6thgraders)TheyhelpoursitecoordinatorplaneventsandadvocatefortheirpeersWerecommendthataselectioncriteriaandapplicationbedevelopedsothatstudentsareclearoftheexpectationsofsittingontheboardAndthatstudentsfromdifferentsub-communitiesinyourprogramarescoutedtoapplyinanefforttoinsurethatallstudentsfeelrepresentedWealsorecommendlookingattheexistingstudentleadershipstructuresattheschool-sitetoensurethatdifferentstudentsarechosentolead-notonboththeStudentCouncilandYouthAdvisoryBoardTimeNeededFrequencyTheYouthAdvisoryBoardmeetsweeklyonWednesdaysfor45minutesSitecoordinatorshelptrainandsupportourYouthAdvisoryBoardmembersHowHasThisImpactedYourProgramOurYabbieshavehelpedbuildcultureandawarenessofourprogrambyinvitingstudentinputintoourprogrammingmodelandprovidingleadershipopportunitiestokeepourprogramrelevanttotheneedsanddesiresofourstudentcommunityResourcesMaterialsFromTemescalAssociatesndash
bull CreatingandSustainingaThrivingYouthAdvisoryCouncilbull YOUTHPOWERStartingaYouthAdvisoryCouncilbull AdvocatesforYouthTipsforCreatingEffectiveYouthAdvisoryCouncilsbull SanDiegoDistrictAttorneyndashCommunityProgramsAYouthAdvisoryBoard
Handbook
20
EXPANDEDLEARNINGPROGRAMWINGSForKidsoperatesdirectserviceprogramsinelementaryschoolsandserves1100amazingkidseverydaythroughourafterschoolprogramWeseektoempowerotherswith
socialemotionallearningbestpracticesthroughprofessionaldevelopmentworkshopsand
partnershipopportunitiesOurevidence-basedapproachfostersthemindsetskillsand
confidencechildrenneedtobehavewellmakegooddecisionsandbuildhealthy
relationships
ContactEmailhellowingsforkidsorgActivityPurposeIntegrationofSELthroughoutprogram
TargetAudienceK-5
ActivityDescriptionOurstafffirstexplicitlyteachthenmodeland
reinforceasocial-emotionalskilleachweekThisintentionalnamingofthe
socialemotionalskilloftheweekiskey
Nextkidslearnthenpracticeand
discussthenewskillsthroughprogram
activitiesAsanexampleletrsquosuseoneof
ourobjectivesintheself-management
competencymdashhelpingkidsfocustheir
attentioninwardinordertolimit
outwarddistraction
ThedaybeginswithCommunityUnitythecomingtogetherofallstaffandkidsingradesK-5forannouncementsandasocial-emotionalskill-buildinglessonThispartofthedayoffersan
opportunitytotalkinafocusedandactivewayabouttheweekrsquosobjectiveandengageina
brieffunactivitythatrelatestoitForexampleWINGSLeadersmayleadanexerciseon
activebreathingandtheprogramdirectorstartsafocusedlarge-groupdiscussionandasks
staffandkidstoshareexamplesofwhentheyhavegottendistracted
ChoiceTimeisanenrichmentactivitythatstudentsselecteachsemesterandwheresocial-emotionallessonsarewoveninDuringakickballgameforexampleaWINGSLeadermight
talkabouthowtoconcentrateonignoringtheshoutsfromthesidelinestobetterfocuson
thegameThisalsogiveskidsthechancetocontinuepracticingotherskillstheyrsquove
previouslylearnedsuchassharingsupportivecommentsafterabadkickandkeepinga
positiveattitudeeveniftheirteamislosingInthiswayChoiceTimeencourageskidsto
applybothnewandrecentlydevelopedsocialemotionalskills
TimeNeededFrequency3hoursperdayMonday-Fridaythroughouttheentireschoolyear
HowHasThisImpactedYourProgramWINGShasinstitutedathoroughevaluationoftheirprogramClickhereforaninterimreportoftheirRCTevaluation
ResourcesMaterialsForresourcesandfreematerialsclickhereHereisthelinkforourldquoADayintheLiferdquovideo
21
EXPANDEDLEARNINGPROGRAMThePOWERprogramatPioneerschoolisaprogramdesignedtoencouragetheindividualgrowthofeverychildthroughavarietyofdiverselearningstylesOurgoalisthe
developmentoftheWHOLEchildonewhohaslearnedtheskillsnecessarytosucceedina
varietyofacademicandphysicalactivitiesandonewhoappreciatesthevaluethateducation
andwellnessbringstotheirqualityoflife
ContactPersonErikaChavezEChavezduesdorg
Activity1PurposeSelf-awarenessself-regulationandsocialawareness
Activity1TargetAudience2nd-8thgrade
Activity1DescriptionIhavebeenpracticingmindfulnesswithmystudentsfor3yearsnowMindfulnessisamentalstateachievedbyfocusingonersquosownawarenessonthepresent
momentwhilecalmlyacknowledgingandacceptingonersquosfeelingsthoughtsandbodily
sensations
Ineededavisualwayformystudentstounderstandwhat
mindfulnesswasandthepurposeithadItallbeganwithan
activityfromMindfulnessinAfterschoolA16-SessionCurriculumthatinvolvedaprettyFijiwaterbottlefullwithwaterandglitterIshowedthemthestillwaterbottlewiththe
glitterrestingatthebottomofitIaskedthemiftheywereable
toseethroughthewaterbottleandofcoursetheirresponse
wasldquoyesrdquosincethewaterwasclearandcalm
AfterIshooktheentirewaterbottleIthenaskedthemagain
ldquocanyouseethroughthewaterbottlenowrdquoTheyall
respondedldquonordquowithsuchwonderintheireyesIthen
explainedtothemhowthatwaterbottlewasourbrainandthe
glitterrepresentedourthoughtsWhenIintroduced
mindfulnesstothemIexplainedhowitwasapowerfultoolto
helpuscalmthatglitterdowninourbrainssothatwecouldbe
abletoclearourwatersinordertomakewisedecisionsTheythenunderstoodhowitall
workedandtheywereallmotivatedtocalmtheirglitter[SeeJustBreathevideo]
Activity1TimeNeededFrequencyIwouldrecommendatleastaminimumof25-30minutesIliketoengagethestudentswhile
introducingthisnewconcepttothemandalsoansweranyquestionstheymighthave
Activity1HowDidThisImpactYourProgramBestpartisseeingthemtelloneanotherldquocalmyourglitteryouneedtorelaxandmake
betterchoicesrdquoIrsquoveseenthemgrabthewaterbottleandtakeittothatstudentsotheycanbe
remindedofwhatrsquosgoingonItrsquosseriouslyamazing
Activity1ResourcesMaterialsNewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
22
Activity2PurposeThepurposeofthismindfulnessactivityistocenterthekidsbacktoastateofawarenessitallowsthemtounwindandrelaxdownThisthenresultsinabetter
focuswhenreturningbacktoourlearningactivitiesandanimprovedbehavior
Activity2TargetAudience2nd-8thgrade
Activity2DescriptionIhavethemalllaydownonthefloor
withtheireyesclosedandfocus
ontheirbreathingAtfirstthere
wasoneortwostudentswho
couldnrsquotstaycalmbutwhatrsquos
newrightHoweverthosefew
studentswhocouldnrsquotseemto
settledownbegantoslowlysink
intotheactivity
Activity2TimeNeededFrequency15minutes
Activity2HowDidThisImpactYourProgramMindfulnesshasallowedusasagrouptocometogetherandformabondofunderstandingkindnessandsupportNowtheyevencometomeaskingifwecan
pleasemeditateEspeciallywhentheyrsquorehyperthatrsquoswhenIrealizetheyaskforitthemost
IrsquoveseensomestudentsmatureothersstrivingtobebetterandIrsquoveheardothersopenup
withveryintimatethingsthatwereweighingthemdown
Activity2ResourcesMaterialsChildrenguidedmeditationsandalsoMindfulGamesactivitycards(canbefoundonAmazon)
NewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
GreaterGoodScienceCenter
IwouldrecommendawaterbottlewithglitterandalsoaldquoMindfulnessBellrdquowhichhelps
incorporateabetterawarenesstotheirbreathing
23
EXPANDEDLEARNINGPROGRAMOaklandLeafprovidesintentionalprogrammingtosupportyouthrsquosphysicalsocialandemotionalwell-beingacademicsuccessandabilitytobeactiveandeffectiveleadersintheir
community
ContactPersonJohannaMasisProgramDirectorOaklandLeafFoundation
ActivityPurposeCyphersareusedasaspacetodointentionalcommunitybuildingintheformofhavingadiscussiononanytopicTheCypherismeanttoserveasanemotionally
safeplaceforeachparticipanttosaytheirpiecewithoutinterruptionorjudgment
TargetAudienceK-12grades
ActivityDescriptionParticipantsaregatheredina
circlefortheCypherTobreak
theicetheycanshareavalue
theywishbringtothefirstfew
CyphersPeopledonothaveto
speakbutareexpectedtohold
thetalkingpiecefor5-10
secondsbeforepassingthe
talkingpieceIfyouthare
reluctanttosharebecauseofthesocialdynamicsthenpassingshouldbeadjustedtomean
thatwewillcomebacktothemasopposedtonothearingfromthematallIfthereare
peopleabsentonthedayofaCypherthenaplaceisstillheldfortheminthecircle
MakesurethatifchairsareusedtheneveryonemusthaveachairIfyouaresittingonthe
floortheneveryonesitsonthefloorEveryoneshouldbeabletoseeeachotherSittinginthe
circlediminisheshierarchyandoverallpowerdynamicsIncludeacenterpiecewhereyouth
mayfocustheirattentionatalkingpiecethatcanbebroughtbythefacilitatorormadeby
thegroupandsomethingfromnature(aplantglassbowlofwater)toremindusthatwe
areconnectedtotheearthIhaveseenyouthbringatoyorapictureoftheirfamiliestothe
circleasanofferingtothegroupduringtheCypher
TimeNeededFrequencyCyphersareencouragedtohappenatleastonceaweekandmanyofourprogramscalendartheminsothatyouthknowwhentheywilloccur
HowDidThisImpactYourProgramThebenefitsofthispracticeincludeincreasedfamiliaritywithpeoplesstoriesempathybuildingideasharingharmrepairhealingforthe
individualwhoishurtingandcompassionbuildingWehaveseenthecultureofprograms
completelyshifttobemoreinclusivecommunicativeandforgivingasaresultof
implementingthesepracticesYoutheventuallycometonametheneedandwillrequesta
CypherorleadCyphersontheirownOurafterschoolstaffhavebeenaskedtoleadCyphers
duringtheregularschooldaybecausetheyhaveseenhowithasimpactedouryouthinsuch
positiveways
ResourcesMaterialsCommunitiesUnitedforRestorativeYouthJustice
SEEDSCultivatingcommunitytransformingconflict
RestorativeJusticeforOaklandYouth
LearninginAfterschoolampSummer(LIAS)Blog
RestorativeJusticeatOaklandrsquosFremontHighSchool(video)
24
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECoachingCorpsisanintermediaryorganizationthatbelievesthateveryyoungpersonlivinginunderservedcommunitiesdeservesatrainedcaringcoachWearebuildingamovement
ofcoachesacrossthecountrybypartneringwithafterschoolprogramsandrecruiting
volunteersAllourcoachesreceiveevidence-basedtraininginyouthdevelopmentcoaching
skillsandsocialemotionallearningaswellasongoingsupportthroughmentoring
ContactPersonSuzanneSillettDirectorofEducationandQualitysuzannescoachingcorpsorg
ActivityPurposeOurCoachingforCharactertrainingandsupportprogramspecificallyfocusesonfourcharacterattributes-persistenceoptimismself-regulationandempathy
TargetAudienceAdultStaff
ActivityDescriptionCoachingforCharacterbeginswithacoachparticipating
inour25hourtrainingInthistraining
coachesfirstlearnthefourPOSE
(persistenceoptimismself-regulationand
empathy)characterattributesandhowto
identifytheattributesintheirathletesNext
coachesareintroducedtothecharacter
buildingframeworkandparticipateina
coachingdemonstrationtofullyexperience
itinactionFinallycoachesapplythe
frameworkbyplanningtheirownpractice
sotheycanimmediatelygobacktotheir
teamandimplementthisnewknowledge
Weprovideoursupportvirtuallyinorderforcoachestobeabletoaccessitatanytimethat
isconvenientforthemWehaveanetworkofcoacheswhohaveattendedthetrainingwho
thenjoinourCoachingforCharacterFacebookgroupInthegroupcoachesgetsupportfrom
ourCoachDevelopmentStaffandalsocanconnectwithfellowcoachesWearecurrentlyin
theprocessofbuildingourownCoachPortalwherecoacheswillaccessmentoringsupport
discussiongroupsandresources
TimeNeededFrequency25hourtraining
HowDidThisImpactYourProgramldquoEvenafterjustonepracticetherehavebeenanumberofparentsofferinghighlycomplimentaryfeedbackfortheuseofskillsthatwe
receivedintheCoachingforCharactertrainingItwasalsoquiteenjoyabletoseetheplayers
respondingtotheuseoftheseskillsinsuchapositivefashionIamthankfultohavehadthe
opportunitytoexperiencetheCoachingforCharactertrainingandhavebeenutilizingitfor
morethanjustbasketballorsportsandincludedthoseskillsinourhomefamilylifeandin
otheraspectsofmylifeaswellrdquo-CoachampParentZactrainingparticipantChicoArea
RecreationDepartment
25
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECalSAChelpsbuildanout-of-schooltimeworkforce(suchasbeforeschoolafterschoolandsummerlearning)thatisfilledwithstrongmentorsandhighlyskilledpractitionerswhoreflectthecommunitiestheyserveThroughcollaborationandinnovationournetworkcreatesrippleeffectsofopportunityequityandtransformationthroughoutCaliforniabothforprofessionalsandtheyoungpeopletheyserveContactPersonSelenaLevyProgramManagerslevycalsacorgActivityPurposeThispracticecontributestostaffandyouthsinterpersonalskillsItcreatesanopportunityforeveryonetolearnmoreaboutoneanotherandcreatecommunityTargetAudienceThispracticecanbeappliedtobothyouthandadultsActivityDescriptionRegularCheckInsisanintentionalspacecreatedforstaffandyouthtosharehowtheyareshowingupinthatspaceParticipantstypicallysitorstandinacircleduringthecheckinWetypicallyaskforavolunteertostartandthenchooseadirectionforustogointhatorder(rightorleft)TheinformationsharedallowseveryoneintheroomtounderstandwhatmaybegoingonforthemandhonorthateachindividualmaybecomingintothespacewithvaryinglifeexperiencesThisallowseveryonetoseeeachothermorewhollyandcreatesafetyforpeopletobeauthenticinthespaceWerecommendcreatinganopportunityforeveryonetoleadthecheck-in(FromTemescalAssociatesItisrecommendedthateachspeakerholdsatalkingpiecesuchasafeatheroritemchosenbythegroupThetalkingpieceisheldbythepersonspeakingandthenpassedaroundthecircleThosenotholdingthetalkingpieceareengagedinactivelistening)TimeNeededFrequencyThepracticeofregularcheck-inscanbebeforethestartofprogramorameetingandlast10-15minutesHowDidThisImpactYourProgramWersquoveseenyouthprovidersbetterabletorespondtoyouthrsquosneedsorbehaviorsbasedonunderstandinghowtheyareshowingupinprogramsSimilarlywersquoveseensupervisorsbetterabletosupporttheirstaffwhentheyaremorefullyawareofwhatastaffpersonisbringingintotheprogramItalsohelpscreateasafeandsupportiveenvironmentwhenspaceiscreatedforfolkstoshareaboutwhatishappeningintheirlifeandhowitrsquosimpactinghowtheyareshowingupintheirworkandorprogramResourcesMaterialsLearninginAfterschoolampSummer(LIAS)Blog-ThePowerofSharingCirclesLearninginAfterschoolampSummer(LIAS)Blog-SharingCirclesCyphersTeachingRestorativePracticeswithClassroomCircles-ThisisacomprehensivecurriculumguidethatoffersanoverviewpromptslessonplansandotherresourcesWhatisMorningMeetingMorningMeetingBookSamplePromptingQuestionsTopicsforCirclesTribesLearningCommunity-Thiswebsiteoffersanumberofusefulbooksandotherresources
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
5
ABOUTTHISPAPERWhilewehearalotabouttheldquowhyrdquoofSELandcharacterbuildinglittleisheard
abouttheapplication(theldquowhatrdquoandldquohowrdquo)withinafterschoolprogramsExpanded
learningpracticesneedtobeupliftedsothatthefieldcanbegintoseewhatgood
characterSELlookslike
ThispaperprovidesanoverviewofsocialemotionalandcharacterbuildingskillsIt
goesontoprovideexamplesofactivitiesandpracticesforexpandedlearning
programsprovidedforandbyExpandedLearningProgramsandTechnical
AssistanceorganizationsToidentifyexpandedlearningpracticesandactivitieswe
reachedouttoorganizationsacrossCalifornia
Eachexamplewillincludeadescriptionofthesubmittingorganizationacontact
personwithintheorganizationandadescriptionofthepracticeoractivity(ie
purposetimeneededfrequencytargetaudienceandsupportingresources)
Toaccompanythispaperwerecommendreadingtheguide
publishedbyOaklandUnifiedSchoolDistrict(OUSD)andCASEL
(CollaborativeforAcademicSocialandEmotionalLearning)
entitled3SignatureSELPracticesPlaybookThisisanexcellentcompanionpiecethatfeaturestipsforgettingstartedaswellas
SELactivitiesin3areasWelcomingRitualsInclusionActivitiesEngagingPractices
andOptimisticClosures
DEFINITIONSANDFRAMEWORKSThereareseveralpopulartermsrelatedtoSELandcharacterskillsincludingnon-
cognitiveskillssoftskillsgrowthmindsetsgritandcitizenshipInadditionthere
aremanydefinitionsandframeworksrelatedtoSELandcharacterskills
ThemostwidelyknownSELframeworkisusedbyCASELTheydefineSELasldquotheprocessthroughwhichchildrenandadultsacquireandeffectivelyapplythe
knowledgeattitudesandskillsnecessarytounderstandandmanageemotionsset
andachievepositivegoalsfeelandshowempathyforothersestablishandmaintain
positiverelationshipsandmakeresponsibledecisionsrdquoSeefigure2
6
Figure2
AleadingresourceforcharactereducationandskillsisCharacterorgWhilethey
tendtofocusonschoolsmuchoftheworkisrelevanttoexpandedlearning
programs
TheydefineCharactereducationasldquoaddressingmanytoughissuesineducationwhiledevelopingapositiveschoolclimate
Educatorsfromadiversearrayofschoolshavetransformed
theirschoolculturesreduceddisciplinereferralsincreased
academicachievementforalllearnersdevelopedglobalcitizens
andimprovedjobsatisfactionandretentionamongteachers
Charactereducationincludesandcomplementsabroadrangeof
educationalapproachessuchaswholechildeducationservice
learningsocial-emotionallearningandciviceducationAllshareacommitmentto
helpingyoungpeoplebecomeresponsiblecaringandcontributingcitizensrdquo
Manyexpandedlearningprogramsrelyontheskillsframeworkdevelopedbythe
PartnershipforChildrenandYouthandtheExpandedLearning360deg365project
whichintegratesresearchonSELcharactereducationandyouthdevelopmentTheir
frameworkpresentsthreeareasofskillsWeAreWeBelongWeCanSeeFigure3
7
Figure3(CreditPartnershipforChildrenandYouth)
THEIMPORTANCEOFADULTSTAFFANDTHEIROWNSKILLSDrDaleBlythUniversityofMinnesotaemphasizesthatsocialemotionalskillsare
ldquotaughtrdquothroughdirectinstructionandldquocaughtrdquothroughadultmodelingandthe
programvaluesandcultureWeknowthatthesuccessofanyprogramtopromote
socialemotionalandcharacterskillsispartiallydependentonthesocialemotional
andcharacterskillsoftheadultleaders
BelowisareflectionfromStuSemigranFounderofEduCareFoundationonthe
importanceofadultstaffandtheirsocialemotionalskills
WecanonlytrulyteachorimpactourstudentsinthevalueandcompetenciesofSELtothedegreethatSELisbecomingpartofourownrepertoirehellipourownwayofbeingAswecommittoourpersonalSELself-developmentthisnaturallyinfluencesourinstructionalpracticesprogramsanddecisionsSELbecomesmorethanacollectionoflessonplansactivitiesorprogramsItbecomesawayofteachinghellipawayofbeinghellipawayoflivingThenweasrolemodelscandeeplyassistourstudentsastheyevolveintheirownmastershipofSELThishasimplicationsforhowwehireandprovideprofessionaldevelopment
ldquoWhoeverourstudentsmaybewhateversubjectweteachultimatelyweteachwhowearerdquo-AuthorEducatorandActivistParkerPalmer
ThereareavarietyofvaluableSELskillsthatcanbeaddressedthroughstaffprofessionaldevelopmentEduCareFoundationteachesldquoEightSkillsforHeartsetregEducationrdquoSomeoftheseincludetoolsforself-awarenessmindfulnessself-forgivenessandempatheticlisteningWhentheseandotherSELskillsarepersonalizedandbecomeourbaselinethenwearemoreequippedtocreateanSELstyledclimatewithSELcurriculumandactivitiesthatcanreallyldquostickwithrdquoandimpactourstudentsPerhapsthefirststepinthisongoingprocessoftheadultleadersasstudentsofSEListakingcareofourselvesAswedevelopadeeperpositiveregard(honoringandcaring)forourselvesthenwecanhaveamindsetandaheartsetthatreallyseesthebestinourstudentsandtheiraspirationsThispersonalfoundationofSELleadstobecomingamoreeffectiveSELsparkandinfluencerforourkids
8
ldquoWithSEL-focusedtrainingthathelpsprovidersbetterunderstandanddeveloptheirownSELskillstheycanintentionallymodelSELforkidsfindteachablemomentsineverydayactivitiesandsimplybethesupportiveandcaringadultthatallkidsneedrdquo-NationalAfterSchoolAssociation
CHALLENGESANDBARRIERSInKernelsofPracticeforSELLow-CostLow-BurdenStrategiestheauthorsstateldquoAnumberofbarriersundermineeffortstobringSELprogrammingtoscaleandthese
barriersarelikelyexacerbatedinlow-incomeandlow-resourcecontextsrdquoBelowwe
listsomeofthechallengesandbarriersfacedbyexpandedlearningprogramsthat
seektopromoteSELmanyofwhicharecitedinthispaper
bull ExpandingExpectationsAswelearnmoreabouttheneedsandchallengesfacedbyyoungpeopleandtheskillsneededtosucceedourexpectationsof
expandedlearningprogramscontinuetogrowDuetothisandtheincreased
accesstoinformationviatheinternetprogramleadersarebecoming
increasinglyoverwhelmed
bull ImplementationChallengesDuetopoorfidelityandaninabilitytoimplementprograminitiativesasdesignedprogramsarebecoming
inconsistent
bull LimitedLocalBuy-inDuetolackofautonomyandcommunicationwithparentsandotherstakeholdersthereislimitedlocalbuy-in
bull LackofFinancialPersonnelandStructuralResources(eghighcostofmaterialsextensivetimerequiredforadulttrainingPD)Accordingto
BrandonSportelTheRioLindoAfterSchoolProgramldquoAchallengeislackof
fundingtopayfortrainingsManyafterschoolprogramsarenotbudgetedfor
additionaltraininghoursThisisunfortunatebecauseopportunitiestomeet
andanalyzedatacreateactionplansandprovidenewsystemsofprompting
greatlyimpactsstudentbenefitrdquo
bull PoorIntegrationintoProgramPracticeOftenSELandcharacterbuildingareseenasldquoextra-curricularrdquoorasanadd-ontoexistingprogramsEricGurna
atLArsquosBESTstatesldquoWebelieveyouhavetoweaveSELintoeverythingwedo
ndashratherthanlookatSELasastand-aloneactivityorclubWehave
incorporatedSELactivitieswithinmanytrainingsandmeetingsweprovide
asameanstoalsoexploretheconnectionsweshareamongstaffand
colleaguesrdquo
bull LowSustainabilityOftenSELandcharacterbuildinginitiativesinexpandedlearningprogramsarenotcontinuedorusedconsistentlyovertime
Sustainabilityrequiresaseriouscommitmentofproviderorganizationsand
programleadersSeebelow
9
THEIMPORTANCEOFCOMMITMENTANDIN-DEPTHPLANNINGToaddressmanyofthechallengesandbarrierscitedaboveitisimportantforthe
providerorganizationtocommittotheworkoffocusingtheirprogramsonsocial
emotionallearningandcharacterbuildingTheapproachtoinfuseSELandcharacter
buildingintoallfacetsoftheorganizationrequiresmorethanaone-shottrainingor
staffdiscussionRatherthisrequiresalongerprocessthatincludes
bull BuildingAwarenessandUnderstandingndashTodothisitisimportantthatprogramleadersselectaframework(seeabove)anditslanguagebefore
effortstobuildawarenessProgramleadersmaywishtoreviewStudentSuccessComesFullCircleItdetailssixsocialemotionalandcharacterskillsthatexpandedlearningprogramscanhelpdevelopinyoungpeople
bull NamingSkillsandExploringtheMeaningofTheseSkillsndashCanyouspecificallynamethesocial-emotionalandcharacterskillsthatareimportant
totheprogrammdashskillsthattheprogramiscommittedtoHowimportantare
thesethingsandtowhomaretheyimportantCanleadersandstaffwrite
downthreethingsayoungpersonwouldsayordoiftheywerepracticing
theseskillsAretheseskillsbestldquotaughtrdquoorldquocaughtrdquoThesearejustsomeof
thequestionsaprogramshouldexplorewhendiscussingSELandcharacter
skills
bull BuildingonWhatYouDondashCanleadersandstaffnameprogramactivitiesandpracticesthatalreadysupportspecificsocial-emotionalandcharacter
skillsYoucanmakeuseofthisonlineself-reflectionsurveyforyourstaff
bull AligningwithQualityStandardsndashSeveralorganizationsandstatenetworkshavedevelopedqualitystandardsforexpandedlearningprogramsIn
CaliforniaimplementingthequalitystandardsbringsaboutSELCharacter
skillsAskhowdoourqualitystandardsalignwiththesocial-emotionaland
characterskillsForinstancehowdoeffortstocreateasafeandsupportive
environmentsupportsocial-emotionalandcharacterskills
bull CollectingandUsingDatandashManyprogramscollectdatatoprovidefeedbackregardingprogramqualityFeedbackcanbeintheformofobservations
reflectionsandorself-assessmentscompletedbyprogramstaffDatacan
alsobecollectedfromyouthparticipantstheirfamiliesandorother
stakeholdersandpartnersWhatdoesyourdataonprogramqualitytellyou
aboutthestateofsocial-emotionalandcharacterskillsinyourprograms
bull ProgramImprovementndashAsexpectedimprovingaprogramrequiresplanningandidentifyingandimplementingnewstrategiesForexample
organizationscanintroductionofnewprogramactivitiesreviseamission
statementaddadditionalstaffdevelopmentamendhiringpracticesandso
forthInstituteintentionalchangesanddetermineiftheymakeadifference
10
LeaderswhoaredesigningprogramstopromoteSELandcharacterbuildingwould
beadvisedtoreviewtheworkofresearchersJosephDurlakandRogerWeissberg
Theyidentifiedfourcharacteristicsofeffectiveafterschoolprogramsthatpromote
socialandemotionallearningThefourcharacteristics(SAFE)are
bull Sequenced-anintentionalstep-by-stepandsequentialapproachbull Active-emphasizesactiveformsoflearningsothatyouthcanpracticenew
skills
bull Focused-anintentionalfocusspecifictimeandattentiononskillbuildingactivities
bull Explicit-clearlydefinedSELgoals
ldquoWersquovealignedourprogramtotheSAFEframeworktoensureweareinfusingintentionalitythroughoutouractivitiesandourcurriculumrdquondashJuliaRuggWINGSFORKIDS
Youcanviewtheirfullreporthere
RESOURCESInadditiontotheresourcesrecommendedbythosewhosubmittedactivitiesand
practiceswehavegatheredmanyresources(egblogsreportsvideos)whichcan
befoundhere
11
SELACTIVITIESPRACTICESANDRESOURCES
EXPANDEDLEARNINGPROGRAMEduCareFoundationimplementscomprehensivedailyExtendedLearningProgramsonthecampusesof18highschoolsand1middleschoolservingover30000studentsinthe
greaterLosAngelesareaeachyearInadditionEduCareimplements3-dayACEStudent
SuccessProgramat35schoolsthroughoutLosAngelesreachingover5000youtheachyear
ContactPersonStuSemigranstueducarefoundationcomActivityPurposeUsingcreativevisualizationsandpositivestatements(affirmations)tocreatea
growthmindsetandsupportself-awarenessand
self-regulation
TargetAudienceYouthgrades6-12aswellasourstaffclassroomteachersandparentgroups
ActivityDescriptionGuidedVisualizationsaroundaparticularthemethereareavarietyof
mindfulnessandcenteringpracticesweenjoy
usingandhavefoundvaluable
Examplesthemesinclude
bull Gratefulness-studentsclosetheireyesandreviewonanimaginarymoviescreen
imagesofwhoandwhattheyaregratefulfororappreciate-friendsfamilymembers
theirhealthpeoplewhosupportorinspirethemopportunitiestheyhaveatschool
orelsewhereetc
bull PerformanceSuccess-usingthetechniqueofldquoMentalDressRehearsalrdquosimilarto
whathighperformingathletesandperformersdoastheyprepareforaperformance
eventThestudentsclosetheireyesandbringawarenesstorelaxingtheirbreathing
andthenmoveontoasimpleinternalawarenesscheckofhowtheywerepresently
doing-physicallywithfeelings(emotionally)andwiththeflowoftheirthoughts
(mentally)Onanimaginarymoviescreeneachwouldbeinvitedtoimagine
themselvespriortotheirperformanceevent(athleticcompetitionhighstakestest
etc)Theywouldseeonthescreentheirtypicalresponsesbodytighteningup
stomachknottingupbreathingtensingupnegativementalchatterlikeldquoIamabout
tofailrdquoetcIntheirimaginationtheythenwalkovertotheirimaginaryscreenand
seethemselvesplacingabigldquoXrdquoacrossthatfixedmindsetimageInstantlythat
imagewouldbereplacedbyoneofseeingthemselvesasrelaxedpreparedandeven
enthusedpriortotheperformanceeventWherepreviouslytherewasanxietythey
nowseethemselveswithfullconfidence
TimeNeededFrequency3-5minuteseach
ResourcesMaterialsMakingtheBestofMeAHandbookforStudentExcellenceandSelf-Esteem
EXPANDEDLEARNINGPROGRAMTheEverForwardClubworkswith
boysandyoungmentopromote
greaterselfawarenessand
awarenessofothers-bothcritical
componentstosocialemotional
learningandcharacterbuilding
Theireffortsincludeworkin
schoolsandtrainingsofeducators
andyouthworkersTheywerealso
featuredinadocumentaryentitled
TheMaskYouLiveIn
ContactEmaileverforwardclubgmailcom
ActivityPurposeThepurposeofthisactivityistopromoteself-awarenessasenseofbelongingandgreaterawarenessofothers(Thisactivityisapartofthe100kMasks
ChallengeThisglobalcampaignisawakeningpeopleallovertheworldtorealizethatthey
arenotaloneandtoseeandlearnhowmuchwehaveincommonbutweoftenmissbecause
wekeepitlockedawayinsideToparticipateinthiscampaignseebelow)
TargetAudienceAdolescentsgrades6-12
ActivityDescriptionYoutharegivenahandout(seewebsite)andaskedtofollow3stepsanonymouslyTheyarealsoaskedtokeeptheireyesontheirownpaper
1 Drawamaskontheleftside
2 Write3wordsonthefrontofthemaskthatrepresentqualitiestheyletpeoplesee
3 Write3wordsonthebackofthemaskthatrepresentthethingstheydonrsquotusuallylet
peoplesee
Adultleaderscollectthemasksandthenhaveafewvolunteersreadafewoftheresponses
anonymouslyYoutharetheninvitedtosharehowitfelthearingaboutthefrontandbackof
themasksoftheirpeersThiswouldbeagoodtimetodiscusstheircommonalitiesand
differencesDeeperprocessescanbecreateddependingonthelevelofsafetythathasbeen
generatedintheroom
NOTEIftheadultleaderfeelsthattheclassisnotpreparedtoshareoutmasksbasedonthe
levelofsafetythathasbeengeneratedthentheadultleadercancollectthemasksandshow
masksfromallovertheworldfromourwebsite
TimeNeeded10minutes-30minutes(dependingontimeavailableanddepthofconversation)
100kMasksChallengeThiscampaignhasbeenfacilitatedacrosstheworldandregardlessofthecountryagegenderorthesocio-economicbackgroundoftheparticipantsweare
clearthattherearepartsofourselvesthatwedonotsharewithothersandmanyofthose
thingsaretheblockagesbetweenbuildinghealthyrelationshipsandcommunities
Toparticipateadultleaderswhousethisprocessareaskedtosubmitalltheirmasksby
emailbyText(510-854-6794)orbyPostalMail(EverForward-100kMasks1714Franklin
St100-337OaklandCA94612-3409)
13
HowDoesThisImpactProgramsTheimpactonadultleadersaroundtheworldisthattheirstudentsgainanewsenseofconnectionandrealizationthatregardlessofwhatthey
aregoingthroughhellipTheyAreNotAlone
ResourcesMaterialsLearnmore
MaskGallery
TheMaskYouLiveInDocumentaryTrailer100kMasksLaunchVideo
TakingOffTheMaskWorkshop
14
EXPANDEDLEARNINGPROGRAMCampEDMOisaPre-K-8thgradeSTEAM(ScienceTechnologyEngineeringArtsandMath)andSEL(SocialEmotionalLearning)programthatimplementsthelatestresearch-informed
methodsofwhole-childdevelopmentThecorecharactertraitsweaimtobuildareCuriosity
CourageandKindnessInordertoachievethisgoalkidslearntodevelopfourmindsetsand
practicesixSELskillswhiletheyengineerbuildingscodeapplicationsorhikethrough
nature
ContactPersonEduardoCaballeroExecutiveDirectoredcampedmoorg
ActivityPurposeBuildempathyemotionvocabularyemotionmanagement
TargetAudienceWedothemingroupsof15-20kidsingradesPre-K-5thgrade
ActivityDescriptionKimochiDolls-WeuseKimochidollswithallour
agegroupsEachdollhasa
personalityarchetypethatkidscan
relatetoThedollscomewith
curriculumandadditionaltoolsto
helpkidsbuildvocabularyaround
theirfeelingsandempathyfor
others
FeelingPillowsTheKimochikits
comewithabagofplushlittle
pillowseachthathaveafaceandanemotionwordKidspulloutapillowfromthebagand
theotherkidstrytoguesswhatfeelingtheyareconveyingwiththeirfaceandbody
languageKidsexplainwhytheythinktheyarethatfeelingWhatarethecluesThefeeling
childthenrevealstheirfeelingYoucantaketheactivityfurtherbythenleadingadiscussion
aboutwhenisaninstanceinyourlifethatactuallymadeyoufeelthatwayThisactivitycan
bedoneevenwithoutthekitYoucanwriteabunchoffeelingwordsandputtheminany
container
TimeNeededFrequencyWedoKimochiactivitiesforabout20minuteseachdayatcampTheyaretypicallydonesittinginacircleWeusuallyusethemtostartourTeamTimehour
ofthedaywhenwefocusondoingactivitiesthatbuildSELskillsandteamwork
ResourcesMaterialsYoucanlearnmoreabouthowtouseandpurchasetheKimochidollsandtherelatedcurriculumhere
HowDidThisImpactYourProgramWenoticedkidswereabletoregulatetheiremotionsbetterresolveoravoiddisputesandplaynicerwitheachotherafterusingthedolls
15
EXPANDEDLEARNINGPROGRAMLAsBESTisanafterschoolenrichmentprogramserving25000elementarystudentsagesfivetotwelvein198schoolsinthemosteconomicallydistressedneighborhoodsthroughout
LosAngeles
ContactPersonZacharyWilsonDirectorofStaffDevelopmentzacharywlasbestlausdnet
ActivityPurposeTheuseofSanfordHarmonycardsenhancestheemotionallysafeenvironmentthatLAsBESTstrivestoprovideandsustainacrossallaspectsofour
programmingTheseresourcesallowforourstudentstosharetheirthoughtsandfeelingsin
asafehealthysettingthattheymaynotbecomfortablesharinganywhereelse
TargetAudienceYouthPre-Kthrough6thgrade
ActivityDescriptionSanfordHarmonyEverydayPracticesandQuickConnection
Cardsprovideengagingquestionsand
activitiestoexplorewithabuddyThe
studentsthengettoknoweachotherand
connectwhichpreparesthemtohandle
futurechallengesandconflictsand
opportunitiestocollaborateina
meaningfulandconstructivewaySanford
Harmonyalsoprovidesrecommendations
ofhowandwhytopairstudentstogetherTheMeetUpstrategyprovidesawayto
strengthenaprogramsdailyroutinebyincorporatingpracticesthatallowtheentiregroup
ofstudentstoexplorehowtheytreateachotherandhowtheycommunicatewithone
anotherTimeNeededFrequencyEachactivitycanvaryinlengthrangingfrom5to20+minutesdependingonifhowthefacilitatorstaffiscomfortableexpandingWedotheseactivities
everydayoronaregularconsistentbasis(eg2-3timesperweek)ndashagainvariesper
sitestaff
HowDidThisImpactYourProgramWehaveheardstoriesfromstudentsusingthisprogramthattheyenjoycarryingthequestionsconversationsandactivitiesintotheir
interactionswithfriendsandfamiliesathome
TheseresourceshavebeenmostvaluabletoLAsBESTbecausetheyhaveallowedusto
enhancehowweweaveSELintoeverythingwedondashratherthanlookatSELasastand-alone
activityorclubWiththisprogramstaffareabletointegratetheseresourceswithintheir
programsandinnovatewiththembeyondourinitialrecommendationsForexamplestaff
nowutilizethecardstosupporttransitiontimesndashwhengroupsofstudentsmovefromone
activityorspacetoanotherStaffhavealsofoundthecardsbeneficialduringhomework
timewhensomestudentsgetdonewiththeirassignmentsbeforeeveryoneelseisfinished
16
TargetAudienceAdultWorkersSanfordHarmonyCardshavealsosupportedourorganizationalgoalofprovidingprofessionaldevelopmentopportunitiesforstaffinwhich
theyareabletoexperiencefirst-handthepowerofself-reflectionandthebenefitsof
exploringtheSanfordHarmonyquestionsandactivitiesVariousinternal
teamsdepartmentsatLArsquosBESThaveincludedSanfordHarmonyCardswithin
teamdepartmentmeetingstoestablishthetone(akaice-breaker)
Wehaveintegratedthisprogramaspartofourbasicstafftrainingsspecifictoestablishing
positivelearningenvironmentsactivityplanning(egprogramdevelopment)and
homeworksupportndashinadditiontosomeofourleadershipfocusedtrainingsthatinvolve
establishingteamworkandasenseofbelongingSeniorleadershiphasuseditwiththeir
developmentteamasawaytogettoknoweachotherandhighlightasitepractice
TimeNeededFrequencyWetypicallydothisatleastonceamonthatourStaffDevelopmentTeammeetings
ResourcesMaterialsSanfordHarmonyEverydayPracticesandQuickConnectionCards-SanfordHarmonyisasocialemotionallearningprogramcultivatingstrongrelationships
betweenelementarystudentswithSELeducationSanfordHarmonyhasbeenAPPROVEDby
theCollaborativeforAcademicSocialampEmotionalLearning(CASEL)asaSELectprogram
forPre-Kthrough6thgradesClickheretoviewtheSanfordHarmonyEvaluationGuide
2018
17
EXPANDEDLEARNINGPROGRAMRioLindoAfterSchoolProgramwascreatedthroughpartnershipsbetweenschoolsandlocalcommunityresourcestoprovideliteracyacademicenrichmentandsafeconstructive
alternativesforstudentsingrades2ndndash5thgrade
ContactPersonBrandonSportelathelloyelloteamgmailcom
ActivityPurposeProvideeverystudentwithaconfidentiallineofcommunicationtoatleastonetrustedadultinourprogramResearchshowsthateverystudentmusthaveatleastone
adultintheirlivesthattheycantrusttoreachtheirpotentialforpositivegrowthand
achievementInadditionthepracticeofidentifyingandbeingawareoffeelingssupportsthe
studentsabilityforemotionalregulationreasoningandusingresourcestogettheirneeds
met
TargetAudienceStudentsingrades2ndndash5thgrade
TimeNeededFrequencyTheCheckInSystemisversatileandcanbeimplementedtomeettheuniqueneedsofeachsiteStudentsareabletocheckinwhenevertheywantandmany
sitesalsohavearegularlyscheduledcheckin2-5timesperweekWerecommendstudents
beencouragedtocheckinduringtheirregularschooldaybutnotfromhome
ActivityDescriptionUsingtheHelloYello(HY)CheckInAppwehave
successfullyprovidedeverystudent
withaconfidentiallineof
communicationtoatleastonetrusted
adultinourprogramsStudentsnow
haveavoiceintheirprogramming
safetyandachievementByallowing
studentstobeheardwehaveensured
thateachchildhasanadultmentor
thattheycancontactatanytimeto
expresstheirdailyexperiences
strugglesandaccomplishments
Mostofthecheckinsubmissionsneedonlyasilentgestureorafewwordsofencouragement
toclosetheloopSeveraltypicallyresultinabriefone-on-onetalktosortthroughadifficult
experienceandaveryfewrequireateamapproachOnechallengeislackofaccessto
technologyAlthoughtheHYCheckInsystemalsoprovidespencilpaperversionstheweb
applicationallowsforamoreimmediateresponse
HowDidThisImpactYourProgramJustbysimplyknowingwhatastudentisexperiencingintheirdailylifeprovidesauniquebondStudentswhoexperienceatrusting
relationshipwilllettheadultknowwhentheyneedadviceAllowingthestudenttodecide
leadstoempowermentandindependenceAmazinglyrelationshipsbuildintrustwithonlya
fewstrategicstaffactions
TheoveralldifferenceintheprogramssincetheimplementationoftheHYCheckInAppis
improvedschoolclimateandstudentconnectednesstotheprogramInadditionstudents
havelearnedhowtobeawareoftheirfeelingsandneedsandhowtogetthoseneedsmet
Evidentiarydataisbeingprovidedtohelpstudentswithcounselingneedsresultingin
additionalresourcesfortheprogramDataisalsobeingprovidedtomakechangesbased
uponstudentinterestsandqualitiessuchasmindfulnessartsscienceandsportsactivities
18
Thestudentsdemonstrateincreasedpersonalempowermentandhigherlevelsoftrustin
theirrelationshipswithprogramstaffTheyexpressfeelingsafeconfidentandcaredfor
Theyaremotivatedtocheck-inbecauseitsconfidentialTheprogramisbetteratmeeting
thesocial-emotionalneedsofstudentsStudentsareopeningupabouttheirfeelings
thoughtsandexperiencesInadditiontoincreasinglevelsoftrustthishasresultedin
potentialconflictsbetweenstudentsbeinghandledproactivelyegbullyingperceived
slightsandgroupdrama
TargetAudienceAdultStaffToprepareadultstafftosuccessfullyusetheHelloYelloappstaffparticipateinthreetrainingsThefirsttrainingteachesstaffthefunctionandlogisticsof
usingthewebappandoptionalpaperformsItalsopreparestheminhowtoprovidean
introductorylessonforstudentsThesecondtrainingisfocusedonhowandwhento
respondtosubmissionsusingactualstudentsubmissionsfromtheschoolsiteas
examplesArangeofpossibleresponsesarereviewedanddiscussedfromquickgestural
promptstoemergencysituationswhenotherteammembersneedtobeinvolvedThefocus
isonhowclosingthelooprdquowithaninterpersonalresponsecreatespositivetrusting
relationshipsandhowtheadultresponsemotivatesstudentstocontinuecheckinginThethirdtrainingprovidesamodelforstaffonformingadatateamtoanalyzeresponsesand
createactionplansaswellasteachinghowtoelicitspecificdatafromstudentsbyusing
customizedwritingpromptsforstudents
TimeNeededFrequencyImplementingtheCheckInSystemrequiresthreeone-hourtrainingmodulesWeusuallysuggestthatthetrainingsbespreadoutover3monthsto
allowteamstogrowwitheachsuccessivestep
HowDidThisImpactYourProgramThestaffisabletomaximizeteachingopportunitieswhenstudentsletthemknowthesocialandemotionalissuestheyarefacingbefore
problemsdeveloptothepointofforcingadisciplinaryresponseTheyarealsoableto
demonstrateincreasingconfidenceinsupportingstudentsandareexcitedtoseethemselves
growingintheirroleasadultmentorsTheyhaveexpressedthattheyfeelmoreconnectedto
theirstudentsandhavemoreunderstandingandempathytowardthewholechildand
abletoserveaspositiveadultrolemodels
ChallengesEnsuringthatstaffhavetimetofollowthroughandmeeteachstudentssocial-emotionalandacademicneedsisafrequentlyexpressedconcernfortheCheckInsystem
Theappisdesignedtomakeiteasyforstafftocompletetheentirecommunicationloop
withouttakingtimeawayfromperformingregularduties
AdviceforstaffHaveanopenmindaboutrespondingtostudentneedsApersonmayhavetoletgoofstereotypesandbeliefsaboutchildbehaviorassociatedwiththeirown
experienceswithintheirfamiliescommunitiesandschoolstoacceptstudentdifferences
AlsobereadytogetfeedbackfromthestudentsInsomecasesthefeedbackispositiveand
encouragingbutitcanalsoexposeareasofimprovementforyourprogramHavinganopen
mindisessentialfortakingyourprogramtoahigherlevelofexcellence
ResourcesMaterialsYoucanlearnmoreabouttheRioLindoAfterSchoolprogramhereYoucanlearnmoreabouttheHelloYelloapphereYoucanviewalistofvideoshere
Teachinghowtopromptformorespecificinfobull Checkinprompts
bull TenwaystousetheCheck-Insystem
19
EXPANDEDLEARNINGPROGRAMAfter-SchoolAll-Starsisanationalafter-schoolworkforcedevelopmentprograminsupportingTitle1middleschoolyouthWestrivetohelpyouthcontinuetodevelopgrowthmindsetsafterschoolwhetherintheirinterpersonalsocialrelationshipsandorintheircareerexplorationWeaskthemhowtheycansupporteachotherandcontributetothecommunitiestheyareapartofWehelpguidethemtowardsapotentialpathofactiontotakeinbringingthemclosertoreachingtheirgoalsanddreamsContactPersonNamrataGuptaEDASASBayAreanamrataguptaafterschoolallstarsorgActivityPurposeThispracticepromotesself-awarenesssocialawarenessandteambuildingIntermsofcharacterbuildingitteachesmemberstobeindependentproactiveandproblem-solversaswellascollaborativeTheyadoptgrowthmindsetsanditincreasestheirsenseofself-efficacyTargetAudienceMiddleSchoolYouthActivityDescriptionYouthAdvisoryBoard-WehaveaYouthAdvisoryBoard(Yabbies)ateachofourschoolsitesthatiscomprisedofyouthleaderswhoworktogethertoenhancetheexperienceofourafterschoolprogramsEightstudentssitontheboard(four8thtwo7thandtwo6thgraders)TheyhelpoursitecoordinatorplaneventsandadvocatefortheirpeersWerecommendthataselectioncriteriaandapplicationbedevelopedsothatstudentsareclearoftheexpectationsofsittingontheboardAndthatstudentsfromdifferentsub-communitiesinyourprogramarescoutedtoapplyinanefforttoinsurethatallstudentsfeelrepresentedWealsorecommendlookingattheexistingstudentleadershipstructuresattheschool-sitetoensurethatdifferentstudentsarechosentolead-notonboththeStudentCouncilandYouthAdvisoryBoardTimeNeededFrequencyTheYouthAdvisoryBoardmeetsweeklyonWednesdaysfor45minutesSitecoordinatorshelptrainandsupportourYouthAdvisoryBoardmembersHowHasThisImpactedYourProgramOurYabbieshavehelpedbuildcultureandawarenessofourprogrambyinvitingstudentinputintoourprogrammingmodelandprovidingleadershipopportunitiestokeepourprogramrelevanttotheneedsanddesiresofourstudentcommunityResourcesMaterialsFromTemescalAssociatesndash
bull CreatingandSustainingaThrivingYouthAdvisoryCouncilbull YOUTHPOWERStartingaYouthAdvisoryCouncilbull AdvocatesforYouthTipsforCreatingEffectiveYouthAdvisoryCouncilsbull SanDiegoDistrictAttorneyndashCommunityProgramsAYouthAdvisoryBoard
Handbook
20
EXPANDEDLEARNINGPROGRAMWINGSForKidsoperatesdirectserviceprogramsinelementaryschoolsandserves1100amazingkidseverydaythroughourafterschoolprogramWeseektoempowerotherswith
socialemotionallearningbestpracticesthroughprofessionaldevelopmentworkshopsand
partnershipopportunitiesOurevidence-basedapproachfostersthemindsetskillsand
confidencechildrenneedtobehavewellmakegooddecisionsandbuildhealthy
relationships
ContactEmailhellowingsforkidsorgActivityPurposeIntegrationofSELthroughoutprogram
TargetAudienceK-5
ActivityDescriptionOurstafffirstexplicitlyteachthenmodeland
reinforceasocial-emotionalskilleachweekThisintentionalnamingofthe
socialemotionalskilloftheweekiskey
Nextkidslearnthenpracticeand
discussthenewskillsthroughprogram
activitiesAsanexampleletrsquosuseoneof
ourobjectivesintheself-management
competencymdashhelpingkidsfocustheir
attentioninwardinordertolimit
outwarddistraction
ThedaybeginswithCommunityUnitythecomingtogetherofallstaffandkidsingradesK-5forannouncementsandasocial-emotionalskill-buildinglessonThispartofthedayoffersan
opportunitytotalkinafocusedandactivewayabouttheweekrsquosobjectiveandengageina
brieffunactivitythatrelatestoitForexampleWINGSLeadersmayleadanexerciseon
activebreathingandtheprogramdirectorstartsafocusedlarge-groupdiscussionandasks
staffandkidstoshareexamplesofwhentheyhavegottendistracted
ChoiceTimeisanenrichmentactivitythatstudentsselecteachsemesterandwheresocial-emotionallessonsarewoveninDuringakickballgameforexampleaWINGSLeadermight
talkabouthowtoconcentrateonignoringtheshoutsfromthesidelinestobetterfocuson
thegameThisalsogiveskidsthechancetocontinuepracticingotherskillstheyrsquove
previouslylearnedsuchassharingsupportivecommentsafterabadkickandkeepinga
positiveattitudeeveniftheirteamislosingInthiswayChoiceTimeencourageskidsto
applybothnewandrecentlydevelopedsocialemotionalskills
TimeNeededFrequency3hoursperdayMonday-Fridaythroughouttheentireschoolyear
HowHasThisImpactedYourProgramWINGShasinstitutedathoroughevaluationoftheirprogramClickhereforaninterimreportoftheirRCTevaluation
ResourcesMaterialsForresourcesandfreematerialsclickhereHereisthelinkforourldquoADayintheLiferdquovideo
21
EXPANDEDLEARNINGPROGRAMThePOWERprogramatPioneerschoolisaprogramdesignedtoencouragetheindividualgrowthofeverychildthroughavarietyofdiverselearningstylesOurgoalisthe
developmentoftheWHOLEchildonewhohaslearnedtheskillsnecessarytosucceedina
varietyofacademicandphysicalactivitiesandonewhoappreciatesthevaluethateducation
andwellnessbringstotheirqualityoflife
ContactPersonErikaChavezEChavezduesdorg
Activity1PurposeSelf-awarenessself-regulationandsocialawareness
Activity1TargetAudience2nd-8thgrade
Activity1DescriptionIhavebeenpracticingmindfulnesswithmystudentsfor3yearsnowMindfulnessisamentalstateachievedbyfocusingonersquosownawarenessonthepresent
momentwhilecalmlyacknowledgingandacceptingonersquosfeelingsthoughtsandbodily
sensations
Ineededavisualwayformystudentstounderstandwhat
mindfulnesswasandthepurposeithadItallbeganwithan
activityfromMindfulnessinAfterschoolA16-SessionCurriculumthatinvolvedaprettyFijiwaterbottlefullwithwaterandglitterIshowedthemthestillwaterbottlewiththe
glitterrestingatthebottomofitIaskedthemiftheywereable
toseethroughthewaterbottleandofcoursetheirresponse
wasldquoyesrdquosincethewaterwasclearandcalm
AfterIshooktheentirewaterbottleIthenaskedthemagain
ldquocanyouseethroughthewaterbottlenowrdquoTheyall
respondedldquonordquowithsuchwonderintheireyesIthen
explainedtothemhowthatwaterbottlewasourbrainandthe
glitterrepresentedourthoughtsWhenIintroduced
mindfulnesstothemIexplainedhowitwasapowerfultoolto
helpuscalmthatglitterdowninourbrainssothatwecouldbe
abletoclearourwatersinordertomakewisedecisionsTheythenunderstoodhowitall
workedandtheywereallmotivatedtocalmtheirglitter[SeeJustBreathevideo]
Activity1TimeNeededFrequencyIwouldrecommendatleastaminimumof25-30minutesIliketoengagethestudentswhile
introducingthisnewconcepttothemandalsoansweranyquestionstheymighthave
Activity1HowDidThisImpactYourProgramBestpartisseeingthemtelloneanotherldquocalmyourglitteryouneedtorelaxandmake
betterchoicesrdquoIrsquoveseenthemgrabthewaterbottleandtakeittothatstudentsotheycanbe
remindedofwhatrsquosgoingonItrsquosseriouslyamazing
Activity1ResourcesMaterialsNewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
22
Activity2PurposeThepurposeofthismindfulnessactivityistocenterthekidsbacktoastateofawarenessitallowsthemtounwindandrelaxdownThisthenresultsinabetter
focuswhenreturningbacktoourlearningactivitiesandanimprovedbehavior
Activity2TargetAudience2nd-8thgrade
Activity2DescriptionIhavethemalllaydownonthefloor
withtheireyesclosedandfocus
ontheirbreathingAtfirstthere
wasoneortwostudentswho
couldnrsquotstaycalmbutwhatrsquos
newrightHoweverthosefew
studentswhocouldnrsquotseemto
settledownbegantoslowlysink
intotheactivity
Activity2TimeNeededFrequency15minutes
Activity2HowDidThisImpactYourProgramMindfulnesshasallowedusasagrouptocometogetherandformabondofunderstandingkindnessandsupportNowtheyevencometomeaskingifwecan
pleasemeditateEspeciallywhentheyrsquorehyperthatrsquoswhenIrealizetheyaskforitthemost
IrsquoveseensomestudentsmatureothersstrivingtobebetterandIrsquoveheardothersopenup
withveryintimatethingsthatwereweighingthemdown
Activity2ResourcesMaterialsChildrenguidedmeditationsandalsoMindfulGamesactivitycards(canbefoundonAmazon)
NewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
GreaterGoodScienceCenter
IwouldrecommendawaterbottlewithglitterandalsoaldquoMindfulnessBellrdquowhichhelps
incorporateabetterawarenesstotheirbreathing
23
EXPANDEDLEARNINGPROGRAMOaklandLeafprovidesintentionalprogrammingtosupportyouthrsquosphysicalsocialandemotionalwell-beingacademicsuccessandabilitytobeactiveandeffectiveleadersintheir
community
ContactPersonJohannaMasisProgramDirectorOaklandLeafFoundation
ActivityPurposeCyphersareusedasaspacetodointentionalcommunitybuildingintheformofhavingadiscussiononanytopicTheCypherismeanttoserveasanemotionally
safeplaceforeachparticipanttosaytheirpiecewithoutinterruptionorjudgment
TargetAudienceK-12grades
ActivityDescriptionParticipantsaregatheredina
circlefortheCypherTobreak
theicetheycanshareavalue
theywishbringtothefirstfew
CyphersPeopledonothaveto
speakbutareexpectedtohold
thetalkingpiecefor5-10
secondsbeforepassingthe
talkingpieceIfyouthare
reluctanttosharebecauseofthesocialdynamicsthenpassingshouldbeadjustedtomean
thatwewillcomebacktothemasopposedtonothearingfromthematallIfthereare
peopleabsentonthedayofaCypherthenaplaceisstillheldfortheminthecircle
MakesurethatifchairsareusedtheneveryonemusthaveachairIfyouaresittingonthe
floortheneveryonesitsonthefloorEveryoneshouldbeabletoseeeachotherSittinginthe
circlediminisheshierarchyandoverallpowerdynamicsIncludeacenterpiecewhereyouth
mayfocustheirattentionatalkingpiecethatcanbebroughtbythefacilitatorormadeby
thegroupandsomethingfromnature(aplantglassbowlofwater)toremindusthatwe
areconnectedtotheearthIhaveseenyouthbringatoyorapictureoftheirfamiliestothe
circleasanofferingtothegroupduringtheCypher
TimeNeededFrequencyCyphersareencouragedtohappenatleastonceaweekandmanyofourprogramscalendartheminsothatyouthknowwhentheywilloccur
HowDidThisImpactYourProgramThebenefitsofthispracticeincludeincreasedfamiliaritywithpeoplesstoriesempathybuildingideasharingharmrepairhealingforthe
individualwhoishurtingandcompassionbuildingWehaveseenthecultureofprograms
completelyshifttobemoreinclusivecommunicativeandforgivingasaresultof
implementingthesepracticesYoutheventuallycometonametheneedandwillrequesta
CypherorleadCyphersontheirownOurafterschoolstaffhavebeenaskedtoleadCyphers
duringtheregularschooldaybecausetheyhaveseenhowithasimpactedouryouthinsuch
positiveways
ResourcesMaterialsCommunitiesUnitedforRestorativeYouthJustice
SEEDSCultivatingcommunitytransformingconflict
RestorativeJusticeforOaklandYouth
LearninginAfterschoolampSummer(LIAS)Blog
RestorativeJusticeatOaklandrsquosFremontHighSchool(video)
24
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECoachingCorpsisanintermediaryorganizationthatbelievesthateveryyoungpersonlivinginunderservedcommunitiesdeservesatrainedcaringcoachWearebuildingamovement
ofcoachesacrossthecountrybypartneringwithafterschoolprogramsandrecruiting
volunteersAllourcoachesreceiveevidence-basedtraininginyouthdevelopmentcoaching
skillsandsocialemotionallearningaswellasongoingsupportthroughmentoring
ContactPersonSuzanneSillettDirectorofEducationandQualitysuzannescoachingcorpsorg
ActivityPurposeOurCoachingforCharactertrainingandsupportprogramspecificallyfocusesonfourcharacterattributes-persistenceoptimismself-regulationandempathy
TargetAudienceAdultStaff
ActivityDescriptionCoachingforCharacterbeginswithacoachparticipating
inour25hourtrainingInthistraining
coachesfirstlearnthefourPOSE
(persistenceoptimismself-regulationand
empathy)characterattributesandhowto
identifytheattributesintheirathletesNext
coachesareintroducedtothecharacter
buildingframeworkandparticipateina
coachingdemonstrationtofullyexperience
itinactionFinallycoachesapplythe
frameworkbyplanningtheirownpractice
sotheycanimmediatelygobacktotheir
teamandimplementthisnewknowledge
Weprovideoursupportvirtuallyinorderforcoachestobeabletoaccessitatanytimethat
isconvenientforthemWehaveanetworkofcoacheswhohaveattendedthetrainingwho
thenjoinourCoachingforCharacterFacebookgroupInthegroupcoachesgetsupportfrom
ourCoachDevelopmentStaffandalsocanconnectwithfellowcoachesWearecurrentlyin
theprocessofbuildingourownCoachPortalwherecoacheswillaccessmentoringsupport
discussiongroupsandresources
TimeNeededFrequency25hourtraining
HowDidThisImpactYourProgramldquoEvenafterjustonepracticetherehavebeenanumberofparentsofferinghighlycomplimentaryfeedbackfortheuseofskillsthatwe
receivedintheCoachingforCharactertrainingItwasalsoquiteenjoyabletoseetheplayers
respondingtotheuseoftheseskillsinsuchapositivefashionIamthankfultohavehadthe
opportunitytoexperiencetheCoachingforCharactertrainingandhavebeenutilizingitfor
morethanjustbasketballorsportsandincludedthoseskillsinourhomefamilylifeandin
otheraspectsofmylifeaswellrdquo-CoachampParentZactrainingparticipantChicoArea
RecreationDepartment
25
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECalSAChelpsbuildanout-of-schooltimeworkforce(suchasbeforeschoolafterschoolandsummerlearning)thatisfilledwithstrongmentorsandhighlyskilledpractitionerswhoreflectthecommunitiestheyserveThroughcollaborationandinnovationournetworkcreatesrippleeffectsofopportunityequityandtransformationthroughoutCaliforniabothforprofessionalsandtheyoungpeopletheyserveContactPersonSelenaLevyProgramManagerslevycalsacorgActivityPurposeThispracticecontributestostaffandyouthsinterpersonalskillsItcreatesanopportunityforeveryonetolearnmoreaboutoneanotherandcreatecommunityTargetAudienceThispracticecanbeappliedtobothyouthandadultsActivityDescriptionRegularCheckInsisanintentionalspacecreatedforstaffandyouthtosharehowtheyareshowingupinthatspaceParticipantstypicallysitorstandinacircleduringthecheckinWetypicallyaskforavolunteertostartandthenchooseadirectionforustogointhatorder(rightorleft)TheinformationsharedallowseveryoneintheroomtounderstandwhatmaybegoingonforthemandhonorthateachindividualmaybecomingintothespacewithvaryinglifeexperiencesThisallowseveryonetoseeeachothermorewhollyandcreatesafetyforpeopletobeauthenticinthespaceWerecommendcreatinganopportunityforeveryonetoleadthecheck-in(FromTemescalAssociatesItisrecommendedthateachspeakerholdsatalkingpiecesuchasafeatheroritemchosenbythegroupThetalkingpieceisheldbythepersonspeakingandthenpassedaroundthecircleThosenotholdingthetalkingpieceareengagedinactivelistening)TimeNeededFrequencyThepracticeofregularcheck-inscanbebeforethestartofprogramorameetingandlast10-15minutesHowDidThisImpactYourProgramWersquoveseenyouthprovidersbetterabletorespondtoyouthrsquosneedsorbehaviorsbasedonunderstandinghowtheyareshowingupinprogramsSimilarlywersquoveseensupervisorsbetterabletosupporttheirstaffwhentheyaremorefullyawareofwhatastaffpersonisbringingintotheprogramItalsohelpscreateasafeandsupportiveenvironmentwhenspaceiscreatedforfolkstoshareaboutwhatishappeningintheirlifeandhowitrsquosimpactinghowtheyareshowingupintheirworkandorprogramResourcesMaterialsLearninginAfterschoolampSummer(LIAS)Blog-ThePowerofSharingCirclesLearninginAfterschoolampSummer(LIAS)Blog-SharingCirclesCyphersTeachingRestorativePracticeswithClassroomCircles-ThisisacomprehensivecurriculumguidethatoffersanoverviewpromptslessonplansandotherresourcesWhatisMorningMeetingMorningMeetingBookSamplePromptingQuestionsTopicsforCirclesTribesLearningCommunity-Thiswebsiteoffersanumberofusefulbooksandotherresources
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
6
Figure2
AleadingresourceforcharactereducationandskillsisCharacterorgWhilethey
tendtofocusonschoolsmuchoftheworkisrelevanttoexpandedlearning
programs
TheydefineCharactereducationasldquoaddressingmanytoughissuesineducationwhiledevelopingapositiveschoolclimate
Educatorsfromadiversearrayofschoolshavetransformed
theirschoolculturesreduceddisciplinereferralsincreased
academicachievementforalllearnersdevelopedglobalcitizens
andimprovedjobsatisfactionandretentionamongteachers
Charactereducationincludesandcomplementsabroadrangeof
educationalapproachessuchaswholechildeducationservice
learningsocial-emotionallearningandciviceducationAllshareacommitmentto
helpingyoungpeoplebecomeresponsiblecaringandcontributingcitizensrdquo
Manyexpandedlearningprogramsrelyontheskillsframeworkdevelopedbythe
PartnershipforChildrenandYouthandtheExpandedLearning360deg365project
whichintegratesresearchonSELcharactereducationandyouthdevelopmentTheir
frameworkpresentsthreeareasofskillsWeAreWeBelongWeCanSeeFigure3
7
Figure3(CreditPartnershipforChildrenandYouth)
THEIMPORTANCEOFADULTSTAFFANDTHEIROWNSKILLSDrDaleBlythUniversityofMinnesotaemphasizesthatsocialemotionalskillsare
ldquotaughtrdquothroughdirectinstructionandldquocaughtrdquothroughadultmodelingandthe
programvaluesandcultureWeknowthatthesuccessofanyprogramtopromote
socialemotionalandcharacterskillsispartiallydependentonthesocialemotional
andcharacterskillsoftheadultleaders
BelowisareflectionfromStuSemigranFounderofEduCareFoundationonthe
importanceofadultstaffandtheirsocialemotionalskills
WecanonlytrulyteachorimpactourstudentsinthevalueandcompetenciesofSELtothedegreethatSELisbecomingpartofourownrepertoirehellipourownwayofbeingAswecommittoourpersonalSELself-developmentthisnaturallyinfluencesourinstructionalpracticesprogramsanddecisionsSELbecomesmorethanacollectionoflessonplansactivitiesorprogramsItbecomesawayofteachinghellipawayofbeinghellipawayoflivingThenweasrolemodelscandeeplyassistourstudentsastheyevolveintheirownmastershipofSELThishasimplicationsforhowwehireandprovideprofessionaldevelopment
ldquoWhoeverourstudentsmaybewhateversubjectweteachultimatelyweteachwhowearerdquo-AuthorEducatorandActivistParkerPalmer
ThereareavarietyofvaluableSELskillsthatcanbeaddressedthroughstaffprofessionaldevelopmentEduCareFoundationteachesldquoEightSkillsforHeartsetregEducationrdquoSomeoftheseincludetoolsforself-awarenessmindfulnessself-forgivenessandempatheticlisteningWhentheseandotherSELskillsarepersonalizedandbecomeourbaselinethenwearemoreequippedtocreateanSELstyledclimatewithSELcurriculumandactivitiesthatcanreallyldquostickwithrdquoandimpactourstudentsPerhapsthefirststepinthisongoingprocessoftheadultleadersasstudentsofSEListakingcareofourselvesAswedevelopadeeperpositiveregard(honoringandcaring)forourselvesthenwecanhaveamindsetandaheartsetthatreallyseesthebestinourstudentsandtheiraspirationsThispersonalfoundationofSELleadstobecomingamoreeffectiveSELsparkandinfluencerforourkids
8
ldquoWithSEL-focusedtrainingthathelpsprovidersbetterunderstandanddeveloptheirownSELskillstheycanintentionallymodelSELforkidsfindteachablemomentsineverydayactivitiesandsimplybethesupportiveandcaringadultthatallkidsneedrdquo-NationalAfterSchoolAssociation
CHALLENGESANDBARRIERSInKernelsofPracticeforSELLow-CostLow-BurdenStrategiestheauthorsstateldquoAnumberofbarriersundermineeffortstobringSELprogrammingtoscaleandthese
barriersarelikelyexacerbatedinlow-incomeandlow-resourcecontextsrdquoBelowwe
listsomeofthechallengesandbarriersfacedbyexpandedlearningprogramsthat
seektopromoteSELmanyofwhicharecitedinthispaper
bull ExpandingExpectationsAswelearnmoreabouttheneedsandchallengesfacedbyyoungpeopleandtheskillsneededtosucceedourexpectationsof
expandedlearningprogramscontinuetogrowDuetothisandtheincreased
accesstoinformationviatheinternetprogramleadersarebecoming
increasinglyoverwhelmed
bull ImplementationChallengesDuetopoorfidelityandaninabilitytoimplementprograminitiativesasdesignedprogramsarebecoming
inconsistent
bull LimitedLocalBuy-inDuetolackofautonomyandcommunicationwithparentsandotherstakeholdersthereislimitedlocalbuy-in
bull LackofFinancialPersonnelandStructuralResources(eghighcostofmaterialsextensivetimerequiredforadulttrainingPD)Accordingto
BrandonSportelTheRioLindoAfterSchoolProgramldquoAchallengeislackof
fundingtopayfortrainingsManyafterschoolprogramsarenotbudgetedfor
additionaltraininghoursThisisunfortunatebecauseopportunitiestomeet
andanalyzedatacreateactionplansandprovidenewsystemsofprompting
greatlyimpactsstudentbenefitrdquo
bull PoorIntegrationintoProgramPracticeOftenSELandcharacterbuildingareseenasldquoextra-curricularrdquoorasanadd-ontoexistingprogramsEricGurna
atLArsquosBESTstatesldquoWebelieveyouhavetoweaveSELintoeverythingwedo
ndashratherthanlookatSELasastand-aloneactivityorclubWehave
incorporatedSELactivitieswithinmanytrainingsandmeetingsweprovide
asameanstoalsoexploretheconnectionsweshareamongstaffand
colleaguesrdquo
bull LowSustainabilityOftenSELandcharacterbuildinginitiativesinexpandedlearningprogramsarenotcontinuedorusedconsistentlyovertime
Sustainabilityrequiresaseriouscommitmentofproviderorganizationsand
programleadersSeebelow
9
THEIMPORTANCEOFCOMMITMENTANDIN-DEPTHPLANNINGToaddressmanyofthechallengesandbarrierscitedaboveitisimportantforthe
providerorganizationtocommittotheworkoffocusingtheirprogramsonsocial
emotionallearningandcharacterbuildingTheapproachtoinfuseSELandcharacter
buildingintoallfacetsoftheorganizationrequiresmorethanaone-shottrainingor
staffdiscussionRatherthisrequiresalongerprocessthatincludes
bull BuildingAwarenessandUnderstandingndashTodothisitisimportantthatprogramleadersselectaframework(seeabove)anditslanguagebefore
effortstobuildawarenessProgramleadersmaywishtoreviewStudentSuccessComesFullCircleItdetailssixsocialemotionalandcharacterskillsthatexpandedlearningprogramscanhelpdevelopinyoungpeople
bull NamingSkillsandExploringtheMeaningofTheseSkillsndashCanyouspecificallynamethesocial-emotionalandcharacterskillsthatareimportant
totheprogrammdashskillsthattheprogramiscommittedtoHowimportantare
thesethingsandtowhomaretheyimportantCanleadersandstaffwrite
downthreethingsayoungpersonwouldsayordoiftheywerepracticing
theseskillsAretheseskillsbestldquotaughtrdquoorldquocaughtrdquoThesearejustsomeof
thequestionsaprogramshouldexplorewhendiscussingSELandcharacter
skills
bull BuildingonWhatYouDondashCanleadersandstaffnameprogramactivitiesandpracticesthatalreadysupportspecificsocial-emotionalandcharacter
skillsYoucanmakeuseofthisonlineself-reflectionsurveyforyourstaff
bull AligningwithQualityStandardsndashSeveralorganizationsandstatenetworkshavedevelopedqualitystandardsforexpandedlearningprogramsIn
CaliforniaimplementingthequalitystandardsbringsaboutSELCharacter
skillsAskhowdoourqualitystandardsalignwiththesocial-emotionaland
characterskillsForinstancehowdoeffortstocreateasafeandsupportive
environmentsupportsocial-emotionalandcharacterskills
bull CollectingandUsingDatandashManyprogramscollectdatatoprovidefeedbackregardingprogramqualityFeedbackcanbeintheformofobservations
reflectionsandorself-assessmentscompletedbyprogramstaffDatacan
alsobecollectedfromyouthparticipantstheirfamiliesandorother
stakeholdersandpartnersWhatdoesyourdataonprogramqualitytellyou
aboutthestateofsocial-emotionalandcharacterskillsinyourprograms
bull ProgramImprovementndashAsexpectedimprovingaprogramrequiresplanningandidentifyingandimplementingnewstrategiesForexample
organizationscanintroductionofnewprogramactivitiesreviseamission
statementaddadditionalstaffdevelopmentamendhiringpracticesandso
forthInstituteintentionalchangesanddetermineiftheymakeadifference
10
LeaderswhoaredesigningprogramstopromoteSELandcharacterbuildingwould
beadvisedtoreviewtheworkofresearchersJosephDurlakandRogerWeissberg
Theyidentifiedfourcharacteristicsofeffectiveafterschoolprogramsthatpromote
socialandemotionallearningThefourcharacteristics(SAFE)are
bull Sequenced-anintentionalstep-by-stepandsequentialapproachbull Active-emphasizesactiveformsoflearningsothatyouthcanpracticenew
skills
bull Focused-anintentionalfocusspecifictimeandattentiononskillbuildingactivities
bull Explicit-clearlydefinedSELgoals
ldquoWersquovealignedourprogramtotheSAFEframeworktoensureweareinfusingintentionalitythroughoutouractivitiesandourcurriculumrdquondashJuliaRuggWINGSFORKIDS
Youcanviewtheirfullreporthere
RESOURCESInadditiontotheresourcesrecommendedbythosewhosubmittedactivitiesand
practiceswehavegatheredmanyresources(egblogsreportsvideos)whichcan
befoundhere
11
SELACTIVITIESPRACTICESANDRESOURCES
EXPANDEDLEARNINGPROGRAMEduCareFoundationimplementscomprehensivedailyExtendedLearningProgramsonthecampusesof18highschoolsand1middleschoolservingover30000studentsinthe
greaterLosAngelesareaeachyearInadditionEduCareimplements3-dayACEStudent
SuccessProgramat35schoolsthroughoutLosAngelesreachingover5000youtheachyear
ContactPersonStuSemigranstueducarefoundationcomActivityPurposeUsingcreativevisualizationsandpositivestatements(affirmations)tocreatea
growthmindsetandsupportself-awarenessand
self-regulation
TargetAudienceYouthgrades6-12aswellasourstaffclassroomteachersandparentgroups
ActivityDescriptionGuidedVisualizationsaroundaparticularthemethereareavarietyof
mindfulnessandcenteringpracticesweenjoy
usingandhavefoundvaluable
Examplesthemesinclude
bull Gratefulness-studentsclosetheireyesandreviewonanimaginarymoviescreen
imagesofwhoandwhattheyaregratefulfororappreciate-friendsfamilymembers
theirhealthpeoplewhosupportorinspirethemopportunitiestheyhaveatschool
orelsewhereetc
bull PerformanceSuccess-usingthetechniqueofldquoMentalDressRehearsalrdquosimilarto
whathighperformingathletesandperformersdoastheyprepareforaperformance
eventThestudentsclosetheireyesandbringawarenesstorelaxingtheirbreathing
andthenmoveontoasimpleinternalawarenesscheckofhowtheywerepresently
doing-physicallywithfeelings(emotionally)andwiththeflowoftheirthoughts
(mentally)Onanimaginarymoviescreeneachwouldbeinvitedtoimagine
themselvespriortotheirperformanceevent(athleticcompetitionhighstakestest
etc)Theywouldseeonthescreentheirtypicalresponsesbodytighteningup
stomachknottingupbreathingtensingupnegativementalchatterlikeldquoIamabout
tofailrdquoetcIntheirimaginationtheythenwalkovertotheirimaginaryscreenand
seethemselvesplacingabigldquoXrdquoacrossthatfixedmindsetimageInstantlythat
imagewouldbereplacedbyoneofseeingthemselvesasrelaxedpreparedandeven
enthusedpriortotheperformanceeventWherepreviouslytherewasanxietythey
nowseethemselveswithfullconfidence
TimeNeededFrequency3-5minuteseach
ResourcesMaterialsMakingtheBestofMeAHandbookforStudentExcellenceandSelf-Esteem
EXPANDEDLEARNINGPROGRAMTheEverForwardClubworkswith
boysandyoungmentopromote
greaterselfawarenessand
awarenessofothers-bothcritical
componentstosocialemotional
learningandcharacterbuilding
Theireffortsincludeworkin
schoolsandtrainingsofeducators
andyouthworkersTheywerealso
featuredinadocumentaryentitled
TheMaskYouLiveIn
ContactEmaileverforwardclubgmailcom
ActivityPurposeThepurposeofthisactivityistopromoteself-awarenessasenseofbelongingandgreaterawarenessofothers(Thisactivityisapartofthe100kMasks
ChallengeThisglobalcampaignisawakeningpeopleallovertheworldtorealizethatthey
arenotaloneandtoseeandlearnhowmuchwehaveincommonbutweoftenmissbecause
wekeepitlockedawayinsideToparticipateinthiscampaignseebelow)
TargetAudienceAdolescentsgrades6-12
ActivityDescriptionYoutharegivenahandout(seewebsite)andaskedtofollow3stepsanonymouslyTheyarealsoaskedtokeeptheireyesontheirownpaper
1 Drawamaskontheleftside
2 Write3wordsonthefrontofthemaskthatrepresentqualitiestheyletpeoplesee
3 Write3wordsonthebackofthemaskthatrepresentthethingstheydonrsquotusuallylet
peoplesee
Adultleaderscollectthemasksandthenhaveafewvolunteersreadafewoftheresponses
anonymouslyYoutharetheninvitedtosharehowitfelthearingaboutthefrontandbackof
themasksoftheirpeersThiswouldbeagoodtimetodiscusstheircommonalitiesand
differencesDeeperprocessescanbecreateddependingonthelevelofsafetythathasbeen
generatedintheroom
NOTEIftheadultleaderfeelsthattheclassisnotpreparedtoshareoutmasksbasedonthe
levelofsafetythathasbeengeneratedthentheadultleadercancollectthemasksandshow
masksfromallovertheworldfromourwebsite
TimeNeeded10minutes-30minutes(dependingontimeavailableanddepthofconversation)
100kMasksChallengeThiscampaignhasbeenfacilitatedacrosstheworldandregardlessofthecountryagegenderorthesocio-economicbackgroundoftheparticipantsweare
clearthattherearepartsofourselvesthatwedonotsharewithothersandmanyofthose
thingsaretheblockagesbetweenbuildinghealthyrelationshipsandcommunities
Toparticipateadultleaderswhousethisprocessareaskedtosubmitalltheirmasksby
emailbyText(510-854-6794)orbyPostalMail(EverForward-100kMasks1714Franklin
St100-337OaklandCA94612-3409)
13
HowDoesThisImpactProgramsTheimpactonadultleadersaroundtheworldisthattheirstudentsgainanewsenseofconnectionandrealizationthatregardlessofwhatthey
aregoingthroughhellipTheyAreNotAlone
ResourcesMaterialsLearnmore
MaskGallery
TheMaskYouLiveInDocumentaryTrailer100kMasksLaunchVideo
TakingOffTheMaskWorkshop
14
EXPANDEDLEARNINGPROGRAMCampEDMOisaPre-K-8thgradeSTEAM(ScienceTechnologyEngineeringArtsandMath)andSEL(SocialEmotionalLearning)programthatimplementsthelatestresearch-informed
methodsofwhole-childdevelopmentThecorecharactertraitsweaimtobuildareCuriosity
CourageandKindnessInordertoachievethisgoalkidslearntodevelopfourmindsetsand
practicesixSELskillswhiletheyengineerbuildingscodeapplicationsorhikethrough
nature
ContactPersonEduardoCaballeroExecutiveDirectoredcampedmoorg
ActivityPurposeBuildempathyemotionvocabularyemotionmanagement
TargetAudienceWedothemingroupsof15-20kidsingradesPre-K-5thgrade
ActivityDescriptionKimochiDolls-WeuseKimochidollswithallour
agegroupsEachdollhasa
personalityarchetypethatkidscan
relatetoThedollscomewith
curriculumandadditionaltoolsto
helpkidsbuildvocabularyaround
theirfeelingsandempathyfor
others
FeelingPillowsTheKimochikits
comewithabagofplushlittle
pillowseachthathaveafaceandanemotionwordKidspulloutapillowfromthebagand
theotherkidstrytoguesswhatfeelingtheyareconveyingwiththeirfaceandbody
languageKidsexplainwhytheythinktheyarethatfeelingWhatarethecluesThefeeling
childthenrevealstheirfeelingYoucantaketheactivityfurtherbythenleadingadiscussion
aboutwhenisaninstanceinyourlifethatactuallymadeyoufeelthatwayThisactivitycan
bedoneevenwithoutthekitYoucanwriteabunchoffeelingwordsandputtheminany
container
TimeNeededFrequencyWedoKimochiactivitiesforabout20minuteseachdayatcampTheyaretypicallydonesittinginacircleWeusuallyusethemtostartourTeamTimehour
ofthedaywhenwefocusondoingactivitiesthatbuildSELskillsandteamwork
ResourcesMaterialsYoucanlearnmoreabouthowtouseandpurchasetheKimochidollsandtherelatedcurriculumhere
HowDidThisImpactYourProgramWenoticedkidswereabletoregulatetheiremotionsbetterresolveoravoiddisputesandplaynicerwitheachotherafterusingthedolls
15
EXPANDEDLEARNINGPROGRAMLAsBESTisanafterschoolenrichmentprogramserving25000elementarystudentsagesfivetotwelvein198schoolsinthemosteconomicallydistressedneighborhoodsthroughout
LosAngeles
ContactPersonZacharyWilsonDirectorofStaffDevelopmentzacharywlasbestlausdnet
ActivityPurposeTheuseofSanfordHarmonycardsenhancestheemotionallysafeenvironmentthatLAsBESTstrivestoprovideandsustainacrossallaspectsofour
programmingTheseresourcesallowforourstudentstosharetheirthoughtsandfeelingsin
asafehealthysettingthattheymaynotbecomfortablesharinganywhereelse
TargetAudienceYouthPre-Kthrough6thgrade
ActivityDescriptionSanfordHarmonyEverydayPracticesandQuickConnection
Cardsprovideengagingquestionsand
activitiestoexplorewithabuddyThe
studentsthengettoknoweachotherand
connectwhichpreparesthemtohandle
futurechallengesandconflictsand
opportunitiestocollaborateina
meaningfulandconstructivewaySanford
Harmonyalsoprovidesrecommendations
ofhowandwhytopairstudentstogetherTheMeetUpstrategyprovidesawayto
strengthenaprogramsdailyroutinebyincorporatingpracticesthatallowtheentiregroup
ofstudentstoexplorehowtheytreateachotherandhowtheycommunicatewithone
anotherTimeNeededFrequencyEachactivitycanvaryinlengthrangingfrom5to20+minutesdependingonifhowthefacilitatorstaffiscomfortableexpandingWedotheseactivities
everydayoronaregularconsistentbasis(eg2-3timesperweek)ndashagainvariesper
sitestaff
HowDidThisImpactYourProgramWehaveheardstoriesfromstudentsusingthisprogramthattheyenjoycarryingthequestionsconversationsandactivitiesintotheir
interactionswithfriendsandfamiliesathome
TheseresourceshavebeenmostvaluabletoLAsBESTbecausetheyhaveallowedusto
enhancehowweweaveSELintoeverythingwedondashratherthanlookatSELasastand-alone
activityorclubWiththisprogramstaffareabletointegratetheseresourceswithintheir
programsandinnovatewiththembeyondourinitialrecommendationsForexamplestaff
nowutilizethecardstosupporttransitiontimesndashwhengroupsofstudentsmovefromone
activityorspacetoanotherStaffhavealsofoundthecardsbeneficialduringhomework
timewhensomestudentsgetdonewiththeirassignmentsbeforeeveryoneelseisfinished
16
TargetAudienceAdultWorkersSanfordHarmonyCardshavealsosupportedourorganizationalgoalofprovidingprofessionaldevelopmentopportunitiesforstaffinwhich
theyareabletoexperiencefirst-handthepowerofself-reflectionandthebenefitsof
exploringtheSanfordHarmonyquestionsandactivitiesVariousinternal
teamsdepartmentsatLArsquosBESThaveincludedSanfordHarmonyCardswithin
teamdepartmentmeetingstoestablishthetone(akaice-breaker)
Wehaveintegratedthisprogramaspartofourbasicstafftrainingsspecifictoestablishing
positivelearningenvironmentsactivityplanning(egprogramdevelopment)and
homeworksupportndashinadditiontosomeofourleadershipfocusedtrainingsthatinvolve
establishingteamworkandasenseofbelongingSeniorleadershiphasuseditwiththeir
developmentteamasawaytogettoknoweachotherandhighlightasitepractice
TimeNeededFrequencyWetypicallydothisatleastonceamonthatourStaffDevelopmentTeammeetings
ResourcesMaterialsSanfordHarmonyEverydayPracticesandQuickConnectionCards-SanfordHarmonyisasocialemotionallearningprogramcultivatingstrongrelationships
betweenelementarystudentswithSELeducationSanfordHarmonyhasbeenAPPROVEDby
theCollaborativeforAcademicSocialampEmotionalLearning(CASEL)asaSELectprogram
forPre-Kthrough6thgradesClickheretoviewtheSanfordHarmonyEvaluationGuide
2018
17
EXPANDEDLEARNINGPROGRAMRioLindoAfterSchoolProgramwascreatedthroughpartnershipsbetweenschoolsandlocalcommunityresourcestoprovideliteracyacademicenrichmentandsafeconstructive
alternativesforstudentsingrades2ndndash5thgrade
ContactPersonBrandonSportelathelloyelloteamgmailcom
ActivityPurposeProvideeverystudentwithaconfidentiallineofcommunicationtoatleastonetrustedadultinourprogramResearchshowsthateverystudentmusthaveatleastone
adultintheirlivesthattheycantrusttoreachtheirpotentialforpositivegrowthand
achievementInadditionthepracticeofidentifyingandbeingawareoffeelingssupportsthe
studentsabilityforemotionalregulationreasoningandusingresourcestogettheirneeds
met
TargetAudienceStudentsingrades2ndndash5thgrade
TimeNeededFrequencyTheCheckInSystemisversatileandcanbeimplementedtomeettheuniqueneedsofeachsiteStudentsareabletocheckinwhenevertheywantandmany
sitesalsohavearegularlyscheduledcheckin2-5timesperweekWerecommendstudents
beencouragedtocheckinduringtheirregularschooldaybutnotfromhome
ActivityDescriptionUsingtheHelloYello(HY)CheckInAppwehave
successfullyprovidedeverystudent
withaconfidentiallineof
communicationtoatleastonetrusted
adultinourprogramsStudentsnow
haveavoiceintheirprogramming
safetyandachievementByallowing
studentstobeheardwehaveensured
thateachchildhasanadultmentor
thattheycancontactatanytimeto
expresstheirdailyexperiences
strugglesandaccomplishments
Mostofthecheckinsubmissionsneedonlyasilentgestureorafewwordsofencouragement
toclosetheloopSeveraltypicallyresultinabriefone-on-onetalktosortthroughadifficult
experienceandaveryfewrequireateamapproachOnechallengeislackofaccessto
technologyAlthoughtheHYCheckInsystemalsoprovidespencilpaperversionstheweb
applicationallowsforamoreimmediateresponse
HowDidThisImpactYourProgramJustbysimplyknowingwhatastudentisexperiencingintheirdailylifeprovidesauniquebondStudentswhoexperienceatrusting
relationshipwilllettheadultknowwhentheyneedadviceAllowingthestudenttodecide
leadstoempowermentandindependenceAmazinglyrelationshipsbuildintrustwithonlya
fewstrategicstaffactions
TheoveralldifferenceintheprogramssincetheimplementationoftheHYCheckInAppis
improvedschoolclimateandstudentconnectednesstotheprogramInadditionstudents
havelearnedhowtobeawareoftheirfeelingsandneedsandhowtogetthoseneedsmet
Evidentiarydataisbeingprovidedtohelpstudentswithcounselingneedsresultingin
additionalresourcesfortheprogramDataisalsobeingprovidedtomakechangesbased
uponstudentinterestsandqualitiessuchasmindfulnessartsscienceandsportsactivities
18
Thestudentsdemonstrateincreasedpersonalempowermentandhigherlevelsoftrustin
theirrelationshipswithprogramstaffTheyexpressfeelingsafeconfidentandcaredfor
Theyaremotivatedtocheck-inbecauseitsconfidentialTheprogramisbetteratmeeting
thesocial-emotionalneedsofstudentsStudentsareopeningupabouttheirfeelings
thoughtsandexperiencesInadditiontoincreasinglevelsoftrustthishasresultedin
potentialconflictsbetweenstudentsbeinghandledproactivelyegbullyingperceived
slightsandgroupdrama
TargetAudienceAdultStaffToprepareadultstafftosuccessfullyusetheHelloYelloappstaffparticipateinthreetrainingsThefirsttrainingteachesstaffthefunctionandlogisticsof
usingthewebappandoptionalpaperformsItalsopreparestheminhowtoprovidean
introductorylessonforstudentsThesecondtrainingisfocusedonhowandwhento
respondtosubmissionsusingactualstudentsubmissionsfromtheschoolsiteas
examplesArangeofpossibleresponsesarereviewedanddiscussedfromquickgestural
promptstoemergencysituationswhenotherteammembersneedtobeinvolvedThefocus
isonhowclosingthelooprdquowithaninterpersonalresponsecreatespositivetrusting
relationshipsandhowtheadultresponsemotivatesstudentstocontinuecheckinginThethirdtrainingprovidesamodelforstaffonformingadatateamtoanalyzeresponsesand
createactionplansaswellasteachinghowtoelicitspecificdatafromstudentsbyusing
customizedwritingpromptsforstudents
TimeNeededFrequencyImplementingtheCheckInSystemrequiresthreeone-hourtrainingmodulesWeusuallysuggestthatthetrainingsbespreadoutover3monthsto
allowteamstogrowwitheachsuccessivestep
HowDidThisImpactYourProgramThestaffisabletomaximizeteachingopportunitieswhenstudentsletthemknowthesocialandemotionalissuestheyarefacingbefore
problemsdeveloptothepointofforcingadisciplinaryresponseTheyarealsoableto
demonstrateincreasingconfidenceinsupportingstudentsandareexcitedtoseethemselves
growingintheirroleasadultmentorsTheyhaveexpressedthattheyfeelmoreconnectedto
theirstudentsandhavemoreunderstandingandempathytowardthewholechildand
abletoserveaspositiveadultrolemodels
ChallengesEnsuringthatstaffhavetimetofollowthroughandmeeteachstudentssocial-emotionalandacademicneedsisafrequentlyexpressedconcernfortheCheckInsystem
Theappisdesignedtomakeiteasyforstafftocompletetheentirecommunicationloop
withouttakingtimeawayfromperformingregularduties
AdviceforstaffHaveanopenmindaboutrespondingtostudentneedsApersonmayhavetoletgoofstereotypesandbeliefsaboutchildbehaviorassociatedwiththeirown
experienceswithintheirfamiliescommunitiesandschoolstoacceptstudentdifferences
AlsobereadytogetfeedbackfromthestudentsInsomecasesthefeedbackispositiveand
encouragingbutitcanalsoexposeareasofimprovementforyourprogramHavinganopen
mindisessentialfortakingyourprogramtoahigherlevelofexcellence
ResourcesMaterialsYoucanlearnmoreabouttheRioLindoAfterSchoolprogramhereYoucanlearnmoreabouttheHelloYelloapphereYoucanviewalistofvideoshere
Teachinghowtopromptformorespecificinfobull Checkinprompts
bull TenwaystousetheCheck-Insystem
19
EXPANDEDLEARNINGPROGRAMAfter-SchoolAll-Starsisanationalafter-schoolworkforcedevelopmentprograminsupportingTitle1middleschoolyouthWestrivetohelpyouthcontinuetodevelopgrowthmindsetsafterschoolwhetherintheirinterpersonalsocialrelationshipsandorintheircareerexplorationWeaskthemhowtheycansupporteachotherandcontributetothecommunitiestheyareapartofWehelpguidethemtowardsapotentialpathofactiontotakeinbringingthemclosertoreachingtheirgoalsanddreamsContactPersonNamrataGuptaEDASASBayAreanamrataguptaafterschoolallstarsorgActivityPurposeThispracticepromotesself-awarenesssocialawarenessandteambuildingIntermsofcharacterbuildingitteachesmemberstobeindependentproactiveandproblem-solversaswellascollaborativeTheyadoptgrowthmindsetsanditincreasestheirsenseofself-efficacyTargetAudienceMiddleSchoolYouthActivityDescriptionYouthAdvisoryBoard-WehaveaYouthAdvisoryBoard(Yabbies)ateachofourschoolsitesthatiscomprisedofyouthleaderswhoworktogethertoenhancetheexperienceofourafterschoolprogramsEightstudentssitontheboard(four8thtwo7thandtwo6thgraders)TheyhelpoursitecoordinatorplaneventsandadvocatefortheirpeersWerecommendthataselectioncriteriaandapplicationbedevelopedsothatstudentsareclearoftheexpectationsofsittingontheboardAndthatstudentsfromdifferentsub-communitiesinyourprogramarescoutedtoapplyinanefforttoinsurethatallstudentsfeelrepresentedWealsorecommendlookingattheexistingstudentleadershipstructuresattheschool-sitetoensurethatdifferentstudentsarechosentolead-notonboththeStudentCouncilandYouthAdvisoryBoardTimeNeededFrequencyTheYouthAdvisoryBoardmeetsweeklyonWednesdaysfor45minutesSitecoordinatorshelptrainandsupportourYouthAdvisoryBoardmembersHowHasThisImpactedYourProgramOurYabbieshavehelpedbuildcultureandawarenessofourprogrambyinvitingstudentinputintoourprogrammingmodelandprovidingleadershipopportunitiestokeepourprogramrelevanttotheneedsanddesiresofourstudentcommunityResourcesMaterialsFromTemescalAssociatesndash
bull CreatingandSustainingaThrivingYouthAdvisoryCouncilbull YOUTHPOWERStartingaYouthAdvisoryCouncilbull AdvocatesforYouthTipsforCreatingEffectiveYouthAdvisoryCouncilsbull SanDiegoDistrictAttorneyndashCommunityProgramsAYouthAdvisoryBoard
Handbook
20
EXPANDEDLEARNINGPROGRAMWINGSForKidsoperatesdirectserviceprogramsinelementaryschoolsandserves1100amazingkidseverydaythroughourafterschoolprogramWeseektoempowerotherswith
socialemotionallearningbestpracticesthroughprofessionaldevelopmentworkshopsand
partnershipopportunitiesOurevidence-basedapproachfostersthemindsetskillsand
confidencechildrenneedtobehavewellmakegooddecisionsandbuildhealthy
relationships
ContactEmailhellowingsforkidsorgActivityPurposeIntegrationofSELthroughoutprogram
TargetAudienceK-5
ActivityDescriptionOurstafffirstexplicitlyteachthenmodeland
reinforceasocial-emotionalskilleachweekThisintentionalnamingofthe
socialemotionalskilloftheweekiskey
Nextkidslearnthenpracticeand
discussthenewskillsthroughprogram
activitiesAsanexampleletrsquosuseoneof
ourobjectivesintheself-management
competencymdashhelpingkidsfocustheir
attentioninwardinordertolimit
outwarddistraction
ThedaybeginswithCommunityUnitythecomingtogetherofallstaffandkidsingradesK-5forannouncementsandasocial-emotionalskill-buildinglessonThispartofthedayoffersan
opportunitytotalkinafocusedandactivewayabouttheweekrsquosobjectiveandengageina
brieffunactivitythatrelatestoitForexampleWINGSLeadersmayleadanexerciseon
activebreathingandtheprogramdirectorstartsafocusedlarge-groupdiscussionandasks
staffandkidstoshareexamplesofwhentheyhavegottendistracted
ChoiceTimeisanenrichmentactivitythatstudentsselecteachsemesterandwheresocial-emotionallessonsarewoveninDuringakickballgameforexampleaWINGSLeadermight
talkabouthowtoconcentrateonignoringtheshoutsfromthesidelinestobetterfocuson
thegameThisalsogiveskidsthechancetocontinuepracticingotherskillstheyrsquove
previouslylearnedsuchassharingsupportivecommentsafterabadkickandkeepinga
positiveattitudeeveniftheirteamislosingInthiswayChoiceTimeencourageskidsto
applybothnewandrecentlydevelopedsocialemotionalskills
TimeNeededFrequency3hoursperdayMonday-Fridaythroughouttheentireschoolyear
HowHasThisImpactedYourProgramWINGShasinstitutedathoroughevaluationoftheirprogramClickhereforaninterimreportoftheirRCTevaluation
ResourcesMaterialsForresourcesandfreematerialsclickhereHereisthelinkforourldquoADayintheLiferdquovideo
21
EXPANDEDLEARNINGPROGRAMThePOWERprogramatPioneerschoolisaprogramdesignedtoencouragetheindividualgrowthofeverychildthroughavarietyofdiverselearningstylesOurgoalisthe
developmentoftheWHOLEchildonewhohaslearnedtheskillsnecessarytosucceedina
varietyofacademicandphysicalactivitiesandonewhoappreciatesthevaluethateducation
andwellnessbringstotheirqualityoflife
ContactPersonErikaChavezEChavezduesdorg
Activity1PurposeSelf-awarenessself-regulationandsocialawareness
Activity1TargetAudience2nd-8thgrade
Activity1DescriptionIhavebeenpracticingmindfulnesswithmystudentsfor3yearsnowMindfulnessisamentalstateachievedbyfocusingonersquosownawarenessonthepresent
momentwhilecalmlyacknowledgingandacceptingonersquosfeelingsthoughtsandbodily
sensations
Ineededavisualwayformystudentstounderstandwhat
mindfulnesswasandthepurposeithadItallbeganwithan
activityfromMindfulnessinAfterschoolA16-SessionCurriculumthatinvolvedaprettyFijiwaterbottlefullwithwaterandglitterIshowedthemthestillwaterbottlewiththe
glitterrestingatthebottomofitIaskedthemiftheywereable
toseethroughthewaterbottleandofcoursetheirresponse
wasldquoyesrdquosincethewaterwasclearandcalm
AfterIshooktheentirewaterbottleIthenaskedthemagain
ldquocanyouseethroughthewaterbottlenowrdquoTheyall
respondedldquonordquowithsuchwonderintheireyesIthen
explainedtothemhowthatwaterbottlewasourbrainandthe
glitterrepresentedourthoughtsWhenIintroduced
mindfulnesstothemIexplainedhowitwasapowerfultoolto
helpuscalmthatglitterdowninourbrainssothatwecouldbe
abletoclearourwatersinordertomakewisedecisionsTheythenunderstoodhowitall
workedandtheywereallmotivatedtocalmtheirglitter[SeeJustBreathevideo]
Activity1TimeNeededFrequencyIwouldrecommendatleastaminimumof25-30minutesIliketoengagethestudentswhile
introducingthisnewconcepttothemandalsoansweranyquestionstheymighthave
Activity1HowDidThisImpactYourProgramBestpartisseeingthemtelloneanotherldquocalmyourglitteryouneedtorelaxandmake
betterchoicesrdquoIrsquoveseenthemgrabthewaterbottleandtakeittothatstudentsotheycanbe
remindedofwhatrsquosgoingonItrsquosseriouslyamazing
Activity1ResourcesMaterialsNewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
22
Activity2PurposeThepurposeofthismindfulnessactivityistocenterthekidsbacktoastateofawarenessitallowsthemtounwindandrelaxdownThisthenresultsinabetter
focuswhenreturningbacktoourlearningactivitiesandanimprovedbehavior
Activity2TargetAudience2nd-8thgrade
Activity2DescriptionIhavethemalllaydownonthefloor
withtheireyesclosedandfocus
ontheirbreathingAtfirstthere
wasoneortwostudentswho
couldnrsquotstaycalmbutwhatrsquos
newrightHoweverthosefew
studentswhocouldnrsquotseemto
settledownbegantoslowlysink
intotheactivity
Activity2TimeNeededFrequency15minutes
Activity2HowDidThisImpactYourProgramMindfulnesshasallowedusasagrouptocometogetherandformabondofunderstandingkindnessandsupportNowtheyevencometomeaskingifwecan
pleasemeditateEspeciallywhentheyrsquorehyperthatrsquoswhenIrealizetheyaskforitthemost
IrsquoveseensomestudentsmatureothersstrivingtobebetterandIrsquoveheardothersopenup
withveryintimatethingsthatwereweighingthemdown
Activity2ResourcesMaterialsChildrenguidedmeditationsandalsoMindfulGamesactivitycards(canbefoundonAmazon)
NewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
GreaterGoodScienceCenter
IwouldrecommendawaterbottlewithglitterandalsoaldquoMindfulnessBellrdquowhichhelps
incorporateabetterawarenesstotheirbreathing
23
EXPANDEDLEARNINGPROGRAMOaklandLeafprovidesintentionalprogrammingtosupportyouthrsquosphysicalsocialandemotionalwell-beingacademicsuccessandabilitytobeactiveandeffectiveleadersintheir
community
ContactPersonJohannaMasisProgramDirectorOaklandLeafFoundation
ActivityPurposeCyphersareusedasaspacetodointentionalcommunitybuildingintheformofhavingadiscussiononanytopicTheCypherismeanttoserveasanemotionally
safeplaceforeachparticipanttosaytheirpiecewithoutinterruptionorjudgment
TargetAudienceK-12grades
ActivityDescriptionParticipantsaregatheredina
circlefortheCypherTobreak
theicetheycanshareavalue
theywishbringtothefirstfew
CyphersPeopledonothaveto
speakbutareexpectedtohold
thetalkingpiecefor5-10
secondsbeforepassingthe
talkingpieceIfyouthare
reluctanttosharebecauseofthesocialdynamicsthenpassingshouldbeadjustedtomean
thatwewillcomebacktothemasopposedtonothearingfromthematallIfthereare
peopleabsentonthedayofaCypherthenaplaceisstillheldfortheminthecircle
MakesurethatifchairsareusedtheneveryonemusthaveachairIfyouaresittingonthe
floortheneveryonesitsonthefloorEveryoneshouldbeabletoseeeachotherSittinginthe
circlediminisheshierarchyandoverallpowerdynamicsIncludeacenterpiecewhereyouth
mayfocustheirattentionatalkingpiecethatcanbebroughtbythefacilitatorormadeby
thegroupandsomethingfromnature(aplantglassbowlofwater)toremindusthatwe
areconnectedtotheearthIhaveseenyouthbringatoyorapictureoftheirfamiliestothe
circleasanofferingtothegroupduringtheCypher
TimeNeededFrequencyCyphersareencouragedtohappenatleastonceaweekandmanyofourprogramscalendartheminsothatyouthknowwhentheywilloccur
HowDidThisImpactYourProgramThebenefitsofthispracticeincludeincreasedfamiliaritywithpeoplesstoriesempathybuildingideasharingharmrepairhealingforthe
individualwhoishurtingandcompassionbuildingWehaveseenthecultureofprograms
completelyshifttobemoreinclusivecommunicativeandforgivingasaresultof
implementingthesepracticesYoutheventuallycometonametheneedandwillrequesta
CypherorleadCyphersontheirownOurafterschoolstaffhavebeenaskedtoleadCyphers
duringtheregularschooldaybecausetheyhaveseenhowithasimpactedouryouthinsuch
positiveways
ResourcesMaterialsCommunitiesUnitedforRestorativeYouthJustice
SEEDSCultivatingcommunitytransformingconflict
RestorativeJusticeforOaklandYouth
LearninginAfterschoolampSummer(LIAS)Blog
RestorativeJusticeatOaklandrsquosFremontHighSchool(video)
24
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECoachingCorpsisanintermediaryorganizationthatbelievesthateveryyoungpersonlivinginunderservedcommunitiesdeservesatrainedcaringcoachWearebuildingamovement
ofcoachesacrossthecountrybypartneringwithafterschoolprogramsandrecruiting
volunteersAllourcoachesreceiveevidence-basedtraininginyouthdevelopmentcoaching
skillsandsocialemotionallearningaswellasongoingsupportthroughmentoring
ContactPersonSuzanneSillettDirectorofEducationandQualitysuzannescoachingcorpsorg
ActivityPurposeOurCoachingforCharactertrainingandsupportprogramspecificallyfocusesonfourcharacterattributes-persistenceoptimismself-regulationandempathy
TargetAudienceAdultStaff
ActivityDescriptionCoachingforCharacterbeginswithacoachparticipating
inour25hourtrainingInthistraining
coachesfirstlearnthefourPOSE
(persistenceoptimismself-regulationand
empathy)characterattributesandhowto
identifytheattributesintheirathletesNext
coachesareintroducedtothecharacter
buildingframeworkandparticipateina
coachingdemonstrationtofullyexperience
itinactionFinallycoachesapplythe
frameworkbyplanningtheirownpractice
sotheycanimmediatelygobacktotheir
teamandimplementthisnewknowledge
Weprovideoursupportvirtuallyinorderforcoachestobeabletoaccessitatanytimethat
isconvenientforthemWehaveanetworkofcoacheswhohaveattendedthetrainingwho
thenjoinourCoachingforCharacterFacebookgroupInthegroupcoachesgetsupportfrom
ourCoachDevelopmentStaffandalsocanconnectwithfellowcoachesWearecurrentlyin
theprocessofbuildingourownCoachPortalwherecoacheswillaccessmentoringsupport
discussiongroupsandresources
TimeNeededFrequency25hourtraining
HowDidThisImpactYourProgramldquoEvenafterjustonepracticetherehavebeenanumberofparentsofferinghighlycomplimentaryfeedbackfortheuseofskillsthatwe
receivedintheCoachingforCharactertrainingItwasalsoquiteenjoyabletoseetheplayers
respondingtotheuseoftheseskillsinsuchapositivefashionIamthankfultohavehadthe
opportunitytoexperiencetheCoachingforCharactertrainingandhavebeenutilizingitfor
morethanjustbasketballorsportsandincludedthoseskillsinourhomefamilylifeandin
otheraspectsofmylifeaswellrdquo-CoachampParentZactrainingparticipantChicoArea
RecreationDepartment
25
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECalSAChelpsbuildanout-of-schooltimeworkforce(suchasbeforeschoolafterschoolandsummerlearning)thatisfilledwithstrongmentorsandhighlyskilledpractitionerswhoreflectthecommunitiestheyserveThroughcollaborationandinnovationournetworkcreatesrippleeffectsofopportunityequityandtransformationthroughoutCaliforniabothforprofessionalsandtheyoungpeopletheyserveContactPersonSelenaLevyProgramManagerslevycalsacorgActivityPurposeThispracticecontributestostaffandyouthsinterpersonalskillsItcreatesanopportunityforeveryonetolearnmoreaboutoneanotherandcreatecommunityTargetAudienceThispracticecanbeappliedtobothyouthandadultsActivityDescriptionRegularCheckInsisanintentionalspacecreatedforstaffandyouthtosharehowtheyareshowingupinthatspaceParticipantstypicallysitorstandinacircleduringthecheckinWetypicallyaskforavolunteertostartandthenchooseadirectionforustogointhatorder(rightorleft)TheinformationsharedallowseveryoneintheroomtounderstandwhatmaybegoingonforthemandhonorthateachindividualmaybecomingintothespacewithvaryinglifeexperiencesThisallowseveryonetoseeeachothermorewhollyandcreatesafetyforpeopletobeauthenticinthespaceWerecommendcreatinganopportunityforeveryonetoleadthecheck-in(FromTemescalAssociatesItisrecommendedthateachspeakerholdsatalkingpiecesuchasafeatheroritemchosenbythegroupThetalkingpieceisheldbythepersonspeakingandthenpassedaroundthecircleThosenotholdingthetalkingpieceareengagedinactivelistening)TimeNeededFrequencyThepracticeofregularcheck-inscanbebeforethestartofprogramorameetingandlast10-15minutesHowDidThisImpactYourProgramWersquoveseenyouthprovidersbetterabletorespondtoyouthrsquosneedsorbehaviorsbasedonunderstandinghowtheyareshowingupinprogramsSimilarlywersquoveseensupervisorsbetterabletosupporttheirstaffwhentheyaremorefullyawareofwhatastaffpersonisbringingintotheprogramItalsohelpscreateasafeandsupportiveenvironmentwhenspaceiscreatedforfolkstoshareaboutwhatishappeningintheirlifeandhowitrsquosimpactinghowtheyareshowingupintheirworkandorprogramResourcesMaterialsLearninginAfterschoolampSummer(LIAS)Blog-ThePowerofSharingCirclesLearninginAfterschoolampSummer(LIAS)Blog-SharingCirclesCyphersTeachingRestorativePracticeswithClassroomCircles-ThisisacomprehensivecurriculumguidethatoffersanoverviewpromptslessonplansandotherresourcesWhatisMorningMeetingMorningMeetingBookSamplePromptingQuestionsTopicsforCirclesTribesLearningCommunity-Thiswebsiteoffersanumberofusefulbooksandotherresources
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
7
Figure3(CreditPartnershipforChildrenandYouth)
THEIMPORTANCEOFADULTSTAFFANDTHEIROWNSKILLSDrDaleBlythUniversityofMinnesotaemphasizesthatsocialemotionalskillsare
ldquotaughtrdquothroughdirectinstructionandldquocaughtrdquothroughadultmodelingandthe
programvaluesandcultureWeknowthatthesuccessofanyprogramtopromote
socialemotionalandcharacterskillsispartiallydependentonthesocialemotional
andcharacterskillsoftheadultleaders
BelowisareflectionfromStuSemigranFounderofEduCareFoundationonthe
importanceofadultstaffandtheirsocialemotionalskills
WecanonlytrulyteachorimpactourstudentsinthevalueandcompetenciesofSELtothedegreethatSELisbecomingpartofourownrepertoirehellipourownwayofbeingAswecommittoourpersonalSELself-developmentthisnaturallyinfluencesourinstructionalpracticesprogramsanddecisionsSELbecomesmorethanacollectionoflessonplansactivitiesorprogramsItbecomesawayofteachinghellipawayofbeinghellipawayoflivingThenweasrolemodelscandeeplyassistourstudentsastheyevolveintheirownmastershipofSELThishasimplicationsforhowwehireandprovideprofessionaldevelopment
ldquoWhoeverourstudentsmaybewhateversubjectweteachultimatelyweteachwhowearerdquo-AuthorEducatorandActivistParkerPalmer
ThereareavarietyofvaluableSELskillsthatcanbeaddressedthroughstaffprofessionaldevelopmentEduCareFoundationteachesldquoEightSkillsforHeartsetregEducationrdquoSomeoftheseincludetoolsforself-awarenessmindfulnessself-forgivenessandempatheticlisteningWhentheseandotherSELskillsarepersonalizedandbecomeourbaselinethenwearemoreequippedtocreateanSELstyledclimatewithSELcurriculumandactivitiesthatcanreallyldquostickwithrdquoandimpactourstudentsPerhapsthefirststepinthisongoingprocessoftheadultleadersasstudentsofSEListakingcareofourselvesAswedevelopadeeperpositiveregard(honoringandcaring)forourselvesthenwecanhaveamindsetandaheartsetthatreallyseesthebestinourstudentsandtheiraspirationsThispersonalfoundationofSELleadstobecomingamoreeffectiveSELsparkandinfluencerforourkids
8
ldquoWithSEL-focusedtrainingthathelpsprovidersbetterunderstandanddeveloptheirownSELskillstheycanintentionallymodelSELforkidsfindteachablemomentsineverydayactivitiesandsimplybethesupportiveandcaringadultthatallkidsneedrdquo-NationalAfterSchoolAssociation
CHALLENGESANDBARRIERSInKernelsofPracticeforSELLow-CostLow-BurdenStrategiestheauthorsstateldquoAnumberofbarriersundermineeffortstobringSELprogrammingtoscaleandthese
barriersarelikelyexacerbatedinlow-incomeandlow-resourcecontextsrdquoBelowwe
listsomeofthechallengesandbarriersfacedbyexpandedlearningprogramsthat
seektopromoteSELmanyofwhicharecitedinthispaper
bull ExpandingExpectationsAswelearnmoreabouttheneedsandchallengesfacedbyyoungpeopleandtheskillsneededtosucceedourexpectationsof
expandedlearningprogramscontinuetogrowDuetothisandtheincreased
accesstoinformationviatheinternetprogramleadersarebecoming
increasinglyoverwhelmed
bull ImplementationChallengesDuetopoorfidelityandaninabilitytoimplementprograminitiativesasdesignedprogramsarebecoming
inconsistent
bull LimitedLocalBuy-inDuetolackofautonomyandcommunicationwithparentsandotherstakeholdersthereislimitedlocalbuy-in
bull LackofFinancialPersonnelandStructuralResources(eghighcostofmaterialsextensivetimerequiredforadulttrainingPD)Accordingto
BrandonSportelTheRioLindoAfterSchoolProgramldquoAchallengeislackof
fundingtopayfortrainingsManyafterschoolprogramsarenotbudgetedfor
additionaltraininghoursThisisunfortunatebecauseopportunitiestomeet
andanalyzedatacreateactionplansandprovidenewsystemsofprompting
greatlyimpactsstudentbenefitrdquo
bull PoorIntegrationintoProgramPracticeOftenSELandcharacterbuildingareseenasldquoextra-curricularrdquoorasanadd-ontoexistingprogramsEricGurna
atLArsquosBESTstatesldquoWebelieveyouhavetoweaveSELintoeverythingwedo
ndashratherthanlookatSELasastand-aloneactivityorclubWehave
incorporatedSELactivitieswithinmanytrainingsandmeetingsweprovide
asameanstoalsoexploretheconnectionsweshareamongstaffand
colleaguesrdquo
bull LowSustainabilityOftenSELandcharacterbuildinginitiativesinexpandedlearningprogramsarenotcontinuedorusedconsistentlyovertime
Sustainabilityrequiresaseriouscommitmentofproviderorganizationsand
programleadersSeebelow
9
THEIMPORTANCEOFCOMMITMENTANDIN-DEPTHPLANNINGToaddressmanyofthechallengesandbarrierscitedaboveitisimportantforthe
providerorganizationtocommittotheworkoffocusingtheirprogramsonsocial
emotionallearningandcharacterbuildingTheapproachtoinfuseSELandcharacter
buildingintoallfacetsoftheorganizationrequiresmorethanaone-shottrainingor
staffdiscussionRatherthisrequiresalongerprocessthatincludes
bull BuildingAwarenessandUnderstandingndashTodothisitisimportantthatprogramleadersselectaframework(seeabove)anditslanguagebefore
effortstobuildawarenessProgramleadersmaywishtoreviewStudentSuccessComesFullCircleItdetailssixsocialemotionalandcharacterskillsthatexpandedlearningprogramscanhelpdevelopinyoungpeople
bull NamingSkillsandExploringtheMeaningofTheseSkillsndashCanyouspecificallynamethesocial-emotionalandcharacterskillsthatareimportant
totheprogrammdashskillsthattheprogramiscommittedtoHowimportantare
thesethingsandtowhomaretheyimportantCanleadersandstaffwrite
downthreethingsayoungpersonwouldsayordoiftheywerepracticing
theseskillsAretheseskillsbestldquotaughtrdquoorldquocaughtrdquoThesearejustsomeof
thequestionsaprogramshouldexplorewhendiscussingSELandcharacter
skills
bull BuildingonWhatYouDondashCanleadersandstaffnameprogramactivitiesandpracticesthatalreadysupportspecificsocial-emotionalandcharacter
skillsYoucanmakeuseofthisonlineself-reflectionsurveyforyourstaff
bull AligningwithQualityStandardsndashSeveralorganizationsandstatenetworkshavedevelopedqualitystandardsforexpandedlearningprogramsIn
CaliforniaimplementingthequalitystandardsbringsaboutSELCharacter
skillsAskhowdoourqualitystandardsalignwiththesocial-emotionaland
characterskillsForinstancehowdoeffortstocreateasafeandsupportive
environmentsupportsocial-emotionalandcharacterskills
bull CollectingandUsingDatandashManyprogramscollectdatatoprovidefeedbackregardingprogramqualityFeedbackcanbeintheformofobservations
reflectionsandorself-assessmentscompletedbyprogramstaffDatacan
alsobecollectedfromyouthparticipantstheirfamiliesandorother
stakeholdersandpartnersWhatdoesyourdataonprogramqualitytellyou
aboutthestateofsocial-emotionalandcharacterskillsinyourprograms
bull ProgramImprovementndashAsexpectedimprovingaprogramrequiresplanningandidentifyingandimplementingnewstrategiesForexample
organizationscanintroductionofnewprogramactivitiesreviseamission
statementaddadditionalstaffdevelopmentamendhiringpracticesandso
forthInstituteintentionalchangesanddetermineiftheymakeadifference
10
LeaderswhoaredesigningprogramstopromoteSELandcharacterbuildingwould
beadvisedtoreviewtheworkofresearchersJosephDurlakandRogerWeissberg
Theyidentifiedfourcharacteristicsofeffectiveafterschoolprogramsthatpromote
socialandemotionallearningThefourcharacteristics(SAFE)are
bull Sequenced-anintentionalstep-by-stepandsequentialapproachbull Active-emphasizesactiveformsoflearningsothatyouthcanpracticenew
skills
bull Focused-anintentionalfocusspecifictimeandattentiononskillbuildingactivities
bull Explicit-clearlydefinedSELgoals
ldquoWersquovealignedourprogramtotheSAFEframeworktoensureweareinfusingintentionalitythroughoutouractivitiesandourcurriculumrdquondashJuliaRuggWINGSFORKIDS
Youcanviewtheirfullreporthere
RESOURCESInadditiontotheresourcesrecommendedbythosewhosubmittedactivitiesand
practiceswehavegatheredmanyresources(egblogsreportsvideos)whichcan
befoundhere
11
SELACTIVITIESPRACTICESANDRESOURCES
EXPANDEDLEARNINGPROGRAMEduCareFoundationimplementscomprehensivedailyExtendedLearningProgramsonthecampusesof18highschoolsand1middleschoolservingover30000studentsinthe
greaterLosAngelesareaeachyearInadditionEduCareimplements3-dayACEStudent
SuccessProgramat35schoolsthroughoutLosAngelesreachingover5000youtheachyear
ContactPersonStuSemigranstueducarefoundationcomActivityPurposeUsingcreativevisualizationsandpositivestatements(affirmations)tocreatea
growthmindsetandsupportself-awarenessand
self-regulation
TargetAudienceYouthgrades6-12aswellasourstaffclassroomteachersandparentgroups
ActivityDescriptionGuidedVisualizationsaroundaparticularthemethereareavarietyof
mindfulnessandcenteringpracticesweenjoy
usingandhavefoundvaluable
Examplesthemesinclude
bull Gratefulness-studentsclosetheireyesandreviewonanimaginarymoviescreen
imagesofwhoandwhattheyaregratefulfororappreciate-friendsfamilymembers
theirhealthpeoplewhosupportorinspirethemopportunitiestheyhaveatschool
orelsewhereetc
bull PerformanceSuccess-usingthetechniqueofldquoMentalDressRehearsalrdquosimilarto
whathighperformingathletesandperformersdoastheyprepareforaperformance
eventThestudentsclosetheireyesandbringawarenesstorelaxingtheirbreathing
andthenmoveontoasimpleinternalawarenesscheckofhowtheywerepresently
doing-physicallywithfeelings(emotionally)andwiththeflowoftheirthoughts
(mentally)Onanimaginarymoviescreeneachwouldbeinvitedtoimagine
themselvespriortotheirperformanceevent(athleticcompetitionhighstakestest
etc)Theywouldseeonthescreentheirtypicalresponsesbodytighteningup
stomachknottingupbreathingtensingupnegativementalchatterlikeldquoIamabout
tofailrdquoetcIntheirimaginationtheythenwalkovertotheirimaginaryscreenand
seethemselvesplacingabigldquoXrdquoacrossthatfixedmindsetimageInstantlythat
imagewouldbereplacedbyoneofseeingthemselvesasrelaxedpreparedandeven
enthusedpriortotheperformanceeventWherepreviouslytherewasanxietythey
nowseethemselveswithfullconfidence
TimeNeededFrequency3-5minuteseach
ResourcesMaterialsMakingtheBestofMeAHandbookforStudentExcellenceandSelf-Esteem
EXPANDEDLEARNINGPROGRAMTheEverForwardClubworkswith
boysandyoungmentopromote
greaterselfawarenessand
awarenessofothers-bothcritical
componentstosocialemotional
learningandcharacterbuilding
Theireffortsincludeworkin
schoolsandtrainingsofeducators
andyouthworkersTheywerealso
featuredinadocumentaryentitled
TheMaskYouLiveIn
ContactEmaileverforwardclubgmailcom
ActivityPurposeThepurposeofthisactivityistopromoteself-awarenessasenseofbelongingandgreaterawarenessofothers(Thisactivityisapartofthe100kMasks
ChallengeThisglobalcampaignisawakeningpeopleallovertheworldtorealizethatthey
arenotaloneandtoseeandlearnhowmuchwehaveincommonbutweoftenmissbecause
wekeepitlockedawayinsideToparticipateinthiscampaignseebelow)
TargetAudienceAdolescentsgrades6-12
ActivityDescriptionYoutharegivenahandout(seewebsite)andaskedtofollow3stepsanonymouslyTheyarealsoaskedtokeeptheireyesontheirownpaper
1 Drawamaskontheleftside
2 Write3wordsonthefrontofthemaskthatrepresentqualitiestheyletpeoplesee
3 Write3wordsonthebackofthemaskthatrepresentthethingstheydonrsquotusuallylet
peoplesee
Adultleaderscollectthemasksandthenhaveafewvolunteersreadafewoftheresponses
anonymouslyYoutharetheninvitedtosharehowitfelthearingaboutthefrontandbackof
themasksoftheirpeersThiswouldbeagoodtimetodiscusstheircommonalitiesand
differencesDeeperprocessescanbecreateddependingonthelevelofsafetythathasbeen
generatedintheroom
NOTEIftheadultleaderfeelsthattheclassisnotpreparedtoshareoutmasksbasedonthe
levelofsafetythathasbeengeneratedthentheadultleadercancollectthemasksandshow
masksfromallovertheworldfromourwebsite
TimeNeeded10minutes-30minutes(dependingontimeavailableanddepthofconversation)
100kMasksChallengeThiscampaignhasbeenfacilitatedacrosstheworldandregardlessofthecountryagegenderorthesocio-economicbackgroundoftheparticipantsweare
clearthattherearepartsofourselvesthatwedonotsharewithothersandmanyofthose
thingsaretheblockagesbetweenbuildinghealthyrelationshipsandcommunities
Toparticipateadultleaderswhousethisprocessareaskedtosubmitalltheirmasksby
emailbyText(510-854-6794)orbyPostalMail(EverForward-100kMasks1714Franklin
St100-337OaklandCA94612-3409)
13
HowDoesThisImpactProgramsTheimpactonadultleadersaroundtheworldisthattheirstudentsgainanewsenseofconnectionandrealizationthatregardlessofwhatthey
aregoingthroughhellipTheyAreNotAlone
ResourcesMaterialsLearnmore
MaskGallery
TheMaskYouLiveInDocumentaryTrailer100kMasksLaunchVideo
TakingOffTheMaskWorkshop
14
EXPANDEDLEARNINGPROGRAMCampEDMOisaPre-K-8thgradeSTEAM(ScienceTechnologyEngineeringArtsandMath)andSEL(SocialEmotionalLearning)programthatimplementsthelatestresearch-informed
methodsofwhole-childdevelopmentThecorecharactertraitsweaimtobuildareCuriosity
CourageandKindnessInordertoachievethisgoalkidslearntodevelopfourmindsetsand
practicesixSELskillswhiletheyengineerbuildingscodeapplicationsorhikethrough
nature
ContactPersonEduardoCaballeroExecutiveDirectoredcampedmoorg
ActivityPurposeBuildempathyemotionvocabularyemotionmanagement
TargetAudienceWedothemingroupsof15-20kidsingradesPre-K-5thgrade
ActivityDescriptionKimochiDolls-WeuseKimochidollswithallour
agegroupsEachdollhasa
personalityarchetypethatkidscan
relatetoThedollscomewith
curriculumandadditionaltoolsto
helpkidsbuildvocabularyaround
theirfeelingsandempathyfor
others
FeelingPillowsTheKimochikits
comewithabagofplushlittle
pillowseachthathaveafaceandanemotionwordKidspulloutapillowfromthebagand
theotherkidstrytoguesswhatfeelingtheyareconveyingwiththeirfaceandbody
languageKidsexplainwhytheythinktheyarethatfeelingWhatarethecluesThefeeling
childthenrevealstheirfeelingYoucantaketheactivityfurtherbythenleadingadiscussion
aboutwhenisaninstanceinyourlifethatactuallymadeyoufeelthatwayThisactivitycan
bedoneevenwithoutthekitYoucanwriteabunchoffeelingwordsandputtheminany
container
TimeNeededFrequencyWedoKimochiactivitiesforabout20minuteseachdayatcampTheyaretypicallydonesittinginacircleWeusuallyusethemtostartourTeamTimehour
ofthedaywhenwefocusondoingactivitiesthatbuildSELskillsandteamwork
ResourcesMaterialsYoucanlearnmoreabouthowtouseandpurchasetheKimochidollsandtherelatedcurriculumhere
HowDidThisImpactYourProgramWenoticedkidswereabletoregulatetheiremotionsbetterresolveoravoiddisputesandplaynicerwitheachotherafterusingthedolls
15
EXPANDEDLEARNINGPROGRAMLAsBESTisanafterschoolenrichmentprogramserving25000elementarystudentsagesfivetotwelvein198schoolsinthemosteconomicallydistressedneighborhoodsthroughout
LosAngeles
ContactPersonZacharyWilsonDirectorofStaffDevelopmentzacharywlasbestlausdnet
ActivityPurposeTheuseofSanfordHarmonycardsenhancestheemotionallysafeenvironmentthatLAsBESTstrivestoprovideandsustainacrossallaspectsofour
programmingTheseresourcesallowforourstudentstosharetheirthoughtsandfeelingsin
asafehealthysettingthattheymaynotbecomfortablesharinganywhereelse
TargetAudienceYouthPre-Kthrough6thgrade
ActivityDescriptionSanfordHarmonyEverydayPracticesandQuickConnection
Cardsprovideengagingquestionsand
activitiestoexplorewithabuddyThe
studentsthengettoknoweachotherand
connectwhichpreparesthemtohandle
futurechallengesandconflictsand
opportunitiestocollaborateina
meaningfulandconstructivewaySanford
Harmonyalsoprovidesrecommendations
ofhowandwhytopairstudentstogetherTheMeetUpstrategyprovidesawayto
strengthenaprogramsdailyroutinebyincorporatingpracticesthatallowtheentiregroup
ofstudentstoexplorehowtheytreateachotherandhowtheycommunicatewithone
anotherTimeNeededFrequencyEachactivitycanvaryinlengthrangingfrom5to20+minutesdependingonifhowthefacilitatorstaffiscomfortableexpandingWedotheseactivities
everydayoronaregularconsistentbasis(eg2-3timesperweek)ndashagainvariesper
sitestaff
HowDidThisImpactYourProgramWehaveheardstoriesfromstudentsusingthisprogramthattheyenjoycarryingthequestionsconversationsandactivitiesintotheir
interactionswithfriendsandfamiliesathome
TheseresourceshavebeenmostvaluabletoLAsBESTbecausetheyhaveallowedusto
enhancehowweweaveSELintoeverythingwedondashratherthanlookatSELasastand-alone
activityorclubWiththisprogramstaffareabletointegratetheseresourceswithintheir
programsandinnovatewiththembeyondourinitialrecommendationsForexamplestaff
nowutilizethecardstosupporttransitiontimesndashwhengroupsofstudentsmovefromone
activityorspacetoanotherStaffhavealsofoundthecardsbeneficialduringhomework
timewhensomestudentsgetdonewiththeirassignmentsbeforeeveryoneelseisfinished
16
TargetAudienceAdultWorkersSanfordHarmonyCardshavealsosupportedourorganizationalgoalofprovidingprofessionaldevelopmentopportunitiesforstaffinwhich
theyareabletoexperiencefirst-handthepowerofself-reflectionandthebenefitsof
exploringtheSanfordHarmonyquestionsandactivitiesVariousinternal
teamsdepartmentsatLArsquosBESThaveincludedSanfordHarmonyCardswithin
teamdepartmentmeetingstoestablishthetone(akaice-breaker)
Wehaveintegratedthisprogramaspartofourbasicstafftrainingsspecifictoestablishing
positivelearningenvironmentsactivityplanning(egprogramdevelopment)and
homeworksupportndashinadditiontosomeofourleadershipfocusedtrainingsthatinvolve
establishingteamworkandasenseofbelongingSeniorleadershiphasuseditwiththeir
developmentteamasawaytogettoknoweachotherandhighlightasitepractice
TimeNeededFrequencyWetypicallydothisatleastonceamonthatourStaffDevelopmentTeammeetings
ResourcesMaterialsSanfordHarmonyEverydayPracticesandQuickConnectionCards-SanfordHarmonyisasocialemotionallearningprogramcultivatingstrongrelationships
betweenelementarystudentswithSELeducationSanfordHarmonyhasbeenAPPROVEDby
theCollaborativeforAcademicSocialampEmotionalLearning(CASEL)asaSELectprogram
forPre-Kthrough6thgradesClickheretoviewtheSanfordHarmonyEvaluationGuide
2018
17
EXPANDEDLEARNINGPROGRAMRioLindoAfterSchoolProgramwascreatedthroughpartnershipsbetweenschoolsandlocalcommunityresourcestoprovideliteracyacademicenrichmentandsafeconstructive
alternativesforstudentsingrades2ndndash5thgrade
ContactPersonBrandonSportelathelloyelloteamgmailcom
ActivityPurposeProvideeverystudentwithaconfidentiallineofcommunicationtoatleastonetrustedadultinourprogramResearchshowsthateverystudentmusthaveatleastone
adultintheirlivesthattheycantrusttoreachtheirpotentialforpositivegrowthand
achievementInadditionthepracticeofidentifyingandbeingawareoffeelingssupportsthe
studentsabilityforemotionalregulationreasoningandusingresourcestogettheirneeds
met
TargetAudienceStudentsingrades2ndndash5thgrade
TimeNeededFrequencyTheCheckInSystemisversatileandcanbeimplementedtomeettheuniqueneedsofeachsiteStudentsareabletocheckinwhenevertheywantandmany
sitesalsohavearegularlyscheduledcheckin2-5timesperweekWerecommendstudents
beencouragedtocheckinduringtheirregularschooldaybutnotfromhome
ActivityDescriptionUsingtheHelloYello(HY)CheckInAppwehave
successfullyprovidedeverystudent
withaconfidentiallineof
communicationtoatleastonetrusted
adultinourprogramsStudentsnow
haveavoiceintheirprogramming
safetyandachievementByallowing
studentstobeheardwehaveensured
thateachchildhasanadultmentor
thattheycancontactatanytimeto
expresstheirdailyexperiences
strugglesandaccomplishments
Mostofthecheckinsubmissionsneedonlyasilentgestureorafewwordsofencouragement
toclosetheloopSeveraltypicallyresultinabriefone-on-onetalktosortthroughadifficult
experienceandaveryfewrequireateamapproachOnechallengeislackofaccessto
technologyAlthoughtheHYCheckInsystemalsoprovidespencilpaperversionstheweb
applicationallowsforamoreimmediateresponse
HowDidThisImpactYourProgramJustbysimplyknowingwhatastudentisexperiencingintheirdailylifeprovidesauniquebondStudentswhoexperienceatrusting
relationshipwilllettheadultknowwhentheyneedadviceAllowingthestudenttodecide
leadstoempowermentandindependenceAmazinglyrelationshipsbuildintrustwithonlya
fewstrategicstaffactions
TheoveralldifferenceintheprogramssincetheimplementationoftheHYCheckInAppis
improvedschoolclimateandstudentconnectednesstotheprogramInadditionstudents
havelearnedhowtobeawareoftheirfeelingsandneedsandhowtogetthoseneedsmet
Evidentiarydataisbeingprovidedtohelpstudentswithcounselingneedsresultingin
additionalresourcesfortheprogramDataisalsobeingprovidedtomakechangesbased
uponstudentinterestsandqualitiessuchasmindfulnessartsscienceandsportsactivities
18
Thestudentsdemonstrateincreasedpersonalempowermentandhigherlevelsoftrustin
theirrelationshipswithprogramstaffTheyexpressfeelingsafeconfidentandcaredfor
Theyaremotivatedtocheck-inbecauseitsconfidentialTheprogramisbetteratmeeting
thesocial-emotionalneedsofstudentsStudentsareopeningupabouttheirfeelings
thoughtsandexperiencesInadditiontoincreasinglevelsoftrustthishasresultedin
potentialconflictsbetweenstudentsbeinghandledproactivelyegbullyingperceived
slightsandgroupdrama
TargetAudienceAdultStaffToprepareadultstafftosuccessfullyusetheHelloYelloappstaffparticipateinthreetrainingsThefirsttrainingteachesstaffthefunctionandlogisticsof
usingthewebappandoptionalpaperformsItalsopreparestheminhowtoprovidean
introductorylessonforstudentsThesecondtrainingisfocusedonhowandwhento
respondtosubmissionsusingactualstudentsubmissionsfromtheschoolsiteas
examplesArangeofpossibleresponsesarereviewedanddiscussedfromquickgestural
promptstoemergencysituationswhenotherteammembersneedtobeinvolvedThefocus
isonhowclosingthelooprdquowithaninterpersonalresponsecreatespositivetrusting
relationshipsandhowtheadultresponsemotivatesstudentstocontinuecheckinginThethirdtrainingprovidesamodelforstaffonformingadatateamtoanalyzeresponsesand
createactionplansaswellasteachinghowtoelicitspecificdatafromstudentsbyusing
customizedwritingpromptsforstudents
TimeNeededFrequencyImplementingtheCheckInSystemrequiresthreeone-hourtrainingmodulesWeusuallysuggestthatthetrainingsbespreadoutover3monthsto
allowteamstogrowwitheachsuccessivestep
HowDidThisImpactYourProgramThestaffisabletomaximizeteachingopportunitieswhenstudentsletthemknowthesocialandemotionalissuestheyarefacingbefore
problemsdeveloptothepointofforcingadisciplinaryresponseTheyarealsoableto
demonstrateincreasingconfidenceinsupportingstudentsandareexcitedtoseethemselves
growingintheirroleasadultmentorsTheyhaveexpressedthattheyfeelmoreconnectedto
theirstudentsandhavemoreunderstandingandempathytowardthewholechildand
abletoserveaspositiveadultrolemodels
ChallengesEnsuringthatstaffhavetimetofollowthroughandmeeteachstudentssocial-emotionalandacademicneedsisafrequentlyexpressedconcernfortheCheckInsystem
Theappisdesignedtomakeiteasyforstafftocompletetheentirecommunicationloop
withouttakingtimeawayfromperformingregularduties
AdviceforstaffHaveanopenmindaboutrespondingtostudentneedsApersonmayhavetoletgoofstereotypesandbeliefsaboutchildbehaviorassociatedwiththeirown
experienceswithintheirfamiliescommunitiesandschoolstoacceptstudentdifferences
AlsobereadytogetfeedbackfromthestudentsInsomecasesthefeedbackispositiveand
encouragingbutitcanalsoexposeareasofimprovementforyourprogramHavinganopen
mindisessentialfortakingyourprogramtoahigherlevelofexcellence
ResourcesMaterialsYoucanlearnmoreabouttheRioLindoAfterSchoolprogramhereYoucanlearnmoreabouttheHelloYelloapphereYoucanviewalistofvideoshere
Teachinghowtopromptformorespecificinfobull Checkinprompts
bull TenwaystousetheCheck-Insystem
19
EXPANDEDLEARNINGPROGRAMAfter-SchoolAll-Starsisanationalafter-schoolworkforcedevelopmentprograminsupportingTitle1middleschoolyouthWestrivetohelpyouthcontinuetodevelopgrowthmindsetsafterschoolwhetherintheirinterpersonalsocialrelationshipsandorintheircareerexplorationWeaskthemhowtheycansupporteachotherandcontributetothecommunitiestheyareapartofWehelpguidethemtowardsapotentialpathofactiontotakeinbringingthemclosertoreachingtheirgoalsanddreamsContactPersonNamrataGuptaEDASASBayAreanamrataguptaafterschoolallstarsorgActivityPurposeThispracticepromotesself-awarenesssocialawarenessandteambuildingIntermsofcharacterbuildingitteachesmemberstobeindependentproactiveandproblem-solversaswellascollaborativeTheyadoptgrowthmindsetsanditincreasestheirsenseofself-efficacyTargetAudienceMiddleSchoolYouthActivityDescriptionYouthAdvisoryBoard-WehaveaYouthAdvisoryBoard(Yabbies)ateachofourschoolsitesthatiscomprisedofyouthleaderswhoworktogethertoenhancetheexperienceofourafterschoolprogramsEightstudentssitontheboard(four8thtwo7thandtwo6thgraders)TheyhelpoursitecoordinatorplaneventsandadvocatefortheirpeersWerecommendthataselectioncriteriaandapplicationbedevelopedsothatstudentsareclearoftheexpectationsofsittingontheboardAndthatstudentsfromdifferentsub-communitiesinyourprogramarescoutedtoapplyinanefforttoinsurethatallstudentsfeelrepresentedWealsorecommendlookingattheexistingstudentleadershipstructuresattheschool-sitetoensurethatdifferentstudentsarechosentolead-notonboththeStudentCouncilandYouthAdvisoryBoardTimeNeededFrequencyTheYouthAdvisoryBoardmeetsweeklyonWednesdaysfor45minutesSitecoordinatorshelptrainandsupportourYouthAdvisoryBoardmembersHowHasThisImpactedYourProgramOurYabbieshavehelpedbuildcultureandawarenessofourprogrambyinvitingstudentinputintoourprogrammingmodelandprovidingleadershipopportunitiestokeepourprogramrelevanttotheneedsanddesiresofourstudentcommunityResourcesMaterialsFromTemescalAssociatesndash
bull CreatingandSustainingaThrivingYouthAdvisoryCouncilbull YOUTHPOWERStartingaYouthAdvisoryCouncilbull AdvocatesforYouthTipsforCreatingEffectiveYouthAdvisoryCouncilsbull SanDiegoDistrictAttorneyndashCommunityProgramsAYouthAdvisoryBoard
Handbook
20
EXPANDEDLEARNINGPROGRAMWINGSForKidsoperatesdirectserviceprogramsinelementaryschoolsandserves1100amazingkidseverydaythroughourafterschoolprogramWeseektoempowerotherswith
socialemotionallearningbestpracticesthroughprofessionaldevelopmentworkshopsand
partnershipopportunitiesOurevidence-basedapproachfostersthemindsetskillsand
confidencechildrenneedtobehavewellmakegooddecisionsandbuildhealthy
relationships
ContactEmailhellowingsforkidsorgActivityPurposeIntegrationofSELthroughoutprogram
TargetAudienceK-5
ActivityDescriptionOurstafffirstexplicitlyteachthenmodeland
reinforceasocial-emotionalskilleachweekThisintentionalnamingofthe
socialemotionalskilloftheweekiskey
Nextkidslearnthenpracticeand
discussthenewskillsthroughprogram
activitiesAsanexampleletrsquosuseoneof
ourobjectivesintheself-management
competencymdashhelpingkidsfocustheir
attentioninwardinordertolimit
outwarddistraction
ThedaybeginswithCommunityUnitythecomingtogetherofallstaffandkidsingradesK-5forannouncementsandasocial-emotionalskill-buildinglessonThispartofthedayoffersan
opportunitytotalkinafocusedandactivewayabouttheweekrsquosobjectiveandengageina
brieffunactivitythatrelatestoitForexampleWINGSLeadersmayleadanexerciseon
activebreathingandtheprogramdirectorstartsafocusedlarge-groupdiscussionandasks
staffandkidstoshareexamplesofwhentheyhavegottendistracted
ChoiceTimeisanenrichmentactivitythatstudentsselecteachsemesterandwheresocial-emotionallessonsarewoveninDuringakickballgameforexampleaWINGSLeadermight
talkabouthowtoconcentrateonignoringtheshoutsfromthesidelinestobetterfocuson
thegameThisalsogiveskidsthechancetocontinuepracticingotherskillstheyrsquove
previouslylearnedsuchassharingsupportivecommentsafterabadkickandkeepinga
positiveattitudeeveniftheirteamislosingInthiswayChoiceTimeencourageskidsto
applybothnewandrecentlydevelopedsocialemotionalskills
TimeNeededFrequency3hoursperdayMonday-Fridaythroughouttheentireschoolyear
HowHasThisImpactedYourProgramWINGShasinstitutedathoroughevaluationoftheirprogramClickhereforaninterimreportoftheirRCTevaluation
ResourcesMaterialsForresourcesandfreematerialsclickhereHereisthelinkforourldquoADayintheLiferdquovideo
21
EXPANDEDLEARNINGPROGRAMThePOWERprogramatPioneerschoolisaprogramdesignedtoencouragetheindividualgrowthofeverychildthroughavarietyofdiverselearningstylesOurgoalisthe
developmentoftheWHOLEchildonewhohaslearnedtheskillsnecessarytosucceedina
varietyofacademicandphysicalactivitiesandonewhoappreciatesthevaluethateducation
andwellnessbringstotheirqualityoflife
ContactPersonErikaChavezEChavezduesdorg
Activity1PurposeSelf-awarenessself-regulationandsocialawareness
Activity1TargetAudience2nd-8thgrade
Activity1DescriptionIhavebeenpracticingmindfulnesswithmystudentsfor3yearsnowMindfulnessisamentalstateachievedbyfocusingonersquosownawarenessonthepresent
momentwhilecalmlyacknowledgingandacceptingonersquosfeelingsthoughtsandbodily
sensations
Ineededavisualwayformystudentstounderstandwhat
mindfulnesswasandthepurposeithadItallbeganwithan
activityfromMindfulnessinAfterschoolA16-SessionCurriculumthatinvolvedaprettyFijiwaterbottlefullwithwaterandglitterIshowedthemthestillwaterbottlewiththe
glitterrestingatthebottomofitIaskedthemiftheywereable
toseethroughthewaterbottleandofcoursetheirresponse
wasldquoyesrdquosincethewaterwasclearandcalm
AfterIshooktheentirewaterbottleIthenaskedthemagain
ldquocanyouseethroughthewaterbottlenowrdquoTheyall
respondedldquonordquowithsuchwonderintheireyesIthen
explainedtothemhowthatwaterbottlewasourbrainandthe
glitterrepresentedourthoughtsWhenIintroduced
mindfulnesstothemIexplainedhowitwasapowerfultoolto
helpuscalmthatglitterdowninourbrainssothatwecouldbe
abletoclearourwatersinordertomakewisedecisionsTheythenunderstoodhowitall
workedandtheywereallmotivatedtocalmtheirglitter[SeeJustBreathevideo]
Activity1TimeNeededFrequencyIwouldrecommendatleastaminimumof25-30minutesIliketoengagethestudentswhile
introducingthisnewconcepttothemandalsoansweranyquestionstheymighthave
Activity1HowDidThisImpactYourProgramBestpartisseeingthemtelloneanotherldquocalmyourglitteryouneedtorelaxandmake
betterchoicesrdquoIrsquoveseenthemgrabthewaterbottleandtakeittothatstudentsotheycanbe
remindedofwhatrsquosgoingonItrsquosseriouslyamazing
Activity1ResourcesMaterialsNewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
22
Activity2PurposeThepurposeofthismindfulnessactivityistocenterthekidsbacktoastateofawarenessitallowsthemtounwindandrelaxdownThisthenresultsinabetter
focuswhenreturningbacktoourlearningactivitiesandanimprovedbehavior
Activity2TargetAudience2nd-8thgrade
Activity2DescriptionIhavethemalllaydownonthefloor
withtheireyesclosedandfocus
ontheirbreathingAtfirstthere
wasoneortwostudentswho
couldnrsquotstaycalmbutwhatrsquos
newrightHoweverthosefew
studentswhocouldnrsquotseemto
settledownbegantoslowlysink
intotheactivity
Activity2TimeNeededFrequency15minutes
Activity2HowDidThisImpactYourProgramMindfulnesshasallowedusasagrouptocometogetherandformabondofunderstandingkindnessandsupportNowtheyevencometomeaskingifwecan
pleasemeditateEspeciallywhentheyrsquorehyperthatrsquoswhenIrealizetheyaskforitthemost
IrsquoveseensomestudentsmatureothersstrivingtobebetterandIrsquoveheardothersopenup
withveryintimatethingsthatwereweighingthemdown
Activity2ResourcesMaterialsChildrenguidedmeditationsandalsoMindfulGamesactivitycards(canbefoundonAmazon)
NewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
GreaterGoodScienceCenter
IwouldrecommendawaterbottlewithglitterandalsoaldquoMindfulnessBellrdquowhichhelps
incorporateabetterawarenesstotheirbreathing
23
EXPANDEDLEARNINGPROGRAMOaklandLeafprovidesintentionalprogrammingtosupportyouthrsquosphysicalsocialandemotionalwell-beingacademicsuccessandabilitytobeactiveandeffectiveleadersintheir
community
ContactPersonJohannaMasisProgramDirectorOaklandLeafFoundation
ActivityPurposeCyphersareusedasaspacetodointentionalcommunitybuildingintheformofhavingadiscussiononanytopicTheCypherismeanttoserveasanemotionally
safeplaceforeachparticipanttosaytheirpiecewithoutinterruptionorjudgment
TargetAudienceK-12grades
ActivityDescriptionParticipantsaregatheredina
circlefortheCypherTobreak
theicetheycanshareavalue
theywishbringtothefirstfew
CyphersPeopledonothaveto
speakbutareexpectedtohold
thetalkingpiecefor5-10
secondsbeforepassingthe
talkingpieceIfyouthare
reluctanttosharebecauseofthesocialdynamicsthenpassingshouldbeadjustedtomean
thatwewillcomebacktothemasopposedtonothearingfromthematallIfthereare
peopleabsentonthedayofaCypherthenaplaceisstillheldfortheminthecircle
MakesurethatifchairsareusedtheneveryonemusthaveachairIfyouaresittingonthe
floortheneveryonesitsonthefloorEveryoneshouldbeabletoseeeachotherSittinginthe
circlediminisheshierarchyandoverallpowerdynamicsIncludeacenterpiecewhereyouth
mayfocustheirattentionatalkingpiecethatcanbebroughtbythefacilitatorormadeby
thegroupandsomethingfromnature(aplantglassbowlofwater)toremindusthatwe
areconnectedtotheearthIhaveseenyouthbringatoyorapictureoftheirfamiliestothe
circleasanofferingtothegroupduringtheCypher
TimeNeededFrequencyCyphersareencouragedtohappenatleastonceaweekandmanyofourprogramscalendartheminsothatyouthknowwhentheywilloccur
HowDidThisImpactYourProgramThebenefitsofthispracticeincludeincreasedfamiliaritywithpeoplesstoriesempathybuildingideasharingharmrepairhealingforthe
individualwhoishurtingandcompassionbuildingWehaveseenthecultureofprograms
completelyshifttobemoreinclusivecommunicativeandforgivingasaresultof
implementingthesepracticesYoutheventuallycometonametheneedandwillrequesta
CypherorleadCyphersontheirownOurafterschoolstaffhavebeenaskedtoleadCyphers
duringtheregularschooldaybecausetheyhaveseenhowithasimpactedouryouthinsuch
positiveways
ResourcesMaterialsCommunitiesUnitedforRestorativeYouthJustice
SEEDSCultivatingcommunitytransformingconflict
RestorativeJusticeforOaklandYouth
LearninginAfterschoolampSummer(LIAS)Blog
RestorativeJusticeatOaklandrsquosFremontHighSchool(video)
24
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECoachingCorpsisanintermediaryorganizationthatbelievesthateveryyoungpersonlivinginunderservedcommunitiesdeservesatrainedcaringcoachWearebuildingamovement
ofcoachesacrossthecountrybypartneringwithafterschoolprogramsandrecruiting
volunteersAllourcoachesreceiveevidence-basedtraininginyouthdevelopmentcoaching
skillsandsocialemotionallearningaswellasongoingsupportthroughmentoring
ContactPersonSuzanneSillettDirectorofEducationandQualitysuzannescoachingcorpsorg
ActivityPurposeOurCoachingforCharactertrainingandsupportprogramspecificallyfocusesonfourcharacterattributes-persistenceoptimismself-regulationandempathy
TargetAudienceAdultStaff
ActivityDescriptionCoachingforCharacterbeginswithacoachparticipating
inour25hourtrainingInthistraining
coachesfirstlearnthefourPOSE
(persistenceoptimismself-regulationand
empathy)characterattributesandhowto
identifytheattributesintheirathletesNext
coachesareintroducedtothecharacter
buildingframeworkandparticipateina
coachingdemonstrationtofullyexperience
itinactionFinallycoachesapplythe
frameworkbyplanningtheirownpractice
sotheycanimmediatelygobacktotheir
teamandimplementthisnewknowledge
Weprovideoursupportvirtuallyinorderforcoachestobeabletoaccessitatanytimethat
isconvenientforthemWehaveanetworkofcoacheswhohaveattendedthetrainingwho
thenjoinourCoachingforCharacterFacebookgroupInthegroupcoachesgetsupportfrom
ourCoachDevelopmentStaffandalsocanconnectwithfellowcoachesWearecurrentlyin
theprocessofbuildingourownCoachPortalwherecoacheswillaccessmentoringsupport
discussiongroupsandresources
TimeNeededFrequency25hourtraining
HowDidThisImpactYourProgramldquoEvenafterjustonepracticetherehavebeenanumberofparentsofferinghighlycomplimentaryfeedbackfortheuseofskillsthatwe
receivedintheCoachingforCharactertrainingItwasalsoquiteenjoyabletoseetheplayers
respondingtotheuseoftheseskillsinsuchapositivefashionIamthankfultohavehadthe
opportunitytoexperiencetheCoachingforCharactertrainingandhavebeenutilizingitfor
morethanjustbasketballorsportsandincludedthoseskillsinourhomefamilylifeandin
otheraspectsofmylifeaswellrdquo-CoachampParentZactrainingparticipantChicoArea
RecreationDepartment
25
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECalSAChelpsbuildanout-of-schooltimeworkforce(suchasbeforeschoolafterschoolandsummerlearning)thatisfilledwithstrongmentorsandhighlyskilledpractitionerswhoreflectthecommunitiestheyserveThroughcollaborationandinnovationournetworkcreatesrippleeffectsofopportunityequityandtransformationthroughoutCaliforniabothforprofessionalsandtheyoungpeopletheyserveContactPersonSelenaLevyProgramManagerslevycalsacorgActivityPurposeThispracticecontributestostaffandyouthsinterpersonalskillsItcreatesanopportunityforeveryonetolearnmoreaboutoneanotherandcreatecommunityTargetAudienceThispracticecanbeappliedtobothyouthandadultsActivityDescriptionRegularCheckInsisanintentionalspacecreatedforstaffandyouthtosharehowtheyareshowingupinthatspaceParticipantstypicallysitorstandinacircleduringthecheckinWetypicallyaskforavolunteertostartandthenchooseadirectionforustogointhatorder(rightorleft)TheinformationsharedallowseveryoneintheroomtounderstandwhatmaybegoingonforthemandhonorthateachindividualmaybecomingintothespacewithvaryinglifeexperiencesThisallowseveryonetoseeeachothermorewhollyandcreatesafetyforpeopletobeauthenticinthespaceWerecommendcreatinganopportunityforeveryonetoleadthecheck-in(FromTemescalAssociatesItisrecommendedthateachspeakerholdsatalkingpiecesuchasafeatheroritemchosenbythegroupThetalkingpieceisheldbythepersonspeakingandthenpassedaroundthecircleThosenotholdingthetalkingpieceareengagedinactivelistening)TimeNeededFrequencyThepracticeofregularcheck-inscanbebeforethestartofprogramorameetingandlast10-15minutesHowDidThisImpactYourProgramWersquoveseenyouthprovidersbetterabletorespondtoyouthrsquosneedsorbehaviorsbasedonunderstandinghowtheyareshowingupinprogramsSimilarlywersquoveseensupervisorsbetterabletosupporttheirstaffwhentheyaremorefullyawareofwhatastaffpersonisbringingintotheprogramItalsohelpscreateasafeandsupportiveenvironmentwhenspaceiscreatedforfolkstoshareaboutwhatishappeningintheirlifeandhowitrsquosimpactinghowtheyareshowingupintheirworkandorprogramResourcesMaterialsLearninginAfterschoolampSummer(LIAS)Blog-ThePowerofSharingCirclesLearninginAfterschoolampSummer(LIAS)Blog-SharingCirclesCyphersTeachingRestorativePracticeswithClassroomCircles-ThisisacomprehensivecurriculumguidethatoffersanoverviewpromptslessonplansandotherresourcesWhatisMorningMeetingMorningMeetingBookSamplePromptingQuestionsTopicsforCirclesTribesLearningCommunity-Thiswebsiteoffersanumberofusefulbooksandotherresources
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
8
ldquoWithSEL-focusedtrainingthathelpsprovidersbetterunderstandanddeveloptheirownSELskillstheycanintentionallymodelSELforkidsfindteachablemomentsineverydayactivitiesandsimplybethesupportiveandcaringadultthatallkidsneedrdquo-NationalAfterSchoolAssociation
CHALLENGESANDBARRIERSInKernelsofPracticeforSELLow-CostLow-BurdenStrategiestheauthorsstateldquoAnumberofbarriersundermineeffortstobringSELprogrammingtoscaleandthese
barriersarelikelyexacerbatedinlow-incomeandlow-resourcecontextsrdquoBelowwe
listsomeofthechallengesandbarriersfacedbyexpandedlearningprogramsthat
seektopromoteSELmanyofwhicharecitedinthispaper
bull ExpandingExpectationsAswelearnmoreabouttheneedsandchallengesfacedbyyoungpeopleandtheskillsneededtosucceedourexpectationsof
expandedlearningprogramscontinuetogrowDuetothisandtheincreased
accesstoinformationviatheinternetprogramleadersarebecoming
increasinglyoverwhelmed
bull ImplementationChallengesDuetopoorfidelityandaninabilitytoimplementprograminitiativesasdesignedprogramsarebecoming
inconsistent
bull LimitedLocalBuy-inDuetolackofautonomyandcommunicationwithparentsandotherstakeholdersthereislimitedlocalbuy-in
bull LackofFinancialPersonnelandStructuralResources(eghighcostofmaterialsextensivetimerequiredforadulttrainingPD)Accordingto
BrandonSportelTheRioLindoAfterSchoolProgramldquoAchallengeislackof
fundingtopayfortrainingsManyafterschoolprogramsarenotbudgetedfor
additionaltraininghoursThisisunfortunatebecauseopportunitiestomeet
andanalyzedatacreateactionplansandprovidenewsystemsofprompting
greatlyimpactsstudentbenefitrdquo
bull PoorIntegrationintoProgramPracticeOftenSELandcharacterbuildingareseenasldquoextra-curricularrdquoorasanadd-ontoexistingprogramsEricGurna
atLArsquosBESTstatesldquoWebelieveyouhavetoweaveSELintoeverythingwedo
ndashratherthanlookatSELasastand-aloneactivityorclubWehave
incorporatedSELactivitieswithinmanytrainingsandmeetingsweprovide
asameanstoalsoexploretheconnectionsweshareamongstaffand
colleaguesrdquo
bull LowSustainabilityOftenSELandcharacterbuildinginitiativesinexpandedlearningprogramsarenotcontinuedorusedconsistentlyovertime
Sustainabilityrequiresaseriouscommitmentofproviderorganizationsand
programleadersSeebelow
9
THEIMPORTANCEOFCOMMITMENTANDIN-DEPTHPLANNINGToaddressmanyofthechallengesandbarrierscitedaboveitisimportantforthe
providerorganizationtocommittotheworkoffocusingtheirprogramsonsocial
emotionallearningandcharacterbuildingTheapproachtoinfuseSELandcharacter
buildingintoallfacetsoftheorganizationrequiresmorethanaone-shottrainingor
staffdiscussionRatherthisrequiresalongerprocessthatincludes
bull BuildingAwarenessandUnderstandingndashTodothisitisimportantthatprogramleadersselectaframework(seeabove)anditslanguagebefore
effortstobuildawarenessProgramleadersmaywishtoreviewStudentSuccessComesFullCircleItdetailssixsocialemotionalandcharacterskillsthatexpandedlearningprogramscanhelpdevelopinyoungpeople
bull NamingSkillsandExploringtheMeaningofTheseSkillsndashCanyouspecificallynamethesocial-emotionalandcharacterskillsthatareimportant
totheprogrammdashskillsthattheprogramiscommittedtoHowimportantare
thesethingsandtowhomaretheyimportantCanleadersandstaffwrite
downthreethingsayoungpersonwouldsayordoiftheywerepracticing
theseskillsAretheseskillsbestldquotaughtrdquoorldquocaughtrdquoThesearejustsomeof
thequestionsaprogramshouldexplorewhendiscussingSELandcharacter
skills
bull BuildingonWhatYouDondashCanleadersandstaffnameprogramactivitiesandpracticesthatalreadysupportspecificsocial-emotionalandcharacter
skillsYoucanmakeuseofthisonlineself-reflectionsurveyforyourstaff
bull AligningwithQualityStandardsndashSeveralorganizationsandstatenetworkshavedevelopedqualitystandardsforexpandedlearningprogramsIn
CaliforniaimplementingthequalitystandardsbringsaboutSELCharacter
skillsAskhowdoourqualitystandardsalignwiththesocial-emotionaland
characterskillsForinstancehowdoeffortstocreateasafeandsupportive
environmentsupportsocial-emotionalandcharacterskills
bull CollectingandUsingDatandashManyprogramscollectdatatoprovidefeedbackregardingprogramqualityFeedbackcanbeintheformofobservations
reflectionsandorself-assessmentscompletedbyprogramstaffDatacan
alsobecollectedfromyouthparticipantstheirfamiliesandorother
stakeholdersandpartnersWhatdoesyourdataonprogramqualitytellyou
aboutthestateofsocial-emotionalandcharacterskillsinyourprograms
bull ProgramImprovementndashAsexpectedimprovingaprogramrequiresplanningandidentifyingandimplementingnewstrategiesForexample
organizationscanintroductionofnewprogramactivitiesreviseamission
statementaddadditionalstaffdevelopmentamendhiringpracticesandso
forthInstituteintentionalchangesanddetermineiftheymakeadifference
10
LeaderswhoaredesigningprogramstopromoteSELandcharacterbuildingwould
beadvisedtoreviewtheworkofresearchersJosephDurlakandRogerWeissberg
Theyidentifiedfourcharacteristicsofeffectiveafterschoolprogramsthatpromote
socialandemotionallearningThefourcharacteristics(SAFE)are
bull Sequenced-anintentionalstep-by-stepandsequentialapproachbull Active-emphasizesactiveformsoflearningsothatyouthcanpracticenew
skills
bull Focused-anintentionalfocusspecifictimeandattentiononskillbuildingactivities
bull Explicit-clearlydefinedSELgoals
ldquoWersquovealignedourprogramtotheSAFEframeworktoensureweareinfusingintentionalitythroughoutouractivitiesandourcurriculumrdquondashJuliaRuggWINGSFORKIDS
Youcanviewtheirfullreporthere
RESOURCESInadditiontotheresourcesrecommendedbythosewhosubmittedactivitiesand
practiceswehavegatheredmanyresources(egblogsreportsvideos)whichcan
befoundhere
11
SELACTIVITIESPRACTICESANDRESOURCES
EXPANDEDLEARNINGPROGRAMEduCareFoundationimplementscomprehensivedailyExtendedLearningProgramsonthecampusesof18highschoolsand1middleschoolservingover30000studentsinthe
greaterLosAngelesareaeachyearInadditionEduCareimplements3-dayACEStudent
SuccessProgramat35schoolsthroughoutLosAngelesreachingover5000youtheachyear
ContactPersonStuSemigranstueducarefoundationcomActivityPurposeUsingcreativevisualizationsandpositivestatements(affirmations)tocreatea
growthmindsetandsupportself-awarenessand
self-regulation
TargetAudienceYouthgrades6-12aswellasourstaffclassroomteachersandparentgroups
ActivityDescriptionGuidedVisualizationsaroundaparticularthemethereareavarietyof
mindfulnessandcenteringpracticesweenjoy
usingandhavefoundvaluable
Examplesthemesinclude
bull Gratefulness-studentsclosetheireyesandreviewonanimaginarymoviescreen
imagesofwhoandwhattheyaregratefulfororappreciate-friendsfamilymembers
theirhealthpeoplewhosupportorinspirethemopportunitiestheyhaveatschool
orelsewhereetc
bull PerformanceSuccess-usingthetechniqueofldquoMentalDressRehearsalrdquosimilarto
whathighperformingathletesandperformersdoastheyprepareforaperformance
eventThestudentsclosetheireyesandbringawarenesstorelaxingtheirbreathing
andthenmoveontoasimpleinternalawarenesscheckofhowtheywerepresently
doing-physicallywithfeelings(emotionally)andwiththeflowoftheirthoughts
(mentally)Onanimaginarymoviescreeneachwouldbeinvitedtoimagine
themselvespriortotheirperformanceevent(athleticcompetitionhighstakestest
etc)Theywouldseeonthescreentheirtypicalresponsesbodytighteningup
stomachknottingupbreathingtensingupnegativementalchatterlikeldquoIamabout
tofailrdquoetcIntheirimaginationtheythenwalkovertotheirimaginaryscreenand
seethemselvesplacingabigldquoXrdquoacrossthatfixedmindsetimageInstantlythat
imagewouldbereplacedbyoneofseeingthemselvesasrelaxedpreparedandeven
enthusedpriortotheperformanceeventWherepreviouslytherewasanxietythey
nowseethemselveswithfullconfidence
TimeNeededFrequency3-5minuteseach
ResourcesMaterialsMakingtheBestofMeAHandbookforStudentExcellenceandSelf-Esteem
EXPANDEDLEARNINGPROGRAMTheEverForwardClubworkswith
boysandyoungmentopromote
greaterselfawarenessand
awarenessofothers-bothcritical
componentstosocialemotional
learningandcharacterbuilding
Theireffortsincludeworkin
schoolsandtrainingsofeducators
andyouthworkersTheywerealso
featuredinadocumentaryentitled
TheMaskYouLiveIn
ContactEmaileverforwardclubgmailcom
ActivityPurposeThepurposeofthisactivityistopromoteself-awarenessasenseofbelongingandgreaterawarenessofothers(Thisactivityisapartofthe100kMasks
ChallengeThisglobalcampaignisawakeningpeopleallovertheworldtorealizethatthey
arenotaloneandtoseeandlearnhowmuchwehaveincommonbutweoftenmissbecause
wekeepitlockedawayinsideToparticipateinthiscampaignseebelow)
TargetAudienceAdolescentsgrades6-12
ActivityDescriptionYoutharegivenahandout(seewebsite)andaskedtofollow3stepsanonymouslyTheyarealsoaskedtokeeptheireyesontheirownpaper
1 Drawamaskontheleftside
2 Write3wordsonthefrontofthemaskthatrepresentqualitiestheyletpeoplesee
3 Write3wordsonthebackofthemaskthatrepresentthethingstheydonrsquotusuallylet
peoplesee
Adultleaderscollectthemasksandthenhaveafewvolunteersreadafewoftheresponses
anonymouslyYoutharetheninvitedtosharehowitfelthearingaboutthefrontandbackof
themasksoftheirpeersThiswouldbeagoodtimetodiscusstheircommonalitiesand
differencesDeeperprocessescanbecreateddependingonthelevelofsafetythathasbeen
generatedintheroom
NOTEIftheadultleaderfeelsthattheclassisnotpreparedtoshareoutmasksbasedonthe
levelofsafetythathasbeengeneratedthentheadultleadercancollectthemasksandshow
masksfromallovertheworldfromourwebsite
TimeNeeded10minutes-30minutes(dependingontimeavailableanddepthofconversation)
100kMasksChallengeThiscampaignhasbeenfacilitatedacrosstheworldandregardlessofthecountryagegenderorthesocio-economicbackgroundoftheparticipantsweare
clearthattherearepartsofourselvesthatwedonotsharewithothersandmanyofthose
thingsaretheblockagesbetweenbuildinghealthyrelationshipsandcommunities
Toparticipateadultleaderswhousethisprocessareaskedtosubmitalltheirmasksby
emailbyText(510-854-6794)orbyPostalMail(EverForward-100kMasks1714Franklin
St100-337OaklandCA94612-3409)
13
HowDoesThisImpactProgramsTheimpactonadultleadersaroundtheworldisthattheirstudentsgainanewsenseofconnectionandrealizationthatregardlessofwhatthey
aregoingthroughhellipTheyAreNotAlone
ResourcesMaterialsLearnmore
MaskGallery
TheMaskYouLiveInDocumentaryTrailer100kMasksLaunchVideo
TakingOffTheMaskWorkshop
14
EXPANDEDLEARNINGPROGRAMCampEDMOisaPre-K-8thgradeSTEAM(ScienceTechnologyEngineeringArtsandMath)andSEL(SocialEmotionalLearning)programthatimplementsthelatestresearch-informed
methodsofwhole-childdevelopmentThecorecharactertraitsweaimtobuildareCuriosity
CourageandKindnessInordertoachievethisgoalkidslearntodevelopfourmindsetsand
practicesixSELskillswhiletheyengineerbuildingscodeapplicationsorhikethrough
nature
ContactPersonEduardoCaballeroExecutiveDirectoredcampedmoorg
ActivityPurposeBuildempathyemotionvocabularyemotionmanagement
TargetAudienceWedothemingroupsof15-20kidsingradesPre-K-5thgrade
ActivityDescriptionKimochiDolls-WeuseKimochidollswithallour
agegroupsEachdollhasa
personalityarchetypethatkidscan
relatetoThedollscomewith
curriculumandadditionaltoolsto
helpkidsbuildvocabularyaround
theirfeelingsandempathyfor
others
FeelingPillowsTheKimochikits
comewithabagofplushlittle
pillowseachthathaveafaceandanemotionwordKidspulloutapillowfromthebagand
theotherkidstrytoguesswhatfeelingtheyareconveyingwiththeirfaceandbody
languageKidsexplainwhytheythinktheyarethatfeelingWhatarethecluesThefeeling
childthenrevealstheirfeelingYoucantaketheactivityfurtherbythenleadingadiscussion
aboutwhenisaninstanceinyourlifethatactuallymadeyoufeelthatwayThisactivitycan
bedoneevenwithoutthekitYoucanwriteabunchoffeelingwordsandputtheminany
container
TimeNeededFrequencyWedoKimochiactivitiesforabout20minuteseachdayatcampTheyaretypicallydonesittinginacircleWeusuallyusethemtostartourTeamTimehour
ofthedaywhenwefocusondoingactivitiesthatbuildSELskillsandteamwork
ResourcesMaterialsYoucanlearnmoreabouthowtouseandpurchasetheKimochidollsandtherelatedcurriculumhere
HowDidThisImpactYourProgramWenoticedkidswereabletoregulatetheiremotionsbetterresolveoravoiddisputesandplaynicerwitheachotherafterusingthedolls
15
EXPANDEDLEARNINGPROGRAMLAsBESTisanafterschoolenrichmentprogramserving25000elementarystudentsagesfivetotwelvein198schoolsinthemosteconomicallydistressedneighborhoodsthroughout
LosAngeles
ContactPersonZacharyWilsonDirectorofStaffDevelopmentzacharywlasbestlausdnet
ActivityPurposeTheuseofSanfordHarmonycardsenhancestheemotionallysafeenvironmentthatLAsBESTstrivestoprovideandsustainacrossallaspectsofour
programmingTheseresourcesallowforourstudentstosharetheirthoughtsandfeelingsin
asafehealthysettingthattheymaynotbecomfortablesharinganywhereelse
TargetAudienceYouthPre-Kthrough6thgrade
ActivityDescriptionSanfordHarmonyEverydayPracticesandQuickConnection
Cardsprovideengagingquestionsand
activitiestoexplorewithabuddyThe
studentsthengettoknoweachotherand
connectwhichpreparesthemtohandle
futurechallengesandconflictsand
opportunitiestocollaborateina
meaningfulandconstructivewaySanford
Harmonyalsoprovidesrecommendations
ofhowandwhytopairstudentstogetherTheMeetUpstrategyprovidesawayto
strengthenaprogramsdailyroutinebyincorporatingpracticesthatallowtheentiregroup
ofstudentstoexplorehowtheytreateachotherandhowtheycommunicatewithone
anotherTimeNeededFrequencyEachactivitycanvaryinlengthrangingfrom5to20+minutesdependingonifhowthefacilitatorstaffiscomfortableexpandingWedotheseactivities
everydayoronaregularconsistentbasis(eg2-3timesperweek)ndashagainvariesper
sitestaff
HowDidThisImpactYourProgramWehaveheardstoriesfromstudentsusingthisprogramthattheyenjoycarryingthequestionsconversationsandactivitiesintotheir
interactionswithfriendsandfamiliesathome
TheseresourceshavebeenmostvaluabletoLAsBESTbecausetheyhaveallowedusto
enhancehowweweaveSELintoeverythingwedondashratherthanlookatSELasastand-alone
activityorclubWiththisprogramstaffareabletointegratetheseresourceswithintheir
programsandinnovatewiththembeyondourinitialrecommendationsForexamplestaff
nowutilizethecardstosupporttransitiontimesndashwhengroupsofstudentsmovefromone
activityorspacetoanotherStaffhavealsofoundthecardsbeneficialduringhomework
timewhensomestudentsgetdonewiththeirassignmentsbeforeeveryoneelseisfinished
16
TargetAudienceAdultWorkersSanfordHarmonyCardshavealsosupportedourorganizationalgoalofprovidingprofessionaldevelopmentopportunitiesforstaffinwhich
theyareabletoexperiencefirst-handthepowerofself-reflectionandthebenefitsof
exploringtheSanfordHarmonyquestionsandactivitiesVariousinternal
teamsdepartmentsatLArsquosBESThaveincludedSanfordHarmonyCardswithin
teamdepartmentmeetingstoestablishthetone(akaice-breaker)
Wehaveintegratedthisprogramaspartofourbasicstafftrainingsspecifictoestablishing
positivelearningenvironmentsactivityplanning(egprogramdevelopment)and
homeworksupportndashinadditiontosomeofourleadershipfocusedtrainingsthatinvolve
establishingteamworkandasenseofbelongingSeniorleadershiphasuseditwiththeir
developmentteamasawaytogettoknoweachotherandhighlightasitepractice
TimeNeededFrequencyWetypicallydothisatleastonceamonthatourStaffDevelopmentTeammeetings
ResourcesMaterialsSanfordHarmonyEverydayPracticesandQuickConnectionCards-SanfordHarmonyisasocialemotionallearningprogramcultivatingstrongrelationships
betweenelementarystudentswithSELeducationSanfordHarmonyhasbeenAPPROVEDby
theCollaborativeforAcademicSocialampEmotionalLearning(CASEL)asaSELectprogram
forPre-Kthrough6thgradesClickheretoviewtheSanfordHarmonyEvaluationGuide
2018
17
EXPANDEDLEARNINGPROGRAMRioLindoAfterSchoolProgramwascreatedthroughpartnershipsbetweenschoolsandlocalcommunityresourcestoprovideliteracyacademicenrichmentandsafeconstructive
alternativesforstudentsingrades2ndndash5thgrade
ContactPersonBrandonSportelathelloyelloteamgmailcom
ActivityPurposeProvideeverystudentwithaconfidentiallineofcommunicationtoatleastonetrustedadultinourprogramResearchshowsthateverystudentmusthaveatleastone
adultintheirlivesthattheycantrusttoreachtheirpotentialforpositivegrowthand
achievementInadditionthepracticeofidentifyingandbeingawareoffeelingssupportsthe
studentsabilityforemotionalregulationreasoningandusingresourcestogettheirneeds
met
TargetAudienceStudentsingrades2ndndash5thgrade
TimeNeededFrequencyTheCheckInSystemisversatileandcanbeimplementedtomeettheuniqueneedsofeachsiteStudentsareabletocheckinwhenevertheywantandmany
sitesalsohavearegularlyscheduledcheckin2-5timesperweekWerecommendstudents
beencouragedtocheckinduringtheirregularschooldaybutnotfromhome
ActivityDescriptionUsingtheHelloYello(HY)CheckInAppwehave
successfullyprovidedeverystudent
withaconfidentiallineof
communicationtoatleastonetrusted
adultinourprogramsStudentsnow
haveavoiceintheirprogramming
safetyandachievementByallowing
studentstobeheardwehaveensured
thateachchildhasanadultmentor
thattheycancontactatanytimeto
expresstheirdailyexperiences
strugglesandaccomplishments
Mostofthecheckinsubmissionsneedonlyasilentgestureorafewwordsofencouragement
toclosetheloopSeveraltypicallyresultinabriefone-on-onetalktosortthroughadifficult
experienceandaveryfewrequireateamapproachOnechallengeislackofaccessto
technologyAlthoughtheHYCheckInsystemalsoprovidespencilpaperversionstheweb
applicationallowsforamoreimmediateresponse
HowDidThisImpactYourProgramJustbysimplyknowingwhatastudentisexperiencingintheirdailylifeprovidesauniquebondStudentswhoexperienceatrusting
relationshipwilllettheadultknowwhentheyneedadviceAllowingthestudenttodecide
leadstoempowermentandindependenceAmazinglyrelationshipsbuildintrustwithonlya
fewstrategicstaffactions
TheoveralldifferenceintheprogramssincetheimplementationoftheHYCheckInAppis
improvedschoolclimateandstudentconnectednesstotheprogramInadditionstudents
havelearnedhowtobeawareoftheirfeelingsandneedsandhowtogetthoseneedsmet
Evidentiarydataisbeingprovidedtohelpstudentswithcounselingneedsresultingin
additionalresourcesfortheprogramDataisalsobeingprovidedtomakechangesbased
uponstudentinterestsandqualitiessuchasmindfulnessartsscienceandsportsactivities
18
Thestudentsdemonstrateincreasedpersonalempowermentandhigherlevelsoftrustin
theirrelationshipswithprogramstaffTheyexpressfeelingsafeconfidentandcaredfor
Theyaremotivatedtocheck-inbecauseitsconfidentialTheprogramisbetteratmeeting
thesocial-emotionalneedsofstudentsStudentsareopeningupabouttheirfeelings
thoughtsandexperiencesInadditiontoincreasinglevelsoftrustthishasresultedin
potentialconflictsbetweenstudentsbeinghandledproactivelyegbullyingperceived
slightsandgroupdrama
TargetAudienceAdultStaffToprepareadultstafftosuccessfullyusetheHelloYelloappstaffparticipateinthreetrainingsThefirsttrainingteachesstaffthefunctionandlogisticsof
usingthewebappandoptionalpaperformsItalsopreparestheminhowtoprovidean
introductorylessonforstudentsThesecondtrainingisfocusedonhowandwhento
respondtosubmissionsusingactualstudentsubmissionsfromtheschoolsiteas
examplesArangeofpossibleresponsesarereviewedanddiscussedfromquickgestural
promptstoemergencysituationswhenotherteammembersneedtobeinvolvedThefocus
isonhowclosingthelooprdquowithaninterpersonalresponsecreatespositivetrusting
relationshipsandhowtheadultresponsemotivatesstudentstocontinuecheckinginThethirdtrainingprovidesamodelforstaffonformingadatateamtoanalyzeresponsesand
createactionplansaswellasteachinghowtoelicitspecificdatafromstudentsbyusing
customizedwritingpromptsforstudents
TimeNeededFrequencyImplementingtheCheckInSystemrequiresthreeone-hourtrainingmodulesWeusuallysuggestthatthetrainingsbespreadoutover3monthsto
allowteamstogrowwitheachsuccessivestep
HowDidThisImpactYourProgramThestaffisabletomaximizeteachingopportunitieswhenstudentsletthemknowthesocialandemotionalissuestheyarefacingbefore
problemsdeveloptothepointofforcingadisciplinaryresponseTheyarealsoableto
demonstrateincreasingconfidenceinsupportingstudentsandareexcitedtoseethemselves
growingintheirroleasadultmentorsTheyhaveexpressedthattheyfeelmoreconnectedto
theirstudentsandhavemoreunderstandingandempathytowardthewholechildand
abletoserveaspositiveadultrolemodels
ChallengesEnsuringthatstaffhavetimetofollowthroughandmeeteachstudentssocial-emotionalandacademicneedsisafrequentlyexpressedconcernfortheCheckInsystem
Theappisdesignedtomakeiteasyforstafftocompletetheentirecommunicationloop
withouttakingtimeawayfromperformingregularduties
AdviceforstaffHaveanopenmindaboutrespondingtostudentneedsApersonmayhavetoletgoofstereotypesandbeliefsaboutchildbehaviorassociatedwiththeirown
experienceswithintheirfamiliescommunitiesandschoolstoacceptstudentdifferences
AlsobereadytogetfeedbackfromthestudentsInsomecasesthefeedbackispositiveand
encouragingbutitcanalsoexposeareasofimprovementforyourprogramHavinganopen
mindisessentialfortakingyourprogramtoahigherlevelofexcellence
ResourcesMaterialsYoucanlearnmoreabouttheRioLindoAfterSchoolprogramhereYoucanlearnmoreabouttheHelloYelloapphereYoucanviewalistofvideoshere
Teachinghowtopromptformorespecificinfobull Checkinprompts
bull TenwaystousetheCheck-Insystem
19
EXPANDEDLEARNINGPROGRAMAfter-SchoolAll-Starsisanationalafter-schoolworkforcedevelopmentprograminsupportingTitle1middleschoolyouthWestrivetohelpyouthcontinuetodevelopgrowthmindsetsafterschoolwhetherintheirinterpersonalsocialrelationshipsandorintheircareerexplorationWeaskthemhowtheycansupporteachotherandcontributetothecommunitiestheyareapartofWehelpguidethemtowardsapotentialpathofactiontotakeinbringingthemclosertoreachingtheirgoalsanddreamsContactPersonNamrataGuptaEDASASBayAreanamrataguptaafterschoolallstarsorgActivityPurposeThispracticepromotesself-awarenesssocialawarenessandteambuildingIntermsofcharacterbuildingitteachesmemberstobeindependentproactiveandproblem-solversaswellascollaborativeTheyadoptgrowthmindsetsanditincreasestheirsenseofself-efficacyTargetAudienceMiddleSchoolYouthActivityDescriptionYouthAdvisoryBoard-WehaveaYouthAdvisoryBoard(Yabbies)ateachofourschoolsitesthatiscomprisedofyouthleaderswhoworktogethertoenhancetheexperienceofourafterschoolprogramsEightstudentssitontheboard(four8thtwo7thandtwo6thgraders)TheyhelpoursitecoordinatorplaneventsandadvocatefortheirpeersWerecommendthataselectioncriteriaandapplicationbedevelopedsothatstudentsareclearoftheexpectationsofsittingontheboardAndthatstudentsfromdifferentsub-communitiesinyourprogramarescoutedtoapplyinanefforttoinsurethatallstudentsfeelrepresentedWealsorecommendlookingattheexistingstudentleadershipstructuresattheschool-sitetoensurethatdifferentstudentsarechosentolead-notonboththeStudentCouncilandYouthAdvisoryBoardTimeNeededFrequencyTheYouthAdvisoryBoardmeetsweeklyonWednesdaysfor45minutesSitecoordinatorshelptrainandsupportourYouthAdvisoryBoardmembersHowHasThisImpactedYourProgramOurYabbieshavehelpedbuildcultureandawarenessofourprogrambyinvitingstudentinputintoourprogrammingmodelandprovidingleadershipopportunitiestokeepourprogramrelevanttotheneedsanddesiresofourstudentcommunityResourcesMaterialsFromTemescalAssociatesndash
bull CreatingandSustainingaThrivingYouthAdvisoryCouncilbull YOUTHPOWERStartingaYouthAdvisoryCouncilbull AdvocatesforYouthTipsforCreatingEffectiveYouthAdvisoryCouncilsbull SanDiegoDistrictAttorneyndashCommunityProgramsAYouthAdvisoryBoard
Handbook
20
EXPANDEDLEARNINGPROGRAMWINGSForKidsoperatesdirectserviceprogramsinelementaryschoolsandserves1100amazingkidseverydaythroughourafterschoolprogramWeseektoempowerotherswith
socialemotionallearningbestpracticesthroughprofessionaldevelopmentworkshopsand
partnershipopportunitiesOurevidence-basedapproachfostersthemindsetskillsand
confidencechildrenneedtobehavewellmakegooddecisionsandbuildhealthy
relationships
ContactEmailhellowingsforkidsorgActivityPurposeIntegrationofSELthroughoutprogram
TargetAudienceK-5
ActivityDescriptionOurstafffirstexplicitlyteachthenmodeland
reinforceasocial-emotionalskilleachweekThisintentionalnamingofthe
socialemotionalskilloftheweekiskey
Nextkidslearnthenpracticeand
discussthenewskillsthroughprogram
activitiesAsanexampleletrsquosuseoneof
ourobjectivesintheself-management
competencymdashhelpingkidsfocustheir
attentioninwardinordertolimit
outwarddistraction
ThedaybeginswithCommunityUnitythecomingtogetherofallstaffandkidsingradesK-5forannouncementsandasocial-emotionalskill-buildinglessonThispartofthedayoffersan
opportunitytotalkinafocusedandactivewayabouttheweekrsquosobjectiveandengageina
brieffunactivitythatrelatestoitForexampleWINGSLeadersmayleadanexerciseon
activebreathingandtheprogramdirectorstartsafocusedlarge-groupdiscussionandasks
staffandkidstoshareexamplesofwhentheyhavegottendistracted
ChoiceTimeisanenrichmentactivitythatstudentsselecteachsemesterandwheresocial-emotionallessonsarewoveninDuringakickballgameforexampleaWINGSLeadermight
talkabouthowtoconcentrateonignoringtheshoutsfromthesidelinestobetterfocuson
thegameThisalsogiveskidsthechancetocontinuepracticingotherskillstheyrsquove
previouslylearnedsuchassharingsupportivecommentsafterabadkickandkeepinga
positiveattitudeeveniftheirteamislosingInthiswayChoiceTimeencourageskidsto
applybothnewandrecentlydevelopedsocialemotionalskills
TimeNeededFrequency3hoursperdayMonday-Fridaythroughouttheentireschoolyear
HowHasThisImpactedYourProgramWINGShasinstitutedathoroughevaluationoftheirprogramClickhereforaninterimreportoftheirRCTevaluation
ResourcesMaterialsForresourcesandfreematerialsclickhereHereisthelinkforourldquoADayintheLiferdquovideo
21
EXPANDEDLEARNINGPROGRAMThePOWERprogramatPioneerschoolisaprogramdesignedtoencouragetheindividualgrowthofeverychildthroughavarietyofdiverselearningstylesOurgoalisthe
developmentoftheWHOLEchildonewhohaslearnedtheskillsnecessarytosucceedina
varietyofacademicandphysicalactivitiesandonewhoappreciatesthevaluethateducation
andwellnessbringstotheirqualityoflife
ContactPersonErikaChavezEChavezduesdorg
Activity1PurposeSelf-awarenessself-regulationandsocialawareness
Activity1TargetAudience2nd-8thgrade
Activity1DescriptionIhavebeenpracticingmindfulnesswithmystudentsfor3yearsnowMindfulnessisamentalstateachievedbyfocusingonersquosownawarenessonthepresent
momentwhilecalmlyacknowledgingandacceptingonersquosfeelingsthoughtsandbodily
sensations
Ineededavisualwayformystudentstounderstandwhat
mindfulnesswasandthepurposeithadItallbeganwithan
activityfromMindfulnessinAfterschoolA16-SessionCurriculumthatinvolvedaprettyFijiwaterbottlefullwithwaterandglitterIshowedthemthestillwaterbottlewiththe
glitterrestingatthebottomofitIaskedthemiftheywereable
toseethroughthewaterbottleandofcoursetheirresponse
wasldquoyesrdquosincethewaterwasclearandcalm
AfterIshooktheentirewaterbottleIthenaskedthemagain
ldquocanyouseethroughthewaterbottlenowrdquoTheyall
respondedldquonordquowithsuchwonderintheireyesIthen
explainedtothemhowthatwaterbottlewasourbrainandthe
glitterrepresentedourthoughtsWhenIintroduced
mindfulnesstothemIexplainedhowitwasapowerfultoolto
helpuscalmthatglitterdowninourbrainssothatwecouldbe
abletoclearourwatersinordertomakewisedecisionsTheythenunderstoodhowitall
workedandtheywereallmotivatedtocalmtheirglitter[SeeJustBreathevideo]
Activity1TimeNeededFrequencyIwouldrecommendatleastaminimumof25-30minutesIliketoengagethestudentswhile
introducingthisnewconcepttothemandalsoansweranyquestionstheymighthave
Activity1HowDidThisImpactYourProgramBestpartisseeingthemtelloneanotherldquocalmyourglitteryouneedtorelaxandmake
betterchoicesrdquoIrsquoveseenthemgrabthewaterbottleandtakeittothatstudentsotheycanbe
remindedofwhatrsquosgoingonItrsquosseriouslyamazing
Activity1ResourcesMaterialsNewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
22
Activity2PurposeThepurposeofthismindfulnessactivityistocenterthekidsbacktoastateofawarenessitallowsthemtounwindandrelaxdownThisthenresultsinabetter
focuswhenreturningbacktoourlearningactivitiesandanimprovedbehavior
Activity2TargetAudience2nd-8thgrade
Activity2DescriptionIhavethemalllaydownonthefloor
withtheireyesclosedandfocus
ontheirbreathingAtfirstthere
wasoneortwostudentswho
couldnrsquotstaycalmbutwhatrsquos
newrightHoweverthosefew
studentswhocouldnrsquotseemto
settledownbegantoslowlysink
intotheactivity
Activity2TimeNeededFrequency15minutes
Activity2HowDidThisImpactYourProgramMindfulnesshasallowedusasagrouptocometogetherandformabondofunderstandingkindnessandsupportNowtheyevencometomeaskingifwecan
pleasemeditateEspeciallywhentheyrsquorehyperthatrsquoswhenIrealizetheyaskforitthemost
IrsquoveseensomestudentsmatureothersstrivingtobebetterandIrsquoveheardothersopenup
withveryintimatethingsthatwereweighingthemdown
Activity2ResourcesMaterialsChildrenguidedmeditationsandalsoMindfulGamesactivitycards(canbefoundonAmazon)
NewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
GreaterGoodScienceCenter
IwouldrecommendawaterbottlewithglitterandalsoaldquoMindfulnessBellrdquowhichhelps
incorporateabetterawarenesstotheirbreathing
23
EXPANDEDLEARNINGPROGRAMOaklandLeafprovidesintentionalprogrammingtosupportyouthrsquosphysicalsocialandemotionalwell-beingacademicsuccessandabilitytobeactiveandeffectiveleadersintheir
community
ContactPersonJohannaMasisProgramDirectorOaklandLeafFoundation
ActivityPurposeCyphersareusedasaspacetodointentionalcommunitybuildingintheformofhavingadiscussiononanytopicTheCypherismeanttoserveasanemotionally
safeplaceforeachparticipanttosaytheirpiecewithoutinterruptionorjudgment
TargetAudienceK-12grades
ActivityDescriptionParticipantsaregatheredina
circlefortheCypherTobreak
theicetheycanshareavalue
theywishbringtothefirstfew
CyphersPeopledonothaveto
speakbutareexpectedtohold
thetalkingpiecefor5-10
secondsbeforepassingthe
talkingpieceIfyouthare
reluctanttosharebecauseofthesocialdynamicsthenpassingshouldbeadjustedtomean
thatwewillcomebacktothemasopposedtonothearingfromthematallIfthereare
peopleabsentonthedayofaCypherthenaplaceisstillheldfortheminthecircle
MakesurethatifchairsareusedtheneveryonemusthaveachairIfyouaresittingonthe
floortheneveryonesitsonthefloorEveryoneshouldbeabletoseeeachotherSittinginthe
circlediminisheshierarchyandoverallpowerdynamicsIncludeacenterpiecewhereyouth
mayfocustheirattentionatalkingpiecethatcanbebroughtbythefacilitatorormadeby
thegroupandsomethingfromnature(aplantglassbowlofwater)toremindusthatwe
areconnectedtotheearthIhaveseenyouthbringatoyorapictureoftheirfamiliestothe
circleasanofferingtothegroupduringtheCypher
TimeNeededFrequencyCyphersareencouragedtohappenatleastonceaweekandmanyofourprogramscalendartheminsothatyouthknowwhentheywilloccur
HowDidThisImpactYourProgramThebenefitsofthispracticeincludeincreasedfamiliaritywithpeoplesstoriesempathybuildingideasharingharmrepairhealingforthe
individualwhoishurtingandcompassionbuildingWehaveseenthecultureofprograms
completelyshifttobemoreinclusivecommunicativeandforgivingasaresultof
implementingthesepracticesYoutheventuallycometonametheneedandwillrequesta
CypherorleadCyphersontheirownOurafterschoolstaffhavebeenaskedtoleadCyphers
duringtheregularschooldaybecausetheyhaveseenhowithasimpactedouryouthinsuch
positiveways
ResourcesMaterialsCommunitiesUnitedforRestorativeYouthJustice
SEEDSCultivatingcommunitytransformingconflict
RestorativeJusticeforOaklandYouth
LearninginAfterschoolampSummer(LIAS)Blog
RestorativeJusticeatOaklandrsquosFremontHighSchool(video)
24
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECoachingCorpsisanintermediaryorganizationthatbelievesthateveryyoungpersonlivinginunderservedcommunitiesdeservesatrainedcaringcoachWearebuildingamovement
ofcoachesacrossthecountrybypartneringwithafterschoolprogramsandrecruiting
volunteersAllourcoachesreceiveevidence-basedtraininginyouthdevelopmentcoaching
skillsandsocialemotionallearningaswellasongoingsupportthroughmentoring
ContactPersonSuzanneSillettDirectorofEducationandQualitysuzannescoachingcorpsorg
ActivityPurposeOurCoachingforCharactertrainingandsupportprogramspecificallyfocusesonfourcharacterattributes-persistenceoptimismself-regulationandempathy
TargetAudienceAdultStaff
ActivityDescriptionCoachingforCharacterbeginswithacoachparticipating
inour25hourtrainingInthistraining
coachesfirstlearnthefourPOSE
(persistenceoptimismself-regulationand
empathy)characterattributesandhowto
identifytheattributesintheirathletesNext
coachesareintroducedtothecharacter
buildingframeworkandparticipateina
coachingdemonstrationtofullyexperience
itinactionFinallycoachesapplythe
frameworkbyplanningtheirownpractice
sotheycanimmediatelygobacktotheir
teamandimplementthisnewknowledge
Weprovideoursupportvirtuallyinorderforcoachestobeabletoaccessitatanytimethat
isconvenientforthemWehaveanetworkofcoacheswhohaveattendedthetrainingwho
thenjoinourCoachingforCharacterFacebookgroupInthegroupcoachesgetsupportfrom
ourCoachDevelopmentStaffandalsocanconnectwithfellowcoachesWearecurrentlyin
theprocessofbuildingourownCoachPortalwherecoacheswillaccessmentoringsupport
discussiongroupsandresources
TimeNeededFrequency25hourtraining
HowDidThisImpactYourProgramldquoEvenafterjustonepracticetherehavebeenanumberofparentsofferinghighlycomplimentaryfeedbackfortheuseofskillsthatwe
receivedintheCoachingforCharactertrainingItwasalsoquiteenjoyabletoseetheplayers
respondingtotheuseoftheseskillsinsuchapositivefashionIamthankfultohavehadthe
opportunitytoexperiencetheCoachingforCharactertrainingandhavebeenutilizingitfor
morethanjustbasketballorsportsandincludedthoseskillsinourhomefamilylifeandin
otheraspectsofmylifeaswellrdquo-CoachampParentZactrainingparticipantChicoArea
RecreationDepartment
25
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECalSAChelpsbuildanout-of-schooltimeworkforce(suchasbeforeschoolafterschoolandsummerlearning)thatisfilledwithstrongmentorsandhighlyskilledpractitionerswhoreflectthecommunitiestheyserveThroughcollaborationandinnovationournetworkcreatesrippleeffectsofopportunityequityandtransformationthroughoutCaliforniabothforprofessionalsandtheyoungpeopletheyserveContactPersonSelenaLevyProgramManagerslevycalsacorgActivityPurposeThispracticecontributestostaffandyouthsinterpersonalskillsItcreatesanopportunityforeveryonetolearnmoreaboutoneanotherandcreatecommunityTargetAudienceThispracticecanbeappliedtobothyouthandadultsActivityDescriptionRegularCheckInsisanintentionalspacecreatedforstaffandyouthtosharehowtheyareshowingupinthatspaceParticipantstypicallysitorstandinacircleduringthecheckinWetypicallyaskforavolunteertostartandthenchooseadirectionforustogointhatorder(rightorleft)TheinformationsharedallowseveryoneintheroomtounderstandwhatmaybegoingonforthemandhonorthateachindividualmaybecomingintothespacewithvaryinglifeexperiencesThisallowseveryonetoseeeachothermorewhollyandcreatesafetyforpeopletobeauthenticinthespaceWerecommendcreatinganopportunityforeveryonetoleadthecheck-in(FromTemescalAssociatesItisrecommendedthateachspeakerholdsatalkingpiecesuchasafeatheroritemchosenbythegroupThetalkingpieceisheldbythepersonspeakingandthenpassedaroundthecircleThosenotholdingthetalkingpieceareengagedinactivelistening)TimeNeededFrequencyThepracticeofregularcheck-inscanbebeforethestartofprogramorameetingandlast10-15minutesHowDidThisImpactYourProgramWersquoveseenyouthprovidersbetterabletorespondtoyouthrsquosneedsorbehaviorsbasedonunderstandinghowtheyareshowingupinprogramsSimilarlywersquoveseensupervisorsbetterabletosupporttheirstaffwhentheyaremorefullyawareofwhatastaffpersonisbringingintotheprogramItalsohelpscreateasafeandsupportiveenvironmentwhenspaceiscreatedforfolkstoshareaboutwhatishappeningintheirlifeandhowitrsquosimpactinghowtheyareshowingupintheirworkandorprogramResourcesMaterialsLearninginAfterschoolampSummer(LIAS)Blog-ThePowerofSharingCirclesLearninginAfterschoolampSummer(LIAS)Blog-SharingCirclesCyphersTeachingRestorativePracticeswithClassroomCircles-ThisisacomprehensivecurriculumguidethatoffersanoverviewpromptslessonplansandotherresourcesWhatisMorningMeetingMorningMeetingBookSamplePromptingQuestionsTopicsforCirclesTribesLearningCommunity-Thiswebsiteoffersanumberofusefulbooksandotherresources
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
9
THEIMPORTANCEOFCOMMITMENTANDIN-DEPTHPLANNINGToaddressmanyofthechallengesandbarrierscitedaboveitisimportantforthe
providerorganizationtocommittotheworkoffocusingtheirprogramsonsocial
emotionallearningandcharacterbuildingTheapproachtoinfuseSELandcharacter
buildingintoallfacetsoftheorganizationrequiresmorethanaone-shottrainingor
staffdiscussionRatherthisrequiresalongerprocessthatincludes
bull BuildingAwarenessandUnderstandingndashTodothisitisimportantthatprogramleadersselectaframework(seeabove)anditslanguagebefore
effortstobuildawarenessProgramleadersmaywishtoreviewStudentSuccessComesFullCircleItdetailssixsocialemotionalandcharacterskillsthatexpandedlearningprogramscanhelpdevelopinyoungpeople
bull NamingSkillsandExploringtheMeaningofTheseSkillsndashCanyouspecificallynamethesocial-emotionalandcharacterskillsthatareimportant
totheprogrammdashskillsthattheprogramiscommittedtoHowimportantare
thesethingsandtowhomaretheyimportantCanleadersandstaffwrite
downthreethingsayoungpersonwouldsayordoiftheywerepracticing
theseskillsAretheseskillsbestldquotaughtrdquoorldquocaughtrdquoThesearejustsomeof
thequestionsaprogramshouldexplorewhendiscussingSELandcharacter
skills
bull BuildingonWhatYouDondashCanleadersandstaffnameprogramactivitiesandpracticesthatalreadysupportspecificsocial-emotionalandcharacter
skillsYoucanmakeuseofthisonlineself-reflectionsurveyforyourstaff
bull AligningwithQualityStandardsndashSeveralorganizationsandstatenetworkshavedevelopedqualitystandardsforexpandedlearningprogramsIn
CaliforniaimplementingthequalitystandardsbringsaboutSELCharacter
skillsAskhowdoourqualitystandardsalignwiththesocial-emotionaland
characterskillsForinstancehowdoeffortstocreateasafeandsupportive
environmentsupportsocial-emotionalandcharacterskills
bull CollectingandUsingDatandashManyprogramscollectdatatoprovidefeedbackregardingprogramqualityFeedbackcanbeintheformofobservations
reflectionsandorself-assessmentscompletedbyprogramstaffDatacan
alsobecollectedfromyouthparticipantstheirfamiliesandorother
stakeholdersandpartnersWhatdoesyourdataonprogramqualitytellyou
aboutthestateofsocial-emotionalandcharacterskillsinyourprograms
bull ProgramImprovementndashAsexpectedimprovingaprogramrequiresplanningandidentifyingandimplementingnewstrategiesForexample
organizationscanintroductionofnewprogramactivitiesreviseamission
statementaddadditionalstaffdevelopmentamendhiringpracticesandso
forthInstituteintentionalchangesanddetermineiftheymakeadifference
10
LeaderswhoaredesigningprogramstopromoteSELandcharacterbuildingwould
beadvisedtoreviewtheworkofresearchersJosephDurlakandRogerWeissberg
Theyidentifiedfourcharacteristicsofeffectiveafterschoolprogramsthatpromote
socialandemotionallearningThefourcharacteristics(SAFE)are
bull Sequenced-anintentionalstep-by-stepandsequentialapproachbull Active-emphasizesactiveformsoflearningsothatyouthcanpracticenew
skills
bull Focused-anintentionalfocusspecifictimeandattentiononskillbuildingactivities
bull Explicit-clearlydefinedSELgoals
ldquoWersquovealignedourprogramtotheSAFEframeworktoensureweareinfusingintentionalitythroughoutouractivitiesandourcurriculumrdquondashJuliaRuggWINGSFORKIDS
Youcanviewtheirfullreporthere
RESOURCESInadditiontotheresourcesrecommendedbythosewhosubmittedactivitiesand
practiceswehavegatheredmanyresources(egblogsreportsvideos)whichcan
befoundhere
11
SELACTIVITIESPRACTICESANDRESOURCES
EXPANDEDLEARNINGPROGRAMEduCareFoundationimplementscomprehensivedailyExtendedLearningProgramsonthecampusesof18highschoolsand1middleschoolservingover30000studentsinthe
greaterLosAngelesareaeachyearInadditionEduCareimplements3-dayACEStudent
SuccessProgramat35schoolsthroughoutLosAngelesreachingover5000youtheachyear
ContactPersonStuSemigranstueducarefoundationcomActivityPurposeUsingcreativevisualizationsandpositivestatements(affirmations)tocreatea
growthmindsetandsupportself-awarenessand
self-regulation
TargetAudienceYouthgrades6-12aswellasourstaffclassroomteachersandparentgroups
ActivityDescriptionGuidedVisualizationsaroundaparticularthemethereareavarietyof
mindfulnessandcenteringpracticesweenjoy
usingandhavefoundvaluable
Examplesthemesinclude
bull Gratefulness-studentsclosetheireyesandreviewonanimaginarymoviescreen
imagesofwhoandwhattheyaregratefulfororappreciate-friendsfamilymembers
theirhealthpeoplewhosupportorinspirethemopportunitiestheyhaveatschool
orelsewhereetc
bull PerformanceSuccess-usingthetechniqueofldquoMentalDressRehearsalrdquosimilarto
whathighperformingathletesandperformersdoastheyprepareforaperformance
eventThestudentsclosetheireyesandbringawarenesstorelaxingtheirbreathing
andthenmoveontoasimpleinternalawarenesscheckofhowtheywerepresently
doing-physicallywithfeelings(emotionally)andwiththeflowoftheirthoughts
(mentally)Onanimaginarymoviescreeneachwouldbeinvitedtoimagine
themselvespriortotheirperformanceevent(athleticcompetitionhighstakestest
etc)Theywouldseeonthescreentheirtypicalresponsesbodytighteningup
stomachknottingupbreathingtensingupnegativementalchatterlikeldquoIamabout
tofailrdquoetcIntheirimaginationtheythenwalkovertotheirimaginaryscreenand
seethemselvesplacingabigldquoXrdquoacrossthatfixedmindsetimageInstantlythat
imagewouldbereplacedbyoneofseeingthemselvesasrelaxedpreparedandeven
enthusedpriortotheperformanceeventWherepreviouslytherewasanxietythey
nowseethemselveswithfullconfidence
TimeNeededFrequency3-5minuteseach
ResourcesMaterialsMakingtheBestofMeAHandbookforStudentExcellenceandSelf-Esteem
EXPANDEDLEARNINGPROGRAMTheEverForwardClubworkswith
boysandyoungmentopromote
greaterselfawarenessand
awarenessofothers-bothcritical
componentstosocialemotional
learningandcharacterbuilding
Theireffortsincludeworkin
schoolsandtrainingsofeducators
andyouthworkersTheywerealso
featuredinadocumentaryentitled
TheMaskYouLiveIn
ContactEmaileverforwardclubgmailcom
ActivityPurposeThepurposeofthisactivityistopromoteself-awarenessasenseofbelongingandgreaterawarenessofothers(Thisactivityisapartofthe100kMasks
ChallengeThisglobalcampaignisawakeningpeopleallovertheworldtorealizethatthey
arenotaloneandtoseeandlearnhowmuchwehaveincommonbutweoftenmissbecause
wekeepitlockedawayinsideToparticipateinthiscampaignseebelow)
TargetAudienceAdolescentsgrades6-12
ActivityDescriptionYoutharegivenahandout(seewebsite)andaskedtofollow3stepsanonymouslyTheyarealsoaskedtokeeptheireyesontheirownpaper
1 Drawamaskontheleftside
2 Write3wordsonthefrontofthemaskthatrepresentqualitiestheyletpeoplesee
3 Write3wordsonthebackofthemaskthatrepresentthethingstheydonrsquotusuallylet
peoplesee
Adultleaderscollectthemasksandthenhaveafewvolunteersreadafewoftheresponses
anonymouslyYoutharetheninvitedtosharehowitfelthearingaboutthefrontandbackof
themasksoftheirpeersThiswouldbeagoodtimetodiscusstheircommonalitiesand
differencesDeeperprocessescanbecreateddependingonthelevelofsafetythathasbeen
generatedintheroom
NOTEIftheadultleaderfeelsthattheclassisnotpreparedtoshareoutmasksbasedonthe
levelofsafetythathasbeengeneratedthentheadultleadercancollectthemasksandshow
masksfromallovertheworldfromourwebsite
TimeNeeded10minutes-30minutes(dependingontimeavailableanddepthofconversation)
100kMasksChallengeThiscampaignhasbeenfacilitatedacrosstheworldandregardlessofthecountryagegenderorthesocio-economicbackgroundoftheparticipantsweare
clearthattherearepartsofourselvesthatwedonotsharewithothersandmanyofthose
thingsaretheblockagesbetweenbuildinghealthyrelationshipsandcommunities
Toparticipateadultleaderswhousethisprocessareaskedtosubmitalltheirmasksby
emailbyText(510-854-6794)orbyPostalMail(EverForward-100kMasks1714Franklin
St100-337OaklandCA94612-3409)
13
HowDoesThisImpactProgramsTheimpactonadultleadersaroundtheworldisthattheirstudentsgainanewsenseofconnectionandrealizationthatregardlessofwhatthey
aregoingthroughhellipTheyAreNotAlone
ResourcesMaterialsLearnmore
MaskGallery
TheMaskYouLiveInDocumentaryTrailer100kMasksLaunchVideo
TakingOffTheMaskWorkshop
14
EXPANDEDLEARNINGPROGRAMCampEDMOisaPre-K-8thgradeSTEAM(ScienceTechnologyEngineeringArtsandMath)andSEL(SocialEmotionalLearning)programthatimplementsthelatestresearch-informed
methodsofwhole-childdevelopmentThecorecharactertraitsweaimtobuildareCuriosity
CourageandKindnessInordertoachievethisgoalkidslearntodevelopfourmindsetsand
practicesixSELskillswhiletheyengineerbuildingscodeapplicationsorhikethrough
nature
ContactPersonEduardoCaballeroExecutiveDirectoredcampedmoorg
ActivityPurposeBuildempathyemotionvocabularyemotionmanagement
TargetAudienceWedothemingroupsof15-20kidsingradesPre-K-5thgrade
ActivityDescriptionKimochiDolls-WeuseKimochidollswithallour
agegroupsEachdollhasa
personalityarchetypethatkidscan
relatetoThedollscomewith
curriculumandadditionaltoolsto
helpkidsbuildvocabularyaround
theirfeelingsandempathyfor
others
FeelingPillowsTheKimochikits
comewithabagofplushlittle
pillowseachthathaveafaceandanemotionwordKidspulloutapillowfromthebagand
theotherkidstrytoguesswhatfeelingtheyareconveyingwiththeirfaceandbody
languageKidsexplainwhytheythinktheyarethatfeelingWhatarethecluesThefeeling
childthenrevealstheirfeelingYoucantaketheactivityfurtherbythenleadingadiscussion
aboutwhenisaninstanceinyourlifethatactuallymadeyoufeelthatwayThisactivitycan
bedoneevenwithoutthekitYoucanwriteabunchoffeelingwordsandputtheminany
container
TimeNeededFrequencyWedoKimochiactivitiesforabout20minuteseachdayatcampTheyaretypicallydonesittinginacircleWeusuallyusethemtostartourTeamTimehour
ofthedaywhenwefocusondoingactivitiesthatbuildSELskillsandteamwork
ResourcesMaterialsYoucanlearnmoreabouthowtouseandpurchasetheKimochidollsandtherelatedcurriculumhere
HowDidThisImpactYourProgramWenoticedkidswereabletoregulatetheiremotionsbetterresolveoravoiddisputesandplaynicerwitheachotherafterusingthedolls
15
EXPANDEDLEARNINGPROGRAMLAsBESTisanafterschoolenrichmentprogramserving25000elementarystudentsagesfivetotwelvein198schoolsinthemosteconomicallydistressedneighborhoodsthroughout
LosAngeles
ContactPersonZacharyWilsonDirectorofStaffDevelopmentzacharywlasbestlausdnet
ActivityPurposeTheuseofSanfordHarmonycardsenhancestheemotionallysafeenvironmentthatLAsBESTstrivestoprovideandsustainacrossallaspectsofour
programmingTheseresourcesallowforourstudentstosharetheirthoughtsandfeelingsin
asafehealthysettingthattheymaynotbecomfortablesharinganywhereelse
TargetAudienceYouthPre-Kthrough6thgrade
ActivityDescriptionSanfordHarmonyEverydayPracticesandQuickConnection
Cardsprovideengagingquestionsand
activitiestoexplorewithabuddyThe
studentsthengettoknoweachotherand
connectwhichpreparesthemtohandle
futurechallengesandconflictsand
opportunitiestocollaborateina
meaningfulandconstructivewaySanford
Harmonyalsoprovidesrecommendations
ofhowandwhytopairstudentstogetherTheMeetUpstrategyprovidesawayto
strengthenaprogramsdailyroutinebyincorporatingpracticesthatallowtheentiregroup
ofstudentstoexplorehowtheytreateachotherandhowtheycommunicatewithone
anotherTimeNeededFrequencyEachactivitycanvaryinlengthrangingfrom5to20+minutesdependingonifhowthefacilitatorstaffiscomfortableexpandingWedotheseactivities
everydayoronaregularconsistentbasis(eg2-3timesperweek)ndashagainvariesper
sitestaff
HowDidThisImpactYourProgramWehaveheardstoriesfromstudentsusingthisprogramthattheyenjoycarryingthequestionsconversationsandactivitiesintotheir
interactionswithfriendsandfamiliesathome
TheseresourceshavebeenmostvaluabletoLAsBESTbecausetheyhaveallowedusto
enhancehowweweaveSELintoeverythingwedondashratherthanlookatSELasastand-alone
activityorclubWiththisprogramstaffareabletointegratetheseresourceswithintheir
programsandinnovatewiththembeyondourinitialrecommendationsForexamplestaff
nowutilizethecardstosupporttransitiontimesndashwhengroupsofstudentsmovefromone
activityorspacetoanotherStaffhavealsofoundthecardsbeneficialduringhomework
timewhensomestudentsgetdonewiththeirassignmentsbeforeeveryoneelseisfinished
16
TargetAudienceAdultWorkersSanfordHarmonyCardshavealsosupportedourorganizationalgoalofprovidingprofessionaldevelopmentopportunitiesforstaffinwhich
theyareabletoexperiencefirst-handthepowerofself-reflectionandthebenefitsof
exploringtheSanfordHarmonyquestionsandactivitiesVariousinternal
teamsdepartmentsatLArsquosBESThaveincludedSanfordHarmonyCardswithin
teamdepartmentmeetingstoestablishthetone(akaice-breaker)
Wehaveintegratedthisprogramaspartofourbasicstafftrainingsspecifictoestablishing
positivelearningenvironmentsactivityplanning(egprogramdevelopment)and
homeworksupportndashinadditiontosomeofourleadershipfocusedtrainingsthatinvolve
establishingteamworkandasenseofbelongingSeniorleadershiphasuseditwiththeir
developmentteamasawaytogettoknoweachotherandhighlightasitepractice
TimeNeededFrequencyWetypicallydothisatleastonceamonthatourStaffDevelopmentTeammeetings
ResourcesMaterialsSanfordHarmonyEverydayPracticesandQuickConnectionCards-SanfordHarmonyisasocialemotionallearningprogramcultivatingstrongrelationships
betweenelementarystudentswithSELeducationSanfordHarmonyhasbeenAPPROVEDby
theCollaborativeforAcademicSocialampEmotionalLearning(CASEL)asaSELectprogram
forPre-Kthrough6thgradesClickheretoviewtheSanfordHarmonyEvaluationGuide
2018
17
EXPANDEDLEARNINGPROGRAMRioLindoAfterSchoolProgramwascreatedthroughpartnershipsbetweenschoolsandlocalcommunityresourcestoprovideliteracyacademicenrichmentandsafeconstructive
alternativesforstudentsingrades2ndndash5thgrade
ContactPersonBrandonSportelathelloyelloteamgmailcom
ActivityPurposeProvideeverystudentwithaconfidentiallineofcommunicationtoatleastonetrustedadultinourprogramResearchshowsthateverystudentmusthaveatleastone
adultintheirlivesthattheycantrusttoreachtheirpotentialforpositivegrowthand
achievementInadditionthepracticeofidentifyingandbeingawareoffeelingssupportsthe
studentsabilityforemotionalregulationreasoningandusingresourcestogettheirneeds
met
TargetAudienceStudentsingrades2ndndash5thgrade
TimeNeededFrequencyTheCheckInSystemisversatileandcanbeimplementedtomeettheuniqueneedsofeachsiteStudentsareabletocheckinwhenevertheywantandmany
sitesalsohavearegularlyscheduledcheckin2-5timesperweekWerecommendstudents
beencouragedtocheckinduringtheirregularschooldaybutnotfromhome
ActivityDescriptionUsingtheHelloYello(HY)CheckInAppwehave
successfullyprovidedeverystudent
withaconfidentiallineof
communicationtoatleastonetrusted
adultinourprogramsStudentsnow
haveavoiceintheirprogramming
safetyandachievementByallowing
studentstobeheardwehaveensured
thateachchildhasanadultmentor
thattheycancontactatanytimeto
expresstheirdailyexperiences
strugglesandaccomplishments
Mostofthecheckinsubmissionsneedonlyasilentgestureorafewwordsofencouragement
toclosetheloopSeveraltypicallyresultinabriefone-on-onetalktosortthroughadifficult
experienceandaveryfewrequireateamapproachOnechallengeislackofaccessto
technologyAlthoughtheHYCheckInsystemalsoprovidespencilpaperversionstheweb
applicationallowsforamoreimmediateresponse
HowDidThisImpactYourProgramJustbysimplyknowingwhatastudentisexperiencingintheirdailylifeprovidesauniquebondStudentswhoexperienceatrusting
relationshipwilllettheadultknowwhentheyneedadviceAllowingthestudenttodecide
leadstoempowermentandindependenceAmazinglyrelationshipsbuildintrustwithonlya
fewstrategicstaffactions
TheoveralldifferenceintheprogramssincetheimplementationoftheHYCheckInAppis
improvedschoolclimateandstudentconnectednesstotheprogramInadditionstudents
havelearnedhowtobeawareoftheirfeelingsandneedsandhowtogetthoseneedsmet
Evidentiarydataisbeingprovidedtohelpstudentswithcounselingneedsresultingin
additionalresourcesfortheprogramDataisalsobeingprovidedtomakechangesbased
uponstudentinterestsandqualitiessuchasmindfulnessartsscienceandsportsactivities
18
Thestudentsdemonstrateincreasedpersonalempowermentandhigherlevelsoftrustin
theirrelationshipswithprogramstaffTheyexpressfeelingsafeconfidentandcaredfor
Theyaremotivatedtocheck-inbecauseitsconfidentialTheprogramisbetteratmeeting
thesocial-emotionalneedsofstudentsStudentsareopeningupabouttheirfeelings
thoughtsandexperiencesInadditiontoincreasinglevelsoftrustthishasresultedin
potentialconflictsbetweenstudentsbeinghandledproactivelyegbullyingperceived
slightsandgroupdrama
TargetAudienceAdultStaffToprepareadultstafftosuccessfullyusetheHelloYelloappstaffparticipateinthreetrainingsThefirsttrainingteachesstaffthefunctionandlogisticsof
usingthewebappandoptionalpaperformsItalsopreparestheminhowtoprovidean
introductorylessonforstudentsThesecondtrainingisfocusedonhowandwhento
respondtosubmissionsusingactualstudentsubmissionsfromtheschoolsiteas
examplesArangeofpossibleresponsesarereviewedanddiscussedfromquickgestural
promptstoemergencysituationswhenotherteammembersneedtobeinvolvedThefocus
isonhowclosingthelooprdquowithaninterpersonalresponsecreatespositivetrusting
relationshipsandhowtheadultresponsemotivatesstudentstocontinuecheckinginThethirdtrainingprovidesamodelforstaffonformingadatateamtoanalyzeresponsesand
createactionplansaswellasteachinghowtoelicitspecificdatafromstudentsbyusing
customizedwritingpromptsforstudents
TimeNeededFrequencyImplementingtheCheckInSystemrequiresthreeone-hourtrainingmodulesWeusuallysuggestthatthetrainingsbespreadoutover3monthsto
allowteamstogrowwitheachsuccessivestep
HowDidThisImpactYourProgramThestaffisabletomaximizeteachingopportunitieswhenstudentsletthemknowthesocialandemotionalissuestheyarefacingbefore
problemsdeveloptothepointofforcingadisciplinaryresponseTheyarealsoableto
demonstrateincreasingconfidenceinsupportingstudentsandareexcitedtoseethemselves
growingintheirroleasadultmentorsTheyhaveexpressedthattheyfeelmoreconnectedto
theirstudentsandhavemoreunderstandingandempathytowardthewholechildand
abletoserveaspositiveadultrolemodels
ChallengesEnsuringthatstaffhavetimetofollowthroughandmeeteachstudentssocial-emotionalandacademicneedsisafrequentlyexpressedconcernfortheCheckInsystem
Theappisdesignedtomakeiteasyforstafftocompletetheentirecommunicationloop
withouttakingtimeawayfromperformingregularduties
AdviceforstaffHaveanopenmindaboutrespondingtostudentneedsApersonmayhavetoletgoofstereotypesandbeliefsaboutchildbehaviorassociatedwiththeirown
experienceswithintheirfamiliescommunitiesandschoolstoacceptstudentdifferences
AlsobereadytogetfeedbackfromthestudentsInsomecasesthefeedbackispositiveand
encouragingbutitcanalsoexposeareasofimprovementforyourprogramHavinganopen
mindisessentialfortakingyourprogramtoahigherlevelofexcellence
ResourcesMaterialsYoucanlearnmoreabouttheRioLindoAfterSchoolprogramhereYoucanlearnmoreabouttheHelloYelloapphereYoucanviewalistofvideoshere
Teachinghowtopromptformorespecificinfobull Checkinprompts
bull TenwaystousetheCheck-Insystem
19
EXPANDEDLEARNINGPROGRAMAfter-SchoolAll-Starsisanationalafter-schoolworkforcedevelopmentprograminsupportingTitle1middleschoolyouthWestrivetohelpyouthcontinuetodevelopgrowthmindsetsafterschoolwhetherintheirinterpersonalsocialrelationshipsandorintheircareerexplorationWeaskthemhowtheycansupporteachotherandcontributetothecommunitiestheyareapartofWehelpguidethemtowardsapotentialpathofactiontotakeinbringingthemclosertoreachingtheirgoalsanddreamsContactPersonNamrataGuptaEDASASBayAreanamrataguptaafterschoolallstarsorgActivityPurposeThispracticepromotesself-awarenesssocialawarenessandteambuildingIntermsofcharacterbuildingitteachesmemberstobeindependentproactiveandproblem-solversaswellascollaborativeTheyadoptgrowthmindsetsanditincreasestheirsenseofself-efficacyTargetAudienceMiddleSchoolYouthActivityDescriptionYouthAdvisoryBoard-WehaveaYouthAdvisoryBoard(Yabbies)ateachofourschoolsitesthatiscomprisedofyouthleaderswhoworktogethertoenhancetheexperienceofourafterschoolprogramsEightstudentssitontheboard(four8thtwo7thandtwo6thgraders)TheyhelpoursitecoordinatorplaneventsandadvocatefortheirpeersWerecommendthataselectioncriteriaandapplicationbedevelopedsothatstudentsareclearoftheexpectationsofsittingontheboardAndthatstudentsfromdifferentsub-communitiesinyourprogramarescoutedtoapplyinanefforttoinsurethatallstudentsfeelrepresentedWealsorecommendlookingattheexistingstudentleadershipstructuresattheschool-sitetoensurethatdifferentstudentsarechosentolead-notonboththeStudentCouncilandYouthAdvisoryBoardTimeNeededFrequencyTheYouthAdvisoryBoardmeetsweeklyonWednesdaysfor45minutesSitecoordinatorshelptrainandsupportourYouthAdvisoryBoardmembersHowHasThisImpactedYourProgramOurYabbieshavehelpedbuildcultureandawarenessofourprogrambyinvitingstudentinputintoourprogrammingmodelandprovidingleadershipopportunitiestokeepourprogramrelevanttotheneedsanddesiresofourstudentcommunityResourcesMaterialsFromTemescalAssociatesndash
bull CreatingandSustainingaThrivingYouthAdvisoryCouncilbull YOUTHPOWERStartingaYouthAdvisoryCouncilbull AdvocatesforYouthTipsforCreatingEffectiveYouthAdvisoryCouncilsbull SanDiegoDistrictAttorneyndashCommunityProgramsAYouthAdvisoryBoard
Handbook
20
EXPANDEDLEARNINGPROGRAMWINGSForKidsoperatesdirectserviceprogramsinelementaryschoolsandserves1100amazingkidseverydaythroughourafterschoolprogramWeseektoempowerotherswith
socialemotionallearningbestpracticesthroughprofessionaldevelopmentworkshopsand
partnershipopportunitiesOurevidence-basedapproachfostersthemindsetskillsand
confidencechildrenneedtobehavewellmakegooddecisionsandbuildhealthy
relationships
ContactEmailhellowingsforkidsorgActivityPurposeIntegrationofSELthroughoutprogram
TargetAudienceK-5
ActivityDescriptionOurstafffirstexplicitlyteachthenmodeland
reinforceasocial-emotionalskilleachweekThisintentionalnamingofthe
socialemotionalskilloftheweekiskey
Nextkidslearnthenpracticeand
discussthenewskillsthroughprogram
activitiesAsanexampleletrsquosuseoneof
ourobjectivesintheself-management
competencymdashhelpingkidsfocustheir
attentioninwardinordertolimit
outwarddistraction
ThedaybeginswithCommunityUnitythecomingtogetherofallstaffandkidsingradesK-5forannouncementsandasocial-emotionalskill-buildinglessonThispartofthedayoffersan
opportunitytotalkinafocusedandactivewayabouttheweekrsquosobjectiveandengageina
brieffunactivitythatrelatestoitForexampleWINGSLeadersmayleadanexerciseon
activebreathingandtheprogramdirectorstartsafocusedlarge-groupdiscussionandasks
staffandkidstoshareexamplesofwhentheyhavegottendistracted
ChoiceTimeisanenrichmentactivitythatstudentsselecteachsemesterandwheresocial-emotionallessonsarewoveninDuringakickballgameforexampleaWINGSLeadermight
talkabouthowtoconcentrateonignoringtheshoutsfromthesidelinestobetterfocuson
thegameThisalsogiveskidsthechancetocontinuepracticingotherskillstheyrsquove
previouslylearnedsuchassharingsupportivecommentsafterabadkickandkeepinga
positiveattitudeeveniftheirteamislosingInthiswayChoiceTimeencourageskidsto
applybothnewandrecentlydevelopedsocialemotionalskills
TimeNeededFrequency3hoursperdayMonday-Fridaythroughouttheentireschoolyear
HowHasThisImpactedYourProgramWINGShasinstitutedathoroughevaluationoftheirprogramClickhereforaninterimreportoftheirRCTevaluation
ResourcesMaterialsForresourcesandfreematerialsclickhereHereisthelinkforourldquoADayintheLiferdquovideo
21
EXPANDEDLEARNINGPROGRAMThePOWERprogramatPioneerschoolisaprogramdesignedtoencouragetheindividualgrowthofeverychildthroughavarietyofdiverselearningstylesOurgoalisthe
developmentoftheWHOLEchildonewhohaslearnedtheskillsnecessarytosucceedina
varietyofacademicandphysicalactivitiesandonewhoappreciatesthevaluethateducation
andwellnessbringstotheirqualityoflife
ContactPersonErikaChavezEChavezduesdorg
Activity1PurposeSelf-awarenessself-regulationandsocialawareness
Activity1TargetAudience2nd-8thgrade
Activity1DescriptionIhavebeenpracticingmindfulnesswithmystudentsfor3yearsnowMindfulnessisamentalstateachievedbyfocusingonersquosownawarenessonthepresent
momentwhilecalmlyacknowledgingandacceptingonersquosfeelingsthoughtsandbodily
sensations
Ineededavisualwayformystudentstounderstandwhat
mindfulnesswasandthepurposeithadItallbeganwithan
activityfromMindfulnessinAfterschoolA16-SessionCurriculumthatinvolvedaprettyFijiwaterbottlefullwithwaterandglitterIshowedthemthestillwaterbottlewiththe
glitterrestingatthebottomofitIaskedthemiftheywereable
toseethroughthewaterbottleandofcoursetheirresponse
wasldquoyesrdquosincethewaterwasclearandcalm
AfterIshooktheentirewaterbottleIthenaskedthemagain
ldquocanyouseethroughthewaterbottlenowrdquoTheyall
respondedldquonordquowithsuchwonderintheireyesIthen
explainedtothemhowthatwaterbottlewasourbrainandthe
glitterrepresentedourthoughtsWhenIintroduced
mindfulnesstothemIexplainedhowitwasapowerfultoolto
helpuscalmthatglitterdowninourbrainssothatwecouldbe
abletoclearourwatersinordertomakewisedecisionsTheythenunderstoodhowitall
workedandtheywereallmotivatedtocalmtheirglitter[SeeJustBreathevideo]
Activity1TimeNeededFrequencyIwouldrecommendatleastaminimumof25-30minutesIliketoengagethestudentswhile
introducingthisnewconcepttothemandalsoansweranyquestionstheymighthave
Activity1HowDidThisImpactYourProgramBestpartisseeingthemtelloneanotherldquocalmyourglitteryouneedtorelaxandmake
betterchoicesrdquoIrsquoveseenthemgrabthewaterbottleandtakeittothatstudentsotheycanbe
remindedofwhatrsquosgoingonItrsquosseriouslyamazing
Activity1ResourcesMaterialsNewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
22
Activity2PurposeThepurposeofthismindfulnessactivityistocenterthekidsbacktoastateofawarenessitallowsthemtounwindandrelaxdownThisthenresultsinabetter
focuswhenreturningbacktoourlearningactivitiesandanimprovedbehavior
Activity2TargetAudience2nd-8thgrade
Activity2DescriptionIhavethemalllaydownonthefloor
withtheireyesclosedandfocus
ontheirbreathingAtfirstthere
wasoneortwostudentswho
couldnrsquotstaycalmbutwhatrsquos
newrightHoweverthosefew
studentswhocouldnrsquotseemto
settledownbegantoslowlysink
intotheactivity
Activity2TimeNeededFrequency15minutes
Activity2HowDidThisImpactYourProgramMindfulnesshasallowedusasagrouptocometogetherandformabondofunderstandingkindnessandsupportNowtheyevencometomeaskingifwecan
pleasemeditateEspeciallywhentheyrsquorehyperthatrsquoswhenIrealizetheyaskforitthemost
IrsquoveseensomestudentsmatureothersstrivingtobebetterandIrsquoveheardothersopenup
withveryintimatethingsthatwereweighingthemdown
Activity2ResourcesMaterialsChildrenguidedmeditationsandalsoMindfulGamesactivitycards(canbefoundonAmazon)
NewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
GreaterGoodScienceCenter
IwouldrecommendawaterbottlewithglitterandalsoaldquoMindfulnessBellrdquowhichhelps
incorporateabetterawarenesstotheirbreathing
23
EXPANDEDLEARNINGPROGRAMOaklandLeafprovidesintentionalprogrammingtosupportyouthrsquosphysicalsocialandemotionalwell-beingacademicsuccessandabilitytobeactiveandeffectiveleadersintheir
community
ContactPersonJohannaMasisProgramDirectorOaklandLeafFoundation
ActivityPurposeCyphersareusedasaspacetodointentionalcommunitybuildingintheformofhavingadiscussiononanytopicTheCypherismeanttoserveasanemotionally
safeplaceforeachparticipanttosaytheirpiecewithoutinterruptionorjudgment
TargetAudienceK-12grades
ActivityDescriptionParticipantsaregatheredina
circlefortheCypherTobreak
theicetheycanshareavalue
theywishbringtothefirstfew
CyphersPeopledonothaveto
speakbutareexpectedtohold
thetalkingpiecefor5-10
secondsbeforepassingthe
talkingpieceIfyouthare
reluctanttosharebecauseofthesocialdynamicsthenpassingshouldbeadjustedtomean
thatwewillcomebacktothemasopposedtonothearingfromthematallIfthereare
peopleabsentonthedayofaCypherthenaplaceisstillheldfortheminthecircle
MakesurethatifchairsareusedtheneveryonemusthaveachairIfyouaresittingonthe
floortheneveryonesitsonthefloorEveryoneshouldbeabletoseeeachotherSittinginthe
circlediminisheshierarchyandoverallpowerdynamicsIncludeacenterpiecewhereyouth
mayfocustheirattentionatalkingpiecethatcanbebroughtbythefacilitatorormadeby
thegroupandsomethingfromnature(aplantglassbowlofwater)toremindusthatwe
areconnectedtotheearthIhaveseenyouthbringatoyorapictureoftheirfamiliestothe
circleasanofferingtothegroupduringtheCypher
TimeNeededFrequencyCyphersareencouragedtohappenatleastonceaweekandmanyofourprogramscalendartheminsothatyouthknowwhentheywilloccur
HowDidThisImpactYourProgramThebenefitsofthispracticeincludeincreasedfamiliaritywithpeoplesstoriesempathybuildingideasharingharmrepairhealingforthe
individualwhoishurtingandcompassionbuildingWehaveseenthecultureofprograms
completelyshifttobemoreinclusivecommunicativeandforgivingasaresultof
implementingthesepracticesYoutheventuallycometonametheneedandwillrequesta
CypherorleadCyphersontheirownOurafterschoolstaffhavebeenaskedtoleadCyphers
duringtheregularschooldaybecausetheyhaveseenhowithasimpactedouryouthinsuch
positiveways
ResourcesMaterialsCommunitiesUnitedforRestorativeYouthJustice
SEEDSCultivatingcommunitytransformingconflict
RestorativeJusticeforOaklandYouth
LearninginAfterschoolampSummer(LIAS)Blog
RestorativeJusticeatOaklandrsquosFremontHighSchool(video)
24
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECoachingCorpsisanintermediaryorganizationthatbelievesthateveryyoungpersonlivinginunderservedcommunitiesdeservesatrainedcaringcoachWearebuildingamovement
ofcoachesacrossthecountrybypartneringwithafterschoolprogramsandrecruiting
volunteersAllourcoachesreceiveevidence-basedtraininginyouthdevelopmentcoaching
skillsandsocialemotionallearningaswellasongoingsupportthroughmentoring
ContactPersonSuzanneSillettDirectorofEducationandQualitysuzannescoachingcorpsorg
ActivityPurposeOurCoachingforCharactertrainingandsupportprogramspecificallyfocusesonfourcharacterattributes-persistenceoptimismself-regulationandempathy
TargetAudienceAdultStaff
ActivityDescriptionCoachingforCharacterbeginswithacoachparticipating
inour25hourtrainingInthistraining
coachesfirstlearnthefourPOSE
(persistenceoptimismself-regulationand
empathy)characterattributesandhowto
identifytheattributesintheirathletesNext
coachesareintroducedtothecharacter
buildingframeworkandparticipateina
coachingdemonstrationtofullyexperience
itinactionFinallycoachesapplythe
frameworkbyplanningtheirownpractice
sotheycanimmediatelygobacktotheir
teamandimplementthisnewknowledge
Weprovideoursupportvirtuallyinorderforcoachestobeabletoaccessitatanytimethat
isconvenientforthemWehaveanetworkofcoacheswhohaveattendedthetrainingwho
thenjoinourCoachingforCharacterFacebookgroupInthegroupcoachesgetsupportfrom
ourCoachDevelopmentStaffandalsocanconnectwithfellowcoachesWearecurrentlyin
theprocessofbuildingourownCoachPortalwherecoacheswillaccessmentoringsupport
discussiongroupsandresources
TimeNeededFrequency25hourtraining
HowDidThisImpactYourProgramldquoEvenafterjustonepracticetherehavebeenanumberofparentsofferinghighlycomplimentaryfeedbackfortheuseofskillsthatwe
receivedintheCoachingforCharactertrainingItwasalsoquiteenjoyabletoseetheplayers
respondingtotheuseoftheseskillsinsuchapositivefashionIamthankfultohavehadthe
opportunitytoexperiencetheCoachingforCharactertrainingandhavebeenutilizingitfor
morethanjustbasketballorsportsandincludedthoseskillsinourhomefamilylifeandin
otheraspectsofmylifeaswellrdquo-CoachampParentZactrainingparticipantChicoArea
RecreationDepartment
25
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECalSAChelpsbuildanout-of-schooltimeworkforce(suchasbeforeschoolafterschoolandsummerlearning)thatisfilledwithstrongmentorsandhighlyskilledpractitionerswhoreflectthecommunitiestheyserveThroughcollaborationandinnovationournetworkcreatesrippleeffectsofopportunityequityandtransformationthroughoutCaliforniabothforprofessionalsandtheyoungpeopletheyserveContactPersonSelenaLevyProgramManagerslevycalsacorgActivityPurposeThispracticecontributestostaffandyouthsinterpersonalskillsItcreatesanopportunityforeveryonetolearnmoreaboutoneanotherandcreatecommunityTargetAudienceThispracticecanbeappliedtobothyouthandadultsActivityDescriptionRegularCheckInsisanintentionalspacecreatedforstaffandyouthtosharehowtheyareshowingupinthatspaceParticipantstypicallysitorstandinacircleduringthecheckinWetypicallyaskforavolunteertostartandthenchooseadirectionforustogointhatorder(rightorleft)TheinformationsharedallowseveryoneintheroomtounderstandwhatmaybegoingonforthemandhonorthateachindividualmaybecomingintothespacewithvaryinglifeexperiencesThisallowseveryonetoseeeachothermorewhollyandcreatesafetyforpeopletobeauthenticinthespaceWerecommendcreatinganopportunityforeveryonetoleadthecheck-in(FromTemescalAssociatesItisrecommendedthateachspeakerholdsatalkingpiecesuchasafeatheroritemchosenbythegroupThetalkingpieceisheldbythepersonspeakingandthenpassedaroundthecircleThosenotholdingthetalkingpieceareengagedinactivelistening)TimeNeededFrequencyThepracticeofregularcheck-inscanbebeforethestartofprogramorameetingandlast10-15minutesHowDidThisImpactYourProgramWersquoveseenyouthprovidersbetterabletorespondtoyouthrsquosneedsorbehaviorsbasedonunderstandinghowtheyareshowingupinprogramsSimilarlywersquoveseensupervisorsbetterabletosupporttheirstaffwhentheyaremorefullyawareofwhatastaffpersonisbringingintotheprogramItalsohelpscreateasafeandsupportiveenvironmentwhenspaceiscreatedforfolkstoshareaboutwhatishappeningintheirlifeandhowitrsquosimpactinghowtheyareshowingupintheirworkandorprogramResourcesMaterialsLearninginAfterschoolampSummer(LIAS)Blog-ThePowerofSharingCirclesLearninginAfterschoolampSummer(LIAS)Blog-SharingCirclesCyphersTeachingRestorativePracticeswithClassroomCircles-ThisisacomprehensivecurriculumguidethatoffersanoverviewpromptslessonplansandotherresourcesWhatisMorningMeetingMorningMeetingBookSamplePromptingQuestionsTopicsforCirclesTribesLearningCommunity-Thiswebsiteoffersanumberofusefulbooksandotherresources
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
10
LeaderswhoaredesigningprogramstopromoteSELandcharacterbuildingwould
beadvisedtoreviewtheworkofresearchersJosephDurlakandRogerWeissberg
Theyidentifiedfourcharacteristicsofeffectiveafterschoolprogramsthatpromote
socialandemotionallearningThefourcharacteristics(SAFE)are
bull Sequenced-anintentionalstep-by-stepandsequentialapproachbull Active-emphasizesactiveformsoflearningsothatyouthcanpracticenew
skills
bull Focused-anintentionalfocusspecifictimeandattentiononskillbuildingactivities
bull Explicit-clearlydefinedSELgoals
ldquoWersquovealignedourprogramtotheSAFEframeworktoensureweareinfusingintentionalitythroughoutouractivitiesandourcurriculumrdquondashJuliaRuggWINGSFORKIDS
Youcanviewtheirfullreporthere
RESOURCESInadditiontotheresourcesrecommendedbythosewhosubmittedactivitiesand
practiceswehavegatheredmanyresources(egblogsreportsvideos)whichcan
befoundhere
11
SELACTIVITIESPRACTICESANDRESOURCES
EXPANDEDLEARNINGPROGRAMEduCareFoundationimplementscomprehensivedailyExtendedLearningProgramsonthecampusesof18highschoolsand1middleschoolservingover30000studentsinthe
greaterLosAngelesareaeachyearInadditionEduCareimplements3-dayACEStudent
SuccessProgramat35schoolsthroughoutLosAngelesreachingover5000youtheachyear
ContactPersonStuSemigranstueducarefoundationcomActivityPurposeUsingcreativevisualizationsandpositivestatements(affirmations)tocreatea
growthmindsetandsupportself-awarenessand
self-regulation
TargetAudienceYouthgrades6-12aswellasourstaffclassroomteachersandparentgroups
ActivityDescriptionGuidedVisualizationsaroundaparticularthemethereareavarietyof
mindfulnessandcenteringpracticesweenjoy
usingandhavefoundvaluable
Examplesthemesinclude
bull Gratefulness-studentsclosetheireyesandreviewonanimaginarymoviescreen
imagesofwhoandwhattheyaregratefulfororappreciate-friendsfamilymembers
theirhealthpeoplewhosupportorinspirethemopportunitiestheyhaveatschool
orelsewhereetc
bull PerformanceSuccess-usingthetechniqueofldquoMentalDressRehearsalrdquosimilarto
whathighperformingathletesandperformersdoastheyprepareforaperformance
eventThestudentsclosetheireyesandbringawarenesstorelaxingtheirbreathing
andthenmoveontoasimpleinternalawarenesscheckofhowtheywerepresently
doing-physicallywithfeelings(emotionally)andwiththeflowoftheirthoughts
(mentally)Onanimaginarymoviescreeneachwouldbeinvitedtoimagine
themselvespriortotheirperformanceevent(athleticcompetitionhighstakestest
etc)Theywouldseeonthescreentheirtypicalresponsesbodytighteningup
stomachknottingupbreathingtensingupnegativementalchatterlikeldquoIamabout
tofailrdquoetcIntheirimaginationtheythenwalkovertotheirimaginaryscreenand
seethemselvesplacingabigldquoXrdquoacrossthatfixedmindsetimageInstantlythat
imagewouldbereplacedbyoneofseeingthemselvesasrelaxedpreparedandeven
enthusedpriortotheperformanceeventWherepreviouslytherewasanxietythey
nowseethemselveswithfullconfidence
TimeNeededFrequency3-5minuteseach
ResourcesMaterialsMakingtheBestofMeAHandbookforStudentExcellenceandSelf-Esteem
EXPANDEDLEARNINGPROGRAMTheEverForwardClubworkswith
boysandyoungmentopromote
greaterselfawarenessand
awarenessofothers-bothcritical
componentstosocialemotional
learningandcharacterbuilding
Theireffortsincludeworkin
schoolsandtrainingsofeducators
andyouthworkersTheywerealso
featuredinadocumentaryentitled
TheMaskYouLiveIn
ContactEmaileverforwardclubgmailcom
ActivityPurposeThepurposeofthisactivityistopromoteself-awarenessasenseofbelongingandgreaterawarenessofothers(Thisactivityisapartofthe100kMasks
ChallengeThisglobalcampaignisawakeningpeopleallovertheworldtorealizethatthey
arenotaloneandtoseeandlearnhowmuchwehaveincommonbutweoftenmissbecause
wekeepitlockedawayinsideToparticipateinthiscampaignseebelow)
TargetAudienceAdolescentsgrades6-12
ActivityDescriptionYoutharegivenahandout(seewebsite)andaskedtofollow3stepsanonymouslyTheyarealsoaskedtokeeptheireyesontheirownpaper
1 Drawamaskontheleftside
2 Write3wordsonthefrontofthemaskthatrepresentqualitiestheyletpeoplesee
3 Write3wordsonthebackofthemaskthatrepresentthethingstheydonrsquotusuallylet
peoplesee
Adultleaderscollectthemasksandthenhaveafewvolunteersreadafewoftheresponses
anonymouslyYoutharetheninvitedtosharehowitfelthearingaboutthefrontandbackof
themasksoftheirpeersThiswouldbeagoodtimetodiscusstheircommonalitiesand
differencesDeeperprocessescanbecreateddependingonthelevelofsafetythathasbeen
generatedintheroom
NOTEIftheadultleaderfeelsthattheclassisnotpreparedtoshareoutmasksbasedonthe
levelofsafetythathasbeengeneratedthentheadultleadercancollectthemasksandshow
masksfromallovertheworldfromourwebsite
TimeNeeded10minutes-30minutes(dependingontimeavailableanddepthofconversation)
100kMasksChallengeThiscampaignhasbeenfacilitatedacrosstheworldandregardlessofthecountryagegenderorthesocio-economicbackgroundoftheparticipantsweare
clearthattherearepartsofourselvesthatwedonotsharewithothersandmanyofthose
thingsaretheblockagesbetweenbuildinghealthyrelationshipsandcommunities
Toparticipateadultleaderswhousethisprocessareaskedtosubmitalltheirmasksby
emailbyText(510-854-6794)orbyPostalMail(EverForward-100kMasks1714Franklin
St100-337OaklandCA94612-3409)
13
HowDoesThisImpactProgramsTheimpactonadultleadersaroundtheworldisthattheirstudentsgainanewsenseofconnectionandrealizationthatregardlessofwhatthey
aregoingthroughhellipTheyAreNotAlone
ResourcesMaterialsLearnmore
MaskGallery
TheMaskYouLiveInDocumentaryTrailer100kMasksLaunchVideo
TakingOffTheMaskWorkshop
14
EXPANDEDLEARNINGPROGRAMCampEDMOisaPre-K-8thgradeSTEAM(ScienceTechnologyEngineeringArtsandMath)andSEL(SocialEmotionalLearning)programthatimplementsthelatestresearch-informed
methodsofwhole-childdevelopmentThecorecharactertraitsweaimtobuildareCuriosity
CourageandKindnessInordertoachievethisgoalkidslearntodevelopfourmindsetsand
practicesixSELskillswhiletheyengineerbuildingscodeapplicationsorhikethrough
nature
ContactPersonEduardoCaballeroExecutiveDirectoredcampedmoorg
ActivityPurposeBuildempathyemotionvocabularyemotionmanagement
TargetAudienceWedothemingroupsof15-20kidsingradesPre-K-5thgrade
ActivityDescriptionKimochiDolls-WeuseKimochidollswithallour
agegroupsEachdollhasa
personalityarchetypethatkidscan
relatetoThedollscomewith
curriculumandadditionaltoolsto
helpkidsbuildvocabularyaround
theirfeelingsandempathyfor
others
FeelingPillowsTheKimochikits
comewithabagofplushlittle
pillowseachthathaveafaceandanemotionwordKidspulloutapillowfromthebagand
theotherkidstrytoguesswhatfeelingtheyareconveyingwiththeirfaceandbody
languageKidsexplainwhytheythinktheyarethatfeelingWhatarethecluesThefeeling
childthenrevealstheirfeelingYoucantaketheactivityfurtherbythenleadingadiscussion
aboutwhenisaninstanceinyourlifethatactuallymadeyoufeelthatwayThisactivitycan
bedoneevenwithoutthekitYoucanwriteabunchoffeelingwordsandputtheminany
container
TimeNeededFrequencyWedoKimochiactivitiesforabout20minuteseachdayatcampTheyaretypicallydonesittinginacircleWeusuallyusethemtostartourTeamTimehour
ofthedaywhenwefocusondoingactivitiesthatbuildSELskillsandteamwork
ResourcesMaterialsYoucanlearnmoreabouthowtouseandpurchasetheKimochidollsandtherelatedcurriculumhere
HowDidThisImpactYourProgramWenoticedkidswereabletoregulatetheiremotionsbetterresolveoravoiddisputesandplaynicerwitheachotherafterusingthedolls
15
EXPANDEDLEARNINGPROGRAMLAsBESTisanafterschoolenrichmentprogramserving25000elementarystudentsagesfivetotwelvein198schoolsinthemosteconomicallydistressedneighborhoodsthroughout
LosAngeles
ContactPersonZacharyWilsonDirectorofStaffDevelopmentzacharywlasbestlausdnet
ActivityPurposeTheuseofSanfordHarmonycardsenhancestheemotionallysafeenvironmentthatLAsBESTstrivestoprovideandsustainacrossallaspectsofour
programmingTheseresourcesallowforourstudentstosharetheirthoughtsandfeelingsin
asafehealthysettingthattheymaynotbecomfortablesharinganywhereelse
TargetAudienceYouthPre-Kthrough6thgrade
ActivityDescriptionSanfordHarmonyEverydayPracticesandQuickConnection
Cardsprovideengagingquestionsand
activitiestoexplorewithabuddyThe
studentsthengettoknoweachotherand
connectwhichpreparesthemtohandle
futurechallengesandconflictsand
opportunitiestocollaborateina
meaningfulandconstructivewaySanford
Harmonyalsoprovidesrecommendations
ofhowandwhytopairstudentstogetherTheMeetUpstrategyprovidesawayto
strengthenaprogramsdailyroutinebyincorporatingpracticesthatallowtheentiregroup
ofstudentstoexplorehowtheytreateachotherandhowtheycommunicatewithone
anotherTimeNeededFrequencyEachactivitycanvaryinlengthrangingfrom5to20+minutesdependingonifhowthefacilitatorstaffiscomfortableexpandingWedotheseactivities
everydayoronaregularconsistentbasis(eg2-3timesperweek)ndashagainvariesper
sitestaff
HowDidThisImpactYourProgramWehaveheardstoriesfromstudentsusingthisprogramthattheyenjoycarryingthequestionsconversationsandactivitiesintotheir
interactionswithfriendsandfamiliesathome
TheseresourceshavebeenmostvaluabletoLAsBESTbecausetheyhaveallowedusto
enhancehowweweaveSELintoeverythingwedondashratherthanlookatSELasastand-alone
activityorclubWiththisprogramstaffareabletointegratetheseresourceswithintheir
programsandinnovatewiththembeyondourinitialrecommendationsForexamplestaff
nowutilizethecardstosupporttransitiontimesndashwhengroupsofstudentsmovefromone
activityorspacetoanotherStaffhavealsofoundthecardsbeneficialduringhomework
timewhensomestudentsgetdonewiththeirassignmentsbeforeeveryoneelseisfinished
16
TargetAudienceAdultWorkersSanfordHarmonyCardshavealsosupportedourorganizationalgoalofprovidingprofessionaldevelopmentopportunitiesforstaffinwhich
theyareabletoexperiencefirst-handthepowerofself-reflectionandthebenefitsof
exploringtheSanfordHarmonyquestionsandactivitiesVariousinternal
teamsdepartmentsatLArsquosBESThaveincludedSanfordHarmonyCardswithin
teamdepartmentmeetingstoestablishthetone(akaice-breaker)
Wehaveintegratedthisprogramaspartofourbasicstafftrainingsspecifictoestablishing
positivelearningenvironmentsactivityplanning(egprogramdevelopment)and
homeworksupportndashinadditiontosomeofourleadershipfocusedtrainingsthatinvolve
establishingteamworkandasenseofbelongingSeniorleadershiphasuseditwiththeir
developmentteamasawaytogettoknoweachotherandhighlightasitepractice
TimeNeededFrequencyWetypicallydothisatleastonceamonthatourStaffDevelopmentTeammeetings
ResourcesMaterialsSanfordHarmonyEverydayPracticesandQuickConnectionCards-SanfordHarmonyisasocialemotionallearningprogramcultivatingstrongrelationships
betweenelementarystudentswithSELeducationSanfordHarmonyhasbeenAPPROVEDby
theCollaborativeforAcademicSocialampEmotionalLearning(CASEL)asaSELectprogram
forPre-Kthrough6thgradesClickheretoviewtheSanfordHarmonyEvaluationGuide
2018
17
EXPANDEDLEARNINGPROGRAMRioLindoAfterSchoolProgramwascreatedthroughpartnershipsbetweenschoolsandlocalcommunityresourcestoprovideliteracyacademicenrichmentandsafeconstructive
alternativesforstudentsingrades2ndndash5thgrade
ContactPersonBrandonSportelathelloyelloteamgmailcom
ActivityPurposeProvideeverystudentwithaconfidentiallineofcommunicationtoatleastonetrustedadultinourprogramResearchshowsthateverystudentmusthaveatleastone
adultintheirlivesthattheycantrusttoreachtheirpotentialforpositivegrowthand
achievementInadditionthepracticeofidentifyingandbeingawareoffeelingssupportsthe
studentsabilityforemotionalregulationreasoningandusingresourcestogettheirneeds
met
TargetAudienceStudentsingrades2ndndash5thgrade
TimeNeededFrequencyTheCheckInSystemisversatileandcanbeimplementedtomeettheuniqueneedsofeachsiteStudentsareabletocheckinwhenevertheywantandmany
sitesalsohavearegularlyscheduledcheckin2-5timesperweekWerecommendstudents
beencouragedtocheckinduringtheirregularschooldaybutnotfromhome
ActivityDescriptionUsingtheHelloYello(HY)CheckInAppwehave
successfullyprovidedeverystudent
withaconfidentiallineof
communicationtoatleastonetrusted
adultinourprogramsStudentsnow
haveavoiceintheirprogramming
safetyandachievementByallowing
studentstobeheardwehaveensured
thateachchildhasanadultmentor
thattheycancontactatanytimeto
expresstheirdailyexperiences
strugglesandaccomplishments
Mostofthecheckinsubmissionsneedonlyasilentgestureorafewwordsofencouragement
toclosetheloopSeveraltypicallyresultinabriefone-on-onetalktosortthroughadifficult
experienceandaveryfewrequireateamapproachOnechallengeislackofaccessto
technologyAlthoughtheHYCheckInsystemalsoprovidespencilpaperversionstheweb
applicationallowsforamoreimmediateresponse
HowDidThisImpactYourProgramJustbysimplyknowingwhatastudentisexperiencingintheirdailylifeprovidesauniquebondStudentswhoexperienceatrusting
relationshipwilllettheadultknowwhentheyneedadviceAllowingthestudenttodecide
leadstoempowermentandindependenceAmazinglyrelationshipsbuildintrustwithonlya
fewstrategicstaffactions
TheoveralldifferenceintheprogramssincetheimplementationoftheHYCheckInAppis
improvedschoolclimateandstudentconnectednesstotheprogramInadditionstudents
havelearnedhowtobeawareoftheirfeelingsandneedsandhowtogetthoseneedsmet
Evidentiarydataisbeingprovidedtohelpstudentswithcounselingneedsresultingin
additionalresourcesfortheprogramDataisalsobeingprovidedtomakechangesbased
uponstudentinterestsandqualitiessuchasmindfulnessartsscienceandsportsactivities
18
Thestudentsdemonstrateincreasedpersonalempowermentandhigherlevelsoftrustin
theirrelationshipswithprogramstaffTheyexpressfeelingsafeconfidentandcaredfor
Theyaremotivatedtocheck-inbecauseitsconfidentialTheprogramisbetteratmeeting
thesocial-emotionalneedsofstudentsStudentsareopeningupabouttheirfeelings
thoughtsandexperiencesInadditiontoincreasinglevelsoftrustthishasresultedin
potentialconflictsbetweenstudentsbeinghandledproactivelyegbullyingperceived
slightsandgroupdrama
TargetAudienceAdultStaffToprepareadultstafftosuccessfullyusetheHelloYelloappstaffparticipateinthreetrainingsThefirsttrainingteachesstaffthefunctionandlogisticsof
usingthewebappandoptionalpaperformsItalsopreparestheminhowtoprovidean
introductorylessonforstudentsThesecondtrainingisfocusedonhowandwhento
respondtosubmissionsusingactualstudentsubmissionsfromtheschoolsiteas
examplesArangeofpossibleresponsesarereviewedanddiscussedfromquickgestural
promptstoemergencysituationswhenotherteammembersneedtobeinvolvedThefocus
isonhowclosingthelooprdquowithaninterpersonalresponsecreatespositivetrusting
relationshipsandhowtheadultresponsemotivatesstudentstocontinuecheckinginThethirdtrainingprovidesamodelforstaffonformingadatateamtoanalyzeresponsesand
createactionplansaswellasteachinghowtoelicitspecificdatafromstudentsbyusing
customizedwritingpromptsforstudents
TimeNeededFrequencyImplementingtheCheckInSystemrequiresthreeone-hourtrainingmodulesWeusuallysuggestthatthetrainingsbespreadoutover3monthsto
allowteamstogrowwitheachsuccessivestep
HowDidThisImpactYourProgramThestaffisabletomaximizeteachingopportunitieswhenstudentsletthemknowthesocialandemotionalissuestheyarefacingbefore
problemsdeveloptothepointofforcingadisciplinaryresponseTheyarealsoableto
demonstrateincreasingconfidenceinsupportingstudentsandareexcitedtoseethemselves
growingintheirroleasadultmentorsTheyhaveexpressedthattheyfeelmoreconnectedto
theirstudentsandhavemoreunderstandingandempathytowardthewholechildand
abletoserveaspositiveadultrolemodels
ChallengesEnsuringthatstaffhavetimetofollowthroughandmeeteachstudentssocial-emotionalandacademicneedsisafrequentlyexpressedconcernfortheCheckInsystem
Theappisdesignedtomakeiteasyforstafftocompletetheentirecommunicationloop
withouttakingtimeawayfromperformingregularduties
AdviceforstaffHaveanopenmindaboutrespondingtostudentneedsApersonmayhavetoletgoofstereotypesandbeliefsaboutchildbehaviorassociatedwiththeirown
experienceswithintheirfamiliescommunitiesandschoolstoacceptstudentdifferences
AlsobereadytogetfeedbackfromthestudentsInsomecasesthefeedbackispositiveand
encouragingbutitcanalsoexposeareasofimprovementforyourprogramHavinganopen
mindisessentialfortakingyourprogramtoahigherlevelofexcellence
ResourcesMaterialsYoucanlearnmoreabouttheRioLindoAfterSchoolprogramhereYoucanlearnmoreabouttheHelloYelloapphereYoucanviewalistofvideoshere
Teachinghowtopromptformorespecificinfobull Checkinprompts
bull TenwaystousetheCheck-Insystem
19
EXPANDEDLEARNINGPROGRAMAfter-SchoolAll-Starsisanationalafter-schoolworkforcedevelopmentprograminsupportingTitle1middleschoolyouthWestrivetohelpyouthcontinuetodevelopgrowthmindsetsafterschoolwhetherintheirinterpersonalsocialrelationshipsandorintheircareerexplorationWeaskthemhowtheycansupporteachotherandcontributetothecommunitiestheyareapartofWehelpguidethemtowardsapotentialpathofactiontotakeinbringingthemclosertoreachingtheirgoalsanddreamsContactPersonNamrataGuptaEDASASBayAreanamrataguptaafterschoolallstarsorgActivityPurposeThispracticepromotesself-awarenesssocialawarenessandteambuildingIntermsofcharacterbuildingitteachesmemberstobeindependentproactiveandproblem-solversaswellascollaborativeTheyadoptgrowthmindsetsanditincreasestheirsenseofself-efficacyTargetAudienceMiddleSchoolYouthActivityDescriptionYouthAdvisoryBoard-WehaveaYouthAdvisoryBoard(Yabbies)ateachofourschoolsitesthatiscomprisedofyouthleaderswhoworktogethertoenhancetheexperienceofourafterschoolprogramsEightstudentssitontheboard(four8thtwo7thandtwo6thgraders)TheyhelpoursitecoordinatorplaneventsandadvocatefortheirpeersWerecommendthataselectioncriteriaandapplicationbedevelopedsothatstudentsareclearoftheexpectationsofsittingontheboardAndthatstudentsfromdifferentsub-communitiesinyourprogramarescoutedtoapplyinanefforttoinsurethatallstudentsfeelrepresentedWealsorecommendlookingattheexistingstudentleadershipstructuresattheschool-sitetoensurethatdifferentstudentsarechosentolead-notonboththeStudentCouncilandYouthAdvisoryBoardTimeNeededFrequencyTheYouthAdvisoryBoardmeetsweeklyonWednesdaysfor45minutesSitecoordinatorshelptrainandsupportourYouthAdvisoryBoardmembersHowHasThisImpactedYourProgramOurYabbieshavehelpedbuildcultureandawarenessofourprogrambyinvitingstudentinputintoourprogrammingmodelandprovidingleadershipopportunitiestokeepourprogramrelevanttotheneedsanddesiresofourstudentcommunityResourcesMaterialsFromTemescalAssociatesndash
bull CreatingandSustainingaThrivingYouthAdvisoryCouncilbull YOUTHPOWERStartingaYouthAdvisoryCouncilbull AdvocatesforYouthTipsforCreatingEffectiveYouthAdvisoryCouncilsbull SanDiegoDistrictAttorneyndashCommunityProgramsAYouthAdvisoryBoard
Handbook
20
EXPANDEDLEARNINGPROGRAMWINGSForKidsoperatesdirectserviceprogramsinelementaryschoolsandserves1100amazingkidseverydaythroughourafterschoolprogramWeseektoempowerotherswith
socialemotionallearningbestpracticesthroughprofessionaldevelopmentworkshopsand
partnershipopportunitiesOurevidence-basedapproachfostersthemindsetskillsand
confidencechildrenneedtobehavewellmakegooddecisionsandbuildhealthy
relationships
ContactEmailhellowingsforkidsorgActivityPurposeIntegrationofSELthroughoutprogram
TargetAudienceK-5
ActivityDescriptionOurstafffirstexplicitlyteachthenmodeland
reinforceasocial-emotionalskilleachweekThisintentionalnamingofthe
socialemotionalskilloftheweekiskey
Nextkidslearnthenpracticeand
discussthenewskillsthroughprogram
activitiesAsanexampleletrsquosuseoneof
ourobjectivesintheself-management
competencymdashhelpingkidsfocustheir
attentioninwardinordertolimit
outwarddistraction
ThedaybeginswithCommunityUnitythecomingtogetherofallstaffandkidsingradesK-5forannouncementsandasocial-emotionalskill-buildinglessonThispartofthedayoffersan
opportunitytotalkinafocusedandactivewayabouttheweekrsquosobjectiveandengageina
brieffunactivitythatrelatestoitForexampleWINGSLeadersmayleadanexerciseon
activebreathingandtheprogramdirectorstartsafocusedlarge-groupdiscussionandasks
staffandkidstoshareexamplesofwhentheyhavegottendistracted
ChoiceTimeisanenrichmentactivitythatstudentsselecteachsemesterandwheresocial-emotionallessonsarewoveninDuringakickballgameforexampleaWINGSLeadermight
talkabouthowtoconcentrateonignoringtheshoutsfromthesidelinestobetterfocuson
thegameThisalsogiveskidsthechancetocontinuepracticingotherskillstheyrsquove
previouslylearnedsuchassharingsupportivecommentsafterabadkickandkeepinga
positiveattitudeeveniftheirteamislosingInthiswayChoiceTimeencourageskidsto
applybothnewandrecentlydevelopedsocialemotionalskills
TimeNeededFrequency3hoursperdayMonday-Fridaythroughouttheentireschoolyear
HowHasThisImpactedYourProgramWINGShasinstitutedathoroughevaluationoftheirprogramClickhereforaninterimreportoftheirRCTevaluation
ResourcesMaterialsForresourcesandfreematerialsclickhereHereisthelinkforourldquoADayintheLiferdquovideo
21
EXPANDEDLEARNINGPROGRAMThePOWERprogramatPioneerschoolisaprogramdesignedtoencouragetheindividualgrowthofeverychildthroughavarietyofdiverselearningstylesOurgoalisthe
developmentoftheWHOLEchildonewhohaslearnedtheskillsnecessarytosucceedina
varietyofacademicandphysicalactivitiesandonewhoappreciatesthevaluethateducation
andwellnessbringstotheirqualityoflife
ContactPersonErikaChavezEChavezduesdorg
Activity1PurposeSelf-awarenessself-regulationandsocialawareness
Activity1TargetAudience2nd-8thgrade
Activity1DescriptionIhavebeenpracticingmindfulnesswithmystudentsfor3yearsnowMindfulnessisamentalstateachievedbyfocusingonersquosownawarenessonthepresent
momentwhilecalmlyacknowledgingandacceptingonersquosfeelingsthoughtsandbodily
sensations
Ineededavisualwayformystudentstounderstandwhat
mindfulnesswasandthepurposeithadItallbeganwithan
activityfromMindfulnessinAfterschoolA16-SessionCurriculumthatinvolvedaprettyFijiwaterbottlefullwithwaterandglitterIshowedthemthestillwaterbottlewiththe
glitterrestingatthebottomofitIaskedthemiftheywereable
toseethroughthewaterbottleandofcoursetheirresponse
wasldquoyesrdquosincethewaterwasclearandcalm
AfterIshooktheentirewaterbottleIthenaskedthemagain
ldquocanyouseethroughthewaterbottlenowrdquoTheyall
respondedldquonordquowithsuchwonderintheireyesIthen
explainedtothemhowthatwaterbottlewasourbrainandthe
glitterrepresentedourthoughtsWhenIintroduced
mindfulnesstothemIexplainedhowitwasapowerfultoolto
helpuscalmthatglitterdowninourbrainssothatwecouldbe
abletoclearourwatersinordertomakewisedecisionsTheythenunderstoodhowitall
workedandtheywereallmotivatedtocalmtheirglitter[SeeJustBreathevideo]
Activity1TimeNeededFrequencyIwouldrecommendatleastaminimumof25-30minutesIliketoengagethestudentswhile
introducingthisnewconcepttothemandalsoansweranyquestionstheymighthave
Activity1HowDidThisImpactYourProgramBestpartisseeingthemtelloneanotherldquocalmyourglitteryouneedtorelaxandmake
betterchoicesrdquoIrsquoveseenthemgrabthewaterbottleandtakeittothatstudentsotheycanbe
remindedofwhatrsquosgoingonItrsquosseriouslyamazing
Activity1ResourcesMaterialsNewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
22
Activity2PurposeThepurposeofthismindfulnessactivityistocenterthekidsbacktoastateofawarenessitallowsthemtounwindandrelaxdownThisthenresultsinabetter
focuswhenreturningbacktoourlearningactivitiesandanimprovedbehavior
Activity2TargetAudience2nd-8thgrade
Activity2DescriptionIhavethemalllaydownonthefloor
withtheireyesclosedandfocus
ontheirbreathingAtfirstthere
wasoneortwostudentswho
couldnrsquotstaycalmbutwhatrsquos
newrightHoweverthosefew
studentswhocouldnrsquotseemto
settledownbegantoslowlysink
intotheactivity
Activity2TimeNeededFrequency15minutes
Activity2HowDidThisImpactYourProgramMindfulnesshasallowedusasagrouptocometogetherandformabondofunderstandingkindnessandsupportNowtheyevencometomeaskingifwecan
pleasemeditateEspeciallywhentheyrsquorehyperthatrsquoswhenIrealizetheyaskforitthemost
IrsquoveseensomestudentsmatureothersstrivingtobebetterandIrsquoveheardothersopenup
withveryintimatethingsthatwereweighingthemdown
Activity2ResourcesMaterialsChildrenguidedmeditationsandalsoMindfulGamesactivitycards(canbefoundonAmazon)
NewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
GreaterGoodScienceCenter
IwouldrecommendawaterbottlewithglitterandalsoaldquoMindfulnessBellrdquowhichhelps
incorporateabetterawarenesstotheirbreathing
23
EXPANDEDLEARNINGPROGRAMOaklandLeafprovidesintentionalprogrammingtosupportyouthrsquosphysicalsocialandemotionalwell-beingacademicsuccessandabilitytobeactiveandeffectiveleadersintheir
community
ContactPersonJohannaMasisProgramDirectorOaklandLeafFoundation
ActivityPurposeCyphersareusedasaspacetodointentionalcommunitybuildingintheformofhavingadiscussiononanytopicTheCypherismeanttoserveasanemotionally
safeplaceforeachparticipanttosaytheirpiecewithoutinterruptionorjudgment
TargetAudienceK-12grades
ActivityDescriptionParticipantsaregatheredina
circlefortheCypherTobreak
theicetheycanshareavalue
theywishbringtothefirstfew
CyphersPeopledonothaveto
speakbutareexpectedtohold
thetalkingpiecefor5-10
secondsbeforepassingthe
talkingpieceIfyouthare
reluctanttosharebecauseofthesocialdynamicsthenpassingshouldbeadjustedtomean
thatwewillcomebacktothemasopposedtonothearingfromthematallIfthereare
peopleabsentonthedayofaCypherthenaplaceisstillheldfortheminthecircle
MakesurethatifchairsareusedtheneveryonemusthaveachairIfyouaresittingonthe
floortheneveryonesitsonthefloorEveryoneshouldbeabletoseeeachotherSittinginthe
circlediminisheshierarchyandoverallpowerdynamicsIncludeacenterpiecewhereyouth
mayfocustheirattentionatalkingpiecethatcanbebroughtbythefacilitatorormadeby
thegroupandsomethingfromnature(aplantglassbowlofwater)toremindusthatwe
areconnectedtotheearthIhaveseenyouthbringatoyorapictureoftheirfamiliestothe
circleasanofferingtothegroupduringtheCypher
TimeNeededFrequencyCyphersareencouragedtohappenatleastonceaweekandmanyofourprogramscalendartheminsothatyouthknowwhentheywilloccur
HowDidThisImpactYourProgramThebenefitsofthispracticeincludeincreasedfamiliaritywithpeoplesstoriesempathybuildingideasharingharmrepairhealingforthe
individualwhoishurtingandcompassionbuildingWehaveseenthecultureofprograms
completelyshifttobemoreinclusivecommunicativeandforgivingasaresultof
implementingthesepracticesYoutheventuallycometonametheneedandwillrequesta
CypherorleadCyphersontheirownOurafterschoolstaffhavebeenaskedtoleadCyphers
duringtheregularschooldaybecausetheyhaveseenhowithasimpactedouryouthinsuch
positiveways
ResourcesMaterialsCommunitiesUnitedforRestorativeYouthJustice
SEEDSCultivatingcommunitytransformingconflict
RestorativeJusticeforOaklandYouth
LearninginAfterschoolampSummer(LIAS)Blog
RestorativeJusticeatOaklandrsquosFremontHighSchool(video)
24
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECoachingCorpsisanintermediaryorganizationthatbelievesthateveryyoungpersonlivinginunderservedcommunitiesdeservesatrainedcaringcoachWearebuildingamovement
ofcoachesacrossthecountrybypartneringwithafterschoolprogramsandrecruiting
volunteersAllourcoachesreceiveevidence-basedtraininginyouthdevelopmentcoaching
skillsandsocialemotionallearningaswellasongoingsupportthroughmentoring
ContactPersonSuzanneSillettDirectorofEducationandQualitysuzannescoachingcorpsorg
ActivityPurposeOurCoachingforCharactertrainingandsupportprogramspecificallyfocusesonfourcharacterattributes-persistenceoptimismself-regulationandempathy
TargetAudienceAdultStaff
ActivityDescriptionCoachingforCharacterbeginswithacoachparticipating
inour25hourtrainingInthistraining
coachesfirstlearnthefourPOSE
(persistenceoptimismself-regulationand
empathy)characterattributesandhowto
identifytheattributesintheirathletesNext
coachesareintroducedtothecharacter
buildingframeworkandparticipateina
coachingdemonstrationtofullyexperience
itinactionFinallycoachesapplythe
frameworkbyplanningtheirownpractice
sotheycanimmediatelygobacktotheir
teamandimplementthisnewknowledge
Weprovideoursupportvirtuallyinorderforcoachestobeabletoaccessitatanytimethat
isconvenientforthemWehaveanetworkofcoacheswhohaveattendedthetrainingwho
thenjoinourCoachingforCharacterFacebookgroupInthegroupcoachesgetsupportfrom
ourCoachDevelopmentStaffandalsocanconnectwithfellowcoachesWearecurrentlyin
theprocessofbuildingourownCoachPortalwherecoacheswillaccessmentoringsupport
discussiongroupsandresources
TimeNeededFrequency25hourtraining
HowDidThisImpactYourProgramldquoEvenafterjustonepracticetherehavebeenanumberofparentsofferinghighlycomplimentaryfeedbackfortheuseofskillsthatwe
receivedintheCoachingforCharactertrainingItwasalsoquiteenjoyabletoseetheplayers
respondingtotheuseoftheseskillsinsuchapositivefashionIamthankfultohavehadthe
opportunitytoexperiencetheCoachingforCharactertrainingandhavebeenutilizingitfor
morethanjustbasketballorsportsandincludedthoseskillsinourhomefamilylifeandin
otheraspectsofmylifeaswellrdquo-CoachampParentZactrainingparticipantChicoArea
RecreationDepartment
25
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECalSAChelpsbuildanout-of-schooltimeworkforce(suchasbeforeschoolafterschoolandsummerlearning)thatisfilledwithstrongmentorsandhighlyskilledpractitionerswhoreflectthecommunitiestheyserveThroughcollaborationandinnovationournetworkcreatesrippleeffectsofopportunityequityandtransformationthroughoutCaliforniabothforprofessionalsandtheyoungpeopletheyserveContactPersonSelenaLevyProgramManagerslevycalsacorgActivityPurposeThispracticecontributestostaffandyouthsinterpersonalskillsItcreatesanopportunityforeveryonetolearnmoreaboutoneanotherandcreatecommunityTargetAudienceThispracticecanbeappliedtobothyouthandadultsActivityDescriptionRegularCheckInsisanintentionalspacecreatedforstaffandyouthtosharehowtheyareshowingupinthatspaceParticipantstypicallysitorstandinacircleduringthecheckinWetypicallyaskforavolunteertostartandthenchooseadirectionforustogointhatorder(rightorleft)TheinformationsharedallowseveryoneintheroomtounderstandwhatmaybegoingonforthemandhonorthateachindividualmaybecomingintothespacewithvaryinglifeexperiencesThisallowseveryonetoseeeachothermorewhollyandcreatesafetyforpeopletobeauthenticinthespaceWerecommendcreatinganopportunityforeveryonetoleadthecheck-in(FromTemescalAssociatesItisrecommendedthateachspeakerholdsatalkingpiecesuchasafeatheroritemchosenbythegroupThetalkingpieceisheldbythepersonspeakingandthenpassedaroundthecircleThosenotholdingthetalkingpieceareengagedinactivelistening)TimeNeededFrequencyThepracticeofregularcheck-inscanbebeforethestartofprogramorameetingandlast10-15minutesHowDidThisImpactYourProgramWersquoveseenyouthprovidersbetterabletorespondtoyouthrsquosneedsorbehaviorsbasedonunderstandinghowtheyareshowingupinprogramsSimilarlywersquoveseensupervisorsbetterabletosupporttheirstaffwhentheyaremorefullyawareofwhatastaffpersonisbringingintotheprogramItalsohelpscreateasafeandsupportiveenvironmentwhenspaceiscreatedforfolkstoshareaboutwhatishappeningintheirlifeandhowitrsquosimpactinghowtheyareshowingupintheirworkandorprogramResourcesMaterialsLearninginAfterschoolampSummer(LIAS)Blog-ThePowerofSharingCirclesLearninginAfterschoolampSummer(LIAS)Blog-SharingCirclesCyphersTeachingRestorativePracticeswithClassroomCircles-ThisisacomprehensivecurriculumguidethatoffersanoverviewpromptslessonplansandotherresourcesWhatisMorningMeetingMorningMeetingBookSamplePromptingQuestionsTopicsforCirclesTribesLearningCommunity-Thiswebsiteoffersanumberofusefulbooksandotherresources
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
11
SELACTIVITIESPRACTICESANDRESOURCES
EXPANDEDLEARNINGPROGRAMEduCareFoundationimplementscomprehensivedailyExtendedLearningProgramsonthecampusesof18highschoolsand1middleschoolservingover30000studentsinthe
greaterLosAngelesareaeachyearInadditionEduCareimplements3-dayACEStudent
SuccessProgramat35schoolsthroughoutLosAngelesreachingover5000youtheachyear
ContactPersonStuSemigranstueducarefoundationcomActivityPurposeUsingcreativevisualizationsandpositivestatements(affirmations)tocreatea
growthmindsetandsupportself-awarenessand
self-regulation
TargetAudienceYouthgrades6-12aswellasourstaffclassroomteachersandparentgroups
ActivityDescriptionGuidedVisualizationsaroundaparticularthemethereareavarietyof
mindfulnessandcenteringpracticesweenjoy
usingandhavefoundvaluable
Examplesthemesinclude
bull Gratefulness-studentsclosetheireyesandreviewonanimaginarymoviescreen
imagesofwhoandwhattheyaregratefulfororappreciate-friendsfamilymembers
theirhealthpeoplewhosupportorinspirethemopportunitiestheyhaveatschool
orelsewhereetc
bull PerformanceSuccess-usingthetechniqueofldquoMentalDressRehearsalrdquosimilarto
whathighperformingathletesandperformersdoastheyprepareforaperformance
eventThestudentsclosetheireyesandbringawarenesstorelaxingtheirbreathing
andthenmoveontoasimpleinternalawarenesscheckofhowtheywerepresently
doing-physicallywithfeelings(emotionally)andwiththeflowoftheirthoughts
(mentally)Onanimaginarymoviescreeneachwouldbeinvitedtoimagine
themselvespriortotheirperformanceevent(athleticcompetitionhighstakestest
etc)Theywouldseeonthescreentheirtypicalresponsesbodytighteningup
stomachknottingupbreathingtensingupnegativementalchatterlikeldquoIamabout
tofailrdquoetcIntheirimaginationtheythenwalkovertotheirimaginaryscreenand
seethemselvesplacingabigldquoXrdquoacrossthatfixedmindsetimageInstantlythat
imagewouldbereplacedbyoneofseeingthemselvesasrelaxedpreparedandeven
enthusedpriortotheperformanceeventWherepreviouslytherewasanxietythey
nowseethemselveswithfullconfidence
TimeNeededFrequency3-5minuteseach
ResourcesMaterialsMakingtheBestofMeAHandbookforStudentExcellenceandSelf-Esteem
EXPANDEDLEARNINGPROGRAMTheEverForwardClubworkswith
boysandyoungmentopromote
greaterselfawarenessand
awarenessofothers-bothcritical
componentstosocialemotional
learningandcharacterbuilding
Theireffortsincludeworkin
schoolsandtrainingsofeducators
andyouthworkersTheywerealso
featuredinadocumentaryentitled
TheMaskYouLiveIn
ContactEmaileverforwardclubgmailcom
ActivityPurposeThepurposeofthisactivityistopromoteself-awarenessasenseofbelongingandgreaterawarenessofothers(Thisactivityisapartofthe100kMasks
ChallengeThisglobalcampaignisawakeningpeopleallovertheworldtorealizethatthey
arenotaloneandtoseeandlearnhowmuchwehaveincommonbutweoftenmissbecause
wekeepitlockedawayinsideToparticipateinthiscampaignseebelow)
TargetAudienceAdolescentsgrades6-12
ActivityDescriptionYoutharegivenahandout(seewebsite)andaskedtofollow3stepsanonymouslyTheyarealsoaskedtokeeptheireyesontheirownpaper
1 Drawamaskontheleftside
2 Write3wordsonthefrontofthemaskthatrepresentqualitiestheyletpeoplesee
3 Write3wordsonthebackofthemaskthatrepresentthethingstheydonrsquotusuallylet
peoplesee
Adultleaderscollectthemasksandthenhaveafewvolunteersreadafewoftheresponses
anonymouslyYoutharetheninvitedtosharehowitfelthearingaboutthefrontandbackof
themasksoftheirpeersThiswouldbeagoodtimetodiscusstheircommonalitiesand
differencesDeeperprocessescanbecreateddependingonthelevelofsafetythathasbeen
generatedintheroom
NOTEIftheadultleaderfeelsthattheclassisnotpreparedtoshareoutmasksbasedonthe
levelofsafetythathasbeengeneratedthentheadultleadercancollectthemasksandshow
masksfromallovertheworldfromourwebsite
TimeNeeded10minutes-30minutes(dependingontimeavailableanddepthofconversation)
100kMasksChallengeThiscampaignhasbeenfacilitatedacrosstheworldandregardlessofthecountryagegenderorthesocio-economicbackgroundoftheparticipantsweare
clearthattherearepartsofourselvesthatwedonotsharewithothersandmanyofthose
thingsaretheblockagesbetweenbuildinghealthyrelationshipsandcommunities
Toparticipateadultleaderswhousethisprocessareaskedtosubmitalltheirmasksby
emailbyText(510-854-6794)orbyPostalMail(EverForward-100kMasks1714Franklin
St100-337OaklandCA94612-3409)
13
HowDoesThisImpactProgramsTheimpactonadultleadersaroundtheworldisthattheirstudentsgainanewsenseofconnectionandrealizationthatregardlessofwhatthey
aregoingthroughhellipTheyAreNotAlone
ResourcesMaterialsLearnmore
MaskGallery
TheMaskYouLiveInDocumentaryTrailer100kMasksLaunchVideo
TakingOffTheMaskWorkshop
14
EXPANDEDLEARNINGPROGRAMCampEDMOisaPre-K-8thgradeSTEAM(ScienceTechnologyEngineeringArtsandMath)andSEL(SocialEmotionalLearning)programthatimplementsthelatestresearch-informed
methodsofwhole-childdevelopmentThecorecharactertraitsweaimtobuildareCuriosity
CourageandKindnessInordertoachievethisgoalkidslearntodevelopfourmindsetsand
practicesixSELskillswhiletheyengineerbuildingscodeapplicationsorhikethrough
nature
ContactPersonEduardoCaballeroExecutiveDirectoredcampedmoorg
ActivityPurposeBuildempathyemotionvocabularyemotionmanagement
TargetAudienceWedothemingroupsof15-20kidsingradesPre-K-5thgrade
ActivityDescriptionKimochiDolls-WeuseKimochidollswithallour
agegroupsEachdollhasa
personalityarchetypethatkidscan
relatetoThedollscomewith
curriculumandadditionaltoolsto
helpkidsbuildvocabularyaround
theirfeelingsandempathyfor
others
FeelingPillowsTheKimochikits
comewithabagofplushlittle
pillowseachthathaveafaceandanemotionwordKidspulloutapillowfromthebagand
theotherkidstrytoguesswhatfeelingtheyareconveyingwiththeirfaceandbody
languageKidsexplainwhytheythinktheyarethatfeelingWhatarethecluesThefeeling
childthenrevealstheirfeelingYoucantaketheactivityfurtherbythenleadingadiscussion
aboutwhenisaninstanceinyourlifethatactuallymadeyoufeelthatwayThisactivitycan
bedoneevenwithoutthekitYoucanwriteabunchoffeelingwordsandputtheminany
container
TimeNeededFrequencyWedoKimochiactivitiesforabout20minuteseachdayatcampTheyaretypicallydonesittinginacircleWeusuallyusethemtostartourTeamTimehour
ofthedaywhenwefocusondoingactivitiesthatbuildSELskillsandteamwork
ResourcesMaterialsYoucanlearnmoreabouthowtouseandpurchasetheKimochidollsandtherelatedcurriculumhere
HowDidThisImpactYourProgramWenoticedkidswereabletoregulatetheiremotionsbetterresolveoravoiddisputesandplaynicerwitheachotherafterusingthedolls
15
EXPANDEDLEARNINGPROGRAMLAsBESTisanafterschoolenrichmentprogramserving25000elementarystudentsagesfivetotwelvein198schoolsinthemosteconomicallydistressedneighborhoodsthroughout
LosAngeles
ContactPersonZacharyWilsonDirectorofStaffDevelopmentzacharywlasbestlausdnet
ActivityPurposeTheuseofSanfordHarmonycardsenhancestheemotionallysafeenvironmentthatLAsBESTstrivestoprovideandsustainacrossallaspectsofour
programmingTheseresourcesallowforourstudentstosharetheirthoughtsandfeelingsin
asafehealthysettingthattheymaynotbecomfortablesharinganywhereelse
TargetAudienceYouthPre-Kthrough6thgrade
ActivityDescriptionSanfordHarmonyEverydayPracticesandQuickConnection
Cardsprovideengagingquestionsand
activitiestoexplorewithabuddyThe
studentsthengettoknoweachotherand
connectwhichpreparesthemtohandle
futurechallengesandconflictsand
opportunitiestocollaborateina
meaningfulandconstructivewaySanford
Harmonyalsoprovidesrecommendations
ofhowandwhytopairstudentstogetherTheMeetUpstrategyprovidesawayto
strengthenaprogramsdailyroutinebyincorporatingpracticesthatallowtheentiregroup
ofstudentstoexplorehowtheytreateachotherandhowtheycommunicatewithone
anotherTimeNeededFrequencyEachactivitycanvaryinlengthrangingfrom5to20+minutesdependingonifhowthefacilitatorstaffiscomfortableexpandingWedotheseactivities
everydayoronaregularconsistentbasis(eg2-3timesperweek)ndashagainvariesper
sitestaff
HowDidThisImpactYourProgramWehaveheardstoriesfromstudentsusingthisprogramthattheyenjoycarryingthequestionsconversationsandactivitiesintotheir
interactionswithfriendsandfamiliesathome
TheseresourceshavebeenmostvaluabletoLAsBESTbecausetheyhaveallowedusto
enhancehowweweaveSELintoeverythingwedondashratherthanlookatSELasastand-alone
activityorclubWiththisprogramstaffareabletointegratetheseresourceswithintheir
programsandinnovatewiththembeyondourinitialrecommendationsForexamplestaff
nowutilizethecardstosupporttransitiontimesndashwhengroupsofstudentsmovefromone
activityorspacetoanotherStaffhavealsofoundthecardsbeneficialduringhomework
timewhensomestudentsgetdonewiththeirassignmentsbeforeeveryoneelseisfinished
16
TargetAudienceAdultWorkersSanfordHarmonyCardshavealsosupportedourorganizationalgoalofprovidingprofessionaldevelopmentopportunitiesforstaffinwhich
theyareabletoexperiencefirst-handthepowerofself-reflectionandthebenefitsof
exploringtheSanfordHarmonyquestionsandactivitiesVariousinternal
teamsdepartmentsatLArsquosBESThaveincludedSanfordHarmonyCardswithin
teamdepartmentmeetingstoestablishthetone(akaice-breaker)
Wehaveintegratedthisprogramaspartofourbasicstafftrainingsspecifictoestablishing
positivelearningenvironmentsactivityplanning(egprogramdevelopment)and
homeworksupportndashinadditiontosomeofourleadershipfocusedtrainingsthatinvolve
establishingteamworkandasenseofbelongingSeniorleadershiphasuseditwiththeir
developmentteamasawaytogettoknoweachotherandhighlightasitepractice
TimeNeededFrequencyWetypicallydothisatleastonceamonthatourStaffDevelopmentTeammeetings
ResourcesMaterialsSanfordHarmonyEverydayPracticesandQuickConnectionCards-SanfordHarmonyisasocialemotionallearningprogramcultivatingstrongrelationships
betweenelementarystudentswithSELeducationSanfordHarmonyhasbeenAPPROVEDby
theCollaborativeforAcademicSocialampEmotionalLearning(CASEL)asaSELectprogram
forPre-Kthrough6thgradesClickheretoviewtheSanfordHarmonyEvaluationGuide
2018
17
EXPANDEDLEARNINGPROGRAMRioLindoAfterSchoolProgramwascreatedthroughpartnershipsbetweenschoolsandlocalcommunityresourcestoprovideliteracyacademicenrichmentandsafeconstructive
alternativesforstudentsingrades2ndndash5thgrade
ContactPersonBrandonSportelathelloyelloteamgmailcom
ActivityPurposeProvideeverystudentwithaconfidentiallineofcommunicationtoatleastonetrustedadultinourprogramResearchshowsthateverystudentmusthaveatleastone
adultintheirlivesthattheycantrusttoreachtheirpotentialforpositivegrowthand
achievementInadditionthepracticeofidentifyingandbeingawareoffeelingssupportsthe
studentsabilityforemotionalregulationreasoningandusingresourcestogettheirneeds
met
TargetAudienceStudentsingrades2ndndash5thgrade
TimeNeededFrequencyTheCheckInSystemisversatileandcanbeimplementedtomeettheuniqueneedsofeachsiteStudentsareabletocheckinwhenevertheywantandmany
sitesalsohavearegularlyscheduledcheckin2-5timesperweekWerecommendstudents
beencouragedtocheckinduringtheirregularschooldaybutnotfromhome
ActivityDescriptionUsingtheHelloYello(HY)CheckInAppwehave
successfullyprovidedeverystudent
withaconfidentiallineof
communicationtoatleastonetrusted
adultinourprogramsStudentsnow
haveavoiceintheirprogramming
safetyandachievementByallowing
studentstobeheardwehaveensured
thateachchildhasanadultmentor
thattheycancontactatanytimeto
expresstheirdailyexperiences
strugglesandaccomplishments
Mostofthecheckinsubmissionsneedonlyasilentgestureorafewwordsofencouragement
toclosetheloopSeveraltypicallyresultinabriefone-on-onetalktosortthroughadifficult
experienceandaveryfewrequireateamapproachOnechallengeislackofaccessto
technologyAlthoughtheHYCheckInsystemalsoprovidespencilpaperversionstheweb
applicationallowsforamoreimmediateresponse
HowDidThisImpactYourProgramJustbysimplyknowingwhatastudentisexperiencingintheirdailylifeprovidesauniquebondStudentswhoexperienceatrusting
relationshipwilllettheadultknowwhentheyneedadviceAllowingthestudenttodecide
leadstoempowermentandindependenceAmazinglyrelationshipsbuildintrustwithonlya
fewstrategicstaffactions
TheoveralldifferenceintheprogramssincetheimplementationoftheHYCheckInAppis
improvedschoolclimateandstudentconnectednesstotheprogramInadditionstudents
havelearnedhowtobeawareoftheirfeelingsandneedsandhowtogetthoseneedsmet
Evidentiarydataisbeingprovidedtohelpstudentswithcounselingneedsresultingin
additionalresourcesfortheprogramDataisalsobeingprovidedtomakechangesbased
uponstudentinterestsandqualitiessuchasmindfulnessartsscienceandsportsactivities
18
Thestudentsdemonstrateincreasedpersonalempowermentandhigherlevelsoftrustin
theirrelationshipswithprogramstaffTheyexpressfeelingsafeconfidentandcaredfor
Theyaremotivatedtocheck-inbecauseitsconfidentialTheprogramisbetteratmeeting
thesocial-emotionalneedsofstudentsStudentsareopeningupabouttheirfeelings
thoughtsandexperiencesInadditiontoincreasinglevelsoftrustthishasresultedin
potentialconflictsbetweenstudentsbeinghandledproactivelyegbullyingperceived
slightsandgroupdrama
TargetAudienceAdultStaffToprepareadultstafftosuccessfullyusetheHelloYelloappstaffparticipateinthreetrainingsThefirsttrainingteachesstaffthefunctionandlogisticsof
usingthewebappandoptionalpaperformsItalsopreparestheminhowtoprovidean
introductorylessonforstudentsThesecondtrainingisfocusedonhowandwhento
respondtosubmissionsusingactualstudentsubmissionsfromtheschoolsiteas
examplesArangeofpossibleresponsesarereviewedanddiscussedfromquickgestural
promptstoemergencysituationswhenotherteammembersneedtobeinvolvedThefocus
isonhowclosingthelooprdquowithaninterpersonalresponsecreatespositivetrusting
relationshipsandhowtheadultresponsemotivatesstudentstocontinuecheckinginThethirdtrainingprovidesamodelforstaffonformingadatateamtoanalyzeresponsesand
createactionplansaswellasteachinghowtoelicitspecificdatafromstudentsbyusing
customizedwritingpromptsforstudents
TimeNeededFrequencyImplementingtheCheckInSystemrequiresthreeone-hourtrainingmodulesWeusuallysuggestthatthetrainingsbespreadoutover3monthsto
allowteamstogrowwitheachsuccessivestep
HowDidThisImpactYourProgramThestaffisabletomaximizeteachingopportunitieswhenstudentsletthemknowthesocialandemotionalissuestheyarefacingbefore
problemsdeveloptothepointofforcingadisciplinaryresponseTheyarealsoableto
demonstrateincreasingconfidenceinsupportingstudentsandareexcitedtoseethemselves
growingintheirroleasadultmentorsTheyhaveexpressedthattheyfeelmoreconnectedto
theirstudentsandhavemoreunderstandingandempathytowardthewholechildand
abletoserveaspositiveadultrolemodels
ChallengesEnsuringthatstaffhavetimetofollowthroughandmeeteachstudentssocial-emotionalandacademicneedsisafrequentlyexpressedconcernfortheCheckInsystem
Theappisdesignedtomakeiteasyforstafftocompletetheentirecommunicationloop
withouttakingtimeawayfromperformingregularduties
AdviceforstaffHaveanopenmindaboutrespondingtostudentneedsApersonmayhavetoletgoofstereotypesandbeliefsaboutchildbehaviorassociatedwiththeirown
experienceswithintheirfamiliescommunitiesandschoolstoacceptstudentdifferences
AlsobereadytogetfeedbackfromthestudentsInsomecasesthefeedbackispositiveand
encouragingbutitcanalsoexposeareasofimprovementforyourprogramHavinganopen
mindisessentialfortakingyourprogramtoahigherlevelofexcellence
ResourcesMaterialsYoucanlearnmoreabouttheRioLindoAfterSchoolprogramhereYoucanlearnmoreabouttheHelloYelloapphereYoucanviewalistofvideoshere
Teachinghowtopromptformorespecificinfobull Checkinprompts
bull TenwaystousetheCheck-Insystem
19
EXPANDEDLEARNINGPROGRAMAfter-SchoolAll-Starsisanationalafter-schoolworkforcedevelopmentprograminsupportingTitle1middleschoolyouthWestrivetohelpyouthcontinuetodevelopgrowthmindsetsafterschoolwhetherintheirinterpersonalsocialrelationshipsandorintheircareerexplorationWeaskthemhowtheycansupporteachotherandcontributetothecommunitiestheyareapartofWehelpguidethemtowardsapotentialpathofactiontotakeinbringingthemclosertoreachingtheirgoalsanddreamsContactPersonNamrataGuptaEDASASBayAreanamrataguptaafterschoolallstarsorgActivityPurposeThispracticepromotesself-awarenesssocialawarenessandteambuildingIntermsofcharacterbuildingitteachesmemberstobeindependentproactiveandproblem-solversaswellascollaborativeTheyadoptgrowthmindsetsanditincreasestheirsenseofself-efficacyTargetAudienceMiddleSchoolYouthActivityDescriptionYouthAdvisoryBoard-WehaveaYouthAdvisoryBoard(Yabbies)ateachofourschoolsitesthatiscomprisedofyouthleaderswhoworktogethertoenhancetheexperienceofourafterschoolprogramsEightstudentssitontheboard(four8thtwo7thandtwo6thgraders)TheyhelpoursitecoordinatorplaneventsandadvocatefortheirpeersWerecommendthataselectioncriteriaandapplicationbedevelopedsothatstudentsareclearoftheexpectationsofsittingontheboardAndthatstudentsfromdifferentsub-communitiesinyourprogramarescoutedtoapplyinanefforttoinsurethatallstudentsfeelrepresentedWealsorecommendlookingattheexistingstudentleadershipstructuresattheschool-sitetoensurethatdifferentstudentsarechosentolead-notonboththeStudentCouncilandYouthAdvisoryBoardTimeNeededFrequencyTheYouthAdvisoryBoardmeetsweeklyonWednesdaysfor45minutesSitecoordinatorshelptrainandsupportourYouthAdvisoryBoardmembersHowHasThisImpactedYourProgramOurYabbieshavehelpedbuildcultureandawarenessofourprogrambyinvitingstudentinputintoourprogrammingmodelandprovidingleadershipopportunitiestokeepourprogramrelevanttotheneedsanddesiresofourstudentcommunityResourcesMaterialsFromTemescalAssociatesndash
bull CreatingandSustainingaThrivingYouthAdvisoryCouncilbull YOUTHPOWERStartingaYouthAdvisoryCouncilbull AdvocatesforYouthTipsforCreatingEffectiveYouthAdvisoryCouncilsbull SanDiegoDistrictAttorneyndashCommunityProgramsAYouthAdvisoryBoard
Handbook
20
EXPANDEDLEARNINGPROGRAMWINGSForKidsoperatesdirectserviceprogramsinelementaryschoolsandserves1100amazingkidseverydaythroughourafterschoolprogramWeseektoempowerotherswith
socialemotionallearningbestpracticesthroughprofessionaldevelopmentworkshopsand
partnershipopportunitiesOurevidence-basedapproachfostersthemindsetskillsand
confidencechildrenneedtobehavewellmakegooddecisionsandbuildhealthy
relationships
ContactEmailhellowingsforkidsorgActivityPurposeIntegrationofSELthroughoutprogram
TargetAudienceK-5
ActivityDescriptionOurstafffirstexplicitlyteachthenmodeland
reinforceasocial-emotionalskilleachweekThisintentionalnamingofthe
socialemotionalskilloftheweekiskey
Nextkidslearnthenpracticeand
discussthenewskillsthroughprogram
activitiesAsanexampleletrsquosuseoneof
ourobjectivesintheself-management
competencymdashhelpingkidsfocustheir
attentioninwardinordertolimit
outwarddistraction
ThedaybeginswithCommunityUnitythecomingtogetherofallstaffandkidsingradesK-5forannouncementsandasocial-emotionalskill-buildinglessonThispartofthedayoffersan
opportunitytotalkinafocusedandactivewayabouttheweekrsquosobjectiveandengageina
brieffunactivitythatrelatestoitForexampleWINGSLeadersmayleadanexerciseon
activebreathingandtheprogramdirectorstartsafocusedlarge-groupdiscussionandasks
staffandkidstoshareexamplesofwhentheyhavegottendistracted
ChoiceTimeisanenrichmentactivitythatstudentsselecteachsemesterandwheresocial-emotionallessonsarewoveninDuringakickballgameforexampleaWINGSLeadermight
talkabouthowtoconcentrateonignoringtheshoutsfromthesidelinestobetterfocuson
thegameThisalsogiveskidsthechancetocontinuepracticingotherskillstheyrsquove
previouslylearnedsuchassharingsupportivecommentsafterabadkickandkeepinga
positiveattitudeeveniftheirteamislosingInthiswayChoiceTimeencourageskidsto
applybothnewandrecentlydevelopedsocialemotionalskills
TimeNeededFrequency3hoursperdayMonday-Fridaythroughouttheentireschoolyear
HowHasThisImpactedYourProgramWINGShasinstitutedathoroughevaluationoftheirprogramClickhereforaninterimreportoftheirRCTevaluation
ResourcesMaterialsForresourcesandfreematerialsclickhereHereisthelinkforourldquoADayintheLiferdquovideo
21
EXPANDEDLEARNINGPROGRAMThePOWERprogramatPioneerschoolisaprogramdesignedtoencouragetheindividualgrowthofeverychildthroughavarietyofdiverselearningstylesOurgoalisthe
developmentoftheWHOLEchildonewhohaslearnedtheskillsnecessarytosucceedina
varietyofacademicandphysicalactivitiesandonewhoappreciatesthevaluethateducation
andwellnessbringstotheirqualityoflife
ContactPersonErikaChavezEChavezduesdorg
Activity1PurposeSelf-awarenessself-regulationandsocialawareness
Activity1TargetAudience2nd-8thgrade
Activity1DescriptionIhavebeenpracticingmindfulnesswithmystudentsfor3yearsnowMindfulnessisamentalstateachievedbyfocusingonersquosownawarenessonthepresent
momentwhilecalmlyacknowledgingandacceptingonersquosfeelingsthoughtsandbodily
sensations
Ineededavisualwayformystudentstounderstandwhat
mindfulnesswasandthepurposeithadItallbeganwithan
activityfromMindfulnessinAfterschoolA16-SessionCurriculumthatinvolvedaprettyFijiwaterbottlefullwithwaterandglitterIshowedthemthestillwaterbottlewiththe
glitterrestingatthebottomofitIaskedthemiftheywereable
toseethroughthewaterbottleandofcoursetheirresponse
wasldquoyesrdquosincethewaterwasclearandcalm
AfterIshooktheentirewaterbottleIthenaskedthemagain
ldquocanyouseethroughthewaterbottlenowrdquoTheyall
respondedldquonordquowithsuchwonderintheireyesIthen
explainedtothemhowthatwaterbottlewasourbrainandthe
glitterrepresentedourthoughtsWhenIintroduced
mindfulnesstothemIexplainedhowitwasapowerfultoolto
helpuscalmthatglitterdowninourbrainssothatwecouldbe
abletoclearourwatersinordertomakewisedecisionsTheythenunderstoodhowitall
workedandtheywereallmotivatedtocalmtheirglitter[SeeJustBreathevideo]
Activity1TimeNeededFrequencyIwouldrecommendatleastaminimumof25-30minutesIliketoengagethestudentswhile
introducingthisnewconcepttothemandalsoansweranyquestionstheymighthave
Activity1HowDidThisImpactYourProgramBestpartisseeingthemtelloneanotherldquocalmyourglitteryouneedtorelaxandmake
betterchoicesrdquoIrsquoveseenthemgrabthewaterbottleandtakeittothatstudentsotheycanbe
remindedofwhatrsquosgoingonItrsquosseriouslyamazing
Activity1ResourcesMaterialsNewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
22
Activity2PurposeThepurposeofthismindfulnessactivityistocenterthekidsbacktoastateofawarenessitallowsthemtounwindandrelaxdownThisthenresultsinabetter
focuswhenreturningbacktoourlearningactivitiesandanimprovedbehavior
Activity2TargetAudience2nd-8thgrade
Activity2DescriptionIhavethemalllaydownonthefloor
withtheireyesclosedandfocus
ontheirbreathingAtfirstthere
wasoneortwostudentswho
couldnrsquotstaycalmbutwhatrsquos
newrightHoweverthosefew
studentswhocouldnrsquotseemto
settledownbegantoslowlysink
intotheactivity
Activity2TimeNeededFrequency15minutes
Activity2HowDidThisImpactYourProgramMindfulnesshasallowedusasagrouptocometogetherandformabondofunderstandingkindnessandsupportNowtheyevencometomeaskingifwecan
pleasemeditateEspeciallywhentheyrsquorehyperthatrsquoswhenIrealizetheyaskforitthemost
IrsquoveseensomestudentsmatureothersstrivingtobebetterandIrsquoveheardothersopenup
withveryintimatethingsthatwereweighingthemdown
Activity2ResourcesMaterialsChildrenguidedmeditationsandalsoMindfulGamesactivitycards(canbefoundonAmazon)
NewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
GreaterGoodScienceCenter
IwouldrecommendawaterbottlewithglitterandalsoaldquoMindfulnessBellrdquowhichhelps
incorporateabetterawarenesstotheirbreathing
23
EXPANDEDLEARNINGPROGRAMOaklandLeafprovidesintentionalprogrammingtosupportyouthrsquosphysicalsocialandemotionalwell-beingacademicsuccessandabilitytobeactiveandeffectiveleadersintheir
community
ContactPersonJohannaMasisProgramDirectorOaklandLeafFoundation
ActivityPurposeCyphersareusedasaspacetodointentionalcommunitybuildingintheformofhavingadiscussiononanytopicTheCypherismeanttoserveasanemotionally
safeplaceforeachparticipanttosaytheirpiecewithoutinterruptionorjudgment
TargetAudienceK-12grades
ActivityDescriptionParticipantsaregatheredina
circlefortheCypherTobreak
theicetheycanshareavalue
theywishbringtothefirstfew
CyphersPeopledonothaveto
speakbutareexpectedtohold
thetalkingpiecefor5-10
secondsbeforepassingthe
talkingpieceIfyouthare
reluctanttosharebecauseofthesocialdynamicsthenpassingshouldbeadjustedtomean
thatwewillcomebacktothemasopposedtonothearingfromthematallIfthereare
peopleabsentonthedayofaCypherthenaplaceisstillheldfortheminthecircle
MakesurethatifchairsareusedtheneveryonemusthaveachairIfyouaresittingonthe
floortheneveryonesitsonthefloorEveryoneshouldbeabletoseeeachotherSittinginthe
circlediminisheshierarchyandoverallpowerdynamicsIncludeacenterpiecewhereyouth
mayfocustheirattentionatalkingpiecethatcanbebroughtbythefacilitatorormadeby
thegroupandsomethingfromnature(aplantglassbowlofwater)toremindusthatwe
areconnectedtotheearthIhaveseenyouthbringatoyorapictureoftheirfamiliestothe
circleasanofferingtothegroupduringtheCypher
TimeNeededFrequencyCyphersareencouragedtohappenatleastonceaweekandmanyofourprogramscalendartheminsothatyouthknowwhentheywilloccur
HowDidThisImpactYourProgramThebenefitsofthispracticeincludeincreasedfamiliaritywithpeoplesstoriesempathybuildingideasharingharmrepairhealingforthe
individualwhoishurtingandcompassionbuildingWehaveseenthecultureofprograms
completelyshifttobemoreinclusivecommunicativeandforgivingasaresultof
implementingthesepracticesYoutheventuallycometonametheneedandwillrequesta
CypherorleadCyphersontheirownOurafterschoolstaffhavebeenaskedtoleadCyphers
duringtheregularschooldaybecausetheyhaveseenhowithasimpactedouryouthinsuch
positiveways
ResourcesMaterialsCommunitiesUnitedforRestorativeYouthJustice
SEEDSCultivatingcommunitytransformingconflict
RestorativeJusticeforOaklandYouth
LearninginAfterschoolampSummer(LIAS)Blog
RestorativeJusticeatOaklandrsquosFremontHighSchool(video)
24
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECoachingCorpsisanintermediaryorganizationthatbelievesthateveryyoungpersonlivinginunderservedcommunitiesdeservesatrainedcaringcoachWearebuildingamovement
ofcoachesacrossthecountrybypartneringwithafterschoolprogramsandrecruiting
volunteersAllourcoachesreceiveevidence-basedtraininginyouthdevelopmentcoaching
skillsandsocialemotionallearningaswellasongoingsupportthroughmentoring
ContactPersonSuzanneSillettDirectorofEducationandQualitysuzannescoachingcorpsorg
ActivityPurposeOurCoachingforCharactertrainingandsupportprogramspecificallyfocusesonfourcharacterattributes-persistenceoptimismself-regulationandempathy
TargetAudienceAdultStaff
ActivityDescriptionCoachingforCharacterbeginswithacoachparticipating
inour25hourtrainingInthistraining
coachesfirstlearnthefourPOSE
(persistenceoptimismself-regulationand
empathy)characterattributesandhowto
identifytheattributesintheirathletesNext
coachesareintroducedtothecharacter
buildingframeworkandparticipateina
coachingdemonstrationtofullyexperience
itinactionFinallycoachesapplythe
frameworkbyplanningtheirownpractice
sotheycanimmediatelygobacktotheir
teamandimplementthisnewknowledge
Weprovideoursupportvirtuallyinorderforcoachestobeabletoaccessitatanytimethat
isconvenientforthemWehaveanetworkofcoacheswhohaveattendedthetrainingwho
thenjoinourCoachingforCharacterFacebookgroupInthegroupcoachesgetsupportfrom
ourCoachDevelopmentStaffandalsocanconnectwithfellowcoachesWearecurrentlyin
theprocessofbuildingourownCoachPortalwherecoacheswillaccessmentoringsupport
discussiongroupsandresources
TimeNeededFrequency25hourtraining
HowDidThisImpactYourProgramldquoEvenafterjustonepracticetherehavebeenanumberofparentsofferinghighlycomplimentaryfeedbackfortheuseofskillsthatwe
receivedintheCoachingforCharactertrainingItwasalsoquiteenjoyabletoseetheplayers
respondingtotheuseoftheseskillsinsuchapositivefashionIamthankfultohavehadthe
opportunitytoexperiencetheCoachingforCharactertrainingandhavebeenutilizingitfor
morethanjustbasketballorsportsandincludedthoseskillsinourhomefamilylifeandin
otheraspectsofmylifeaswellrdquo-CoachampParentZactrainingparticipantChicoArea
RecreationDepartment
25
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECalSAChelpsbuildanout-of-schooltimeworkforce(suchasbeforeschoolafterschoolandsummerlearning)thatisfilledwithstrongmentorsandhighlyskilledpractitionerswhoreflectthecommunitiestheyserveThroughcollaborationandinnovationournetworkcreatesrippleeffectsofopportunityequityandtransformationthroughoutCaliforniabothforprofessionalsandtheyoungpeopletheyserveContactPersonSelenaLevyProgramManagerslevycalsacorgActivityPurposeThispracticecontributestostaffandyouthsinterpersonalskillsItcreatesanopportunityforeveryonetolearnmoreaboutoneanotherandcreatecommunityTargetAudienceThispracticecanbeappliedtobothyouthandadultsActivityDescriptionRegularCheckInsisanintentionalspacecreatedforstaffandyouthtosharehowtheyareshowingupinthatspaceParticipantstypicallysitorstandinacircleduringthecheckinWetypicallyaskforavolunteertostartandthenchooseadirectionforustogointhatorder(rightorleft)TheinformationsharedallowseveryoneintheroomtounderstandwhatmaybegoingonforthemandhonorthateachindividualmaybecomingintothespacewithvaryinglifeexperiencesThisallowseveryonetoseeeachothermorewhollyandcreatesafetyforpeopletobeauthenticinthespaceWerecommendcreatinganopportunityforeveryonetoleadthecheck-in(FromTemescalAssociatesItisrecommendedthateachspeakerholdsatalkingpiecesuchasafeatheroritemchosenbythegroupThetalkingpieceisheldbythepersonspeakingandthenpassedaroundthecircleThosenotholdingthetalkingpieceareengagedinactivelistening)TimeNeededFrequencyThepracticeofregularcheck-inscanbebeforethestartofprogramorameetingandlast10-15minutesHowDidThisImpactYourProgramWersquoveseenyouthprovidersbetterabletorespondtoyouthrsquosneedsorbehaviorsbasedonunderstandinghowtheyareshowingupinprogramsSimilarlywersquoveseensupervisorsbetterabletosupporttheirstaffwhentheyaremorefullyawareofwhatastaffpersonisbringingintotheprogramItalsohelpscreateasafeandsupportiveenvironmentwhenspaceiscreatedforfolkstoshareaboutwhatishappeningintheirlifeandhowitrsquosimpactinghowtheyareshowingupintheirworkandorprogramResourcesMaterialsLearninginAfterschoolampSummer(LIAS)Blog-ThePowerofSharingCirclesLearninginAfterschoolampSummer(LIAS)Blog-SharingCirclesCyphersTeachingRestorativePracticeswithClassroomCircles-ThisisacomprehensivecurriculumguidethatoffersanoverviewpromptslessonplansandotherresourcesWhatisMorningMeetingMorningMeetingBookSamplePromptingQuestionsTopicsforCirclesTribesLearningCommunity-Thiswebsiteoffersanumberofusefulbooksandotherresources
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
EXPANDEDLEARNINGPROGRAMTheEverForwardClubworkswith
boysandyoungmentopromote
greaterselfawarenessand
awarenessofothers-bothcritical
componentstosocialemotional
learningandcharacterbuilding
Theireffortsincludeworkin
schoolsandtrainingsofeducators
andyouthworkersTheywerealso
featuredinadocumentaryentitled
TheMaskYouLiveIn
ContactEmaileverforwardclubgmailcom
ActivityPurposeThepurposeofthisactivityistopromoteself-awarenessasenseofbelongingandgreaterawarenessofothers(Thisactivityisapartofthe100kMasks
ChallengeThisglobalcampaignisawakeningpeopleallovertheworldtorealizethatthey
arenotaloneandtoseeandlearnhowmuchwehaveincommonbutweoftenmissbecause
wekeepitlockedawayinsideToparticipateinthiscampaignseebelow)
TargetAudienceAdolescentsgrades6-12
ActivityDescriptionYoutharegivenahandout(seewebsite)andaskedtofollow3stepsanonymouslyTheyarealsoaskedtokeeptheireyesontheirownpaper
1 Drawamaskontheleftside
2 Write3wordsonthefrontofthemaskthatrepresentqualitiestheyletpeoplesee
3 Write3wordsonthebackofthemaskthatrepresentthethingstheydonrsquotusuallylet
peoplesee
Adultleaderscollectthemasksandthenhaveafewvolunteersreadafewoftheresponses
anonymouslyYoutharetheninvitedtosharehowitfelthearingaboutthefrontandbackof
themasksoftheirpeersThiswouldbeagoodtimetodiscusstheircommonalitiesand
differencesDeeperprocessescanbecreateddependingonthelevelofsafetythathasbeen
generatedintheroom
NOTEIftheadultleaderfeelsthattheclassisnotpreparedtoshareoutmasksbasedonthe
levelofsafetythathasbeengeneratedthentheadultleadercancollectthemasksandshow
masksfromallovertheworldfromourwebsite
TimeNeeded10minutes-30minutes(dependingontimeavailableanddepthofconversation)
100kMasksChallengeThiscampaignhasbeenfacilitatedacrosstheworldandregardlessofthecountryagegenderorthesocio-economicbackgroundoftheparticipantsweare
clearthattherearepartsofourselvesthatwedonotsharewithothersandmanyofthose
thingsaretheblockagesbetweenbuildinghealthyrelationshipsandcommunities
Toparticipateadultleaderswhousethisprocessareaskedtosubmitalltheirmasksby
emailbyText(510-854-6794)orbyPostalMail(EverForward-100kMasks1714Franklin
St100-337OaklandCA94612-3409)
13
HowDoesThisImpactProgramsTheimpactonadultleadersaroundtheworldisthattheirstudentsgainanewsenseofconnectionandrealizationthatregardlessofwhatthey
aregoingthroughhellipTheyAreNotAlone
ResourcesMaterialsLearnmore
MaskGallery
TheMaskYouLiveInDocumentaryTrailer100kMasksLaunchVideo
TakingOffTheMaskWorkshop
14
EXPANDEDLEARNINGPROGRAMCampEDMOisaPre-K-8thgradeSTEAM(ScienceTechnologyEngineeringArtsandMath)andSEL(SocialEmotionalLearning)programthatimplementsthelatestresearch-informed
methodsofwhole-childdevelopmentThecorecharactertraitsweaimtobuildareCuriosity
CourageandKindnessInordertoachievethisgoalkidslearntodevelopfourmindsetsand
practicesixSELskillswhiletheyengineerbuildingscodeapplicationsorhikethrough
nature
ContactPersonEduardoCaballeroExecutiveDirectoredcampedmoorg
ActivityPurposeBuildempathyemotionvocabularyemotionmanagement
TargetAudienceWedothemingroupsof15-20kidsingradesPre-K-5thgrade
ActivityDescriptionKimochiDolls-WeuseKimochidollswithallour
agegroupsEachdollhasa
personalityarchetypethatkidscan
relatetoThedollscomewith
curriculumandadditionaltoolsto
helpkidsbuildvocabularyaround
theirfeelingsandempathyfor
others
FeelingPillowsTheKimochikits
comewithabagofplushlittle
pillowseachthathaveafaceandanemotionwordKidspulloutapillowfromthebagand
theotherkidstrytoguesswhatfeelingtheyareconveyingwiththeirfaceandbody
languageKidsexplainwhytheythinktheyarethatfeelingWhatarethecluesThefeeling
childthenrevealstheirfeelingYoucantaketheactivityfurtherbythenleadingadiscussion
aboutwhenisaninstanceinyourlifethatactuallymadeyoufeelthatwayThisactivitycan
bedoneevenwithoutthekitYoucanwriteabunchoffeelingwordsandputtheminany
container
TimeNeededFrequencyWedoKimochiactivitiesforabout20minuteseachdayatcampTheyaretypicallydonesittinginacircleWeusuallyusethemtostartourTeamTimehour
ofthedaywhenwefocusondoingactivitiesthatbuildSELskillsandteamwork
ResourcesMaterialsYoucanlearnmoreabouthowtouseandpurchasetheKimochidollsandtherelatedcurriculumhere
HowDidThisImpactYourProgramWenoticedkidswereabletoregulatetheiremotionsbetterresolveoravoiddisputesandplaynicerwitheachotherafterusingthedolls
15
EXPANDEDLEARNINGPROGRAMLAsBESTisanafterschoolenrichmentprogramserving25000elementarystudentsagesfivetotwelvein198schoolsinthemosteconomicallydistressedneighborhoodsthroughout
LosAngeles
ContactPersonZacharyWilsonDirectorofStaffDevelopmentzacharywlasbestlausdnet
ActivityPurposeTheuseofSanfordHarmonycardsenhancestheemotionallysafeenvironmentthatLAsBESTstrivestoprovideandsustainacrossallaspectsofour
programmingTheseresourcesallowforourstudentstosharetheirthoughtsandfeelingsin
asafehealthysettingthattheymaynotbecomfortablesharinganywhereelse
TargetAudienceYouthPre-Kthrough6thgrade
ActivityDescriptionSanfordHarmonyEverydayPracticesandQuickConnection
Cardsprovideengagingquestionsand
activitiestoexplorewithabuddyThe
studentsthengettoknoweachotherand
connectwhichpreparesthemtohandle
futurechallengesandconflictsand
opportunitiestocollaborateina
meaningfulandconstructivewaySanford
Harmonyalsoprovidesrecommendations
ofhowandwhytopairstudentstogetherTheMeetUpstrategyprovidesawayto
strengthenaprogramsdailyroutinebyincorporatingpracticesthatallowtheentiregroup
ofstudentstoexplorehowtheytreateachotherandhowtheycommunicatewithone
anotherTimeNeededFrequencyEachactivitycanvaryinlengthrangingfrom5to20+minutesdependingonifhowthefacilitatorstaffiscomfortableexpandingWedotheseactivities
everydayoronaregularconsistentbasis(eg2-3timesperweek)ndashagainvariesper
sitestaff
HowDidThisImpactYourProgramWehaveheardstoriesfromstudentsusingthisprogramthattheyenjoycarryingthequestionsconversationsandactivitiesintotheir
interactionswithfriendsandfamiliesathome
TheseresourceshavebeenmostvaluabletoLAsBESTbecausetheyhaveallowedusto
enhancehowweweaveSELintoeverythingwedondashratherthanlookatSELasastand-alone
activityorclubWiththisprogramstaffareabletointegratetheseresourceswithintheir
programsandinnovatewiththembeyondourinitialrecommendationsForexamplestaff
nowutilizethecardstosupporttransitiontimesndashwhengroupsofstudentsmovefromone
activityorspacetoanotherStaffhavealsofoundthecardsbeneficialduringhomework
timewhensomestudentsgetdonewiththeirassignmentsbeforeeveryoneelseisfinished
16
TargetAudienceAdultWorkersSanfordHarmonyCardshavealsosupportedourorganizationalgoalofprovidingprofessionaldevelopmentopportunitiesforstaffinwhich
theyareabletoexperiencefirst-handthepowerofself-reflectionandthebenefitsof
exploringtheSanfordHarmonyquestionsandactivitiesVariousinternal
teamsdepartmentsatLArsquosBESThaveincludedSanfordHarmonyCardswithin
teamdepartmentmeetingstoestablishthetone(akaice-breaker)
Wehaveintegratedthisprogramaspartofourbasicstafftrainingsspecifictoestablishing
positivelearningenvironmentsactivityplanning(egprogramdevelopment)and
homeworksupportndashinadditiontosomeofourleadershipfocusedtrainingsthatinvolve
establishingteamworkandasenseofbelongingSeniorleadershiphasuseditwiththeir
developmentteamasawaytogettoknoweachotherandhighlightasitepractice
TimeNeededFrequencyWetypicallydothisatleastonceamonthatourStaffDevelopmentTeammeetings
ResourcesMaterialsSanfordHarmonyEverydayPracticesandQuickConnectionCards-SanfordHarmonyisasocialemotionallearningprogramcultivatingstrongrelationships
betweenelementarystudentswithSELeducationSanfordHarmonyhasbeenAPPROVEDby
theCollaborativeforAcademicSocialampEmotionalLearning(CASEL)asaSELectprogram
forPre-Kthrough6thgradesClickheretoviewtheSanfordHarmonyEvaluationGuide
2018
17
EXPANDEDLEARNINGPROGRAMRioLindoAfterSchoolProgramwascreatedthroughpartnershipsbetweenschoolsandlocalcommunityresourcestoprovideliteracyacademicenrichmentandsafeconstructive
alternativesforstudentsingrades2ndndash5thgrade
ContactPersonBrandonSportelathelloyelloteamgmailcom
ActivityPurposeProvideeverystudentwithaconfidentiallineofcommunicationtoatleastonetrustedadultinourprogramResearchshowsthateverystudentmusthaveatleastone
adultintheirlivesthattheycantrusttoreachtheirpotentialforpositivegrowthand
achievementInadditionthepracticeofidentifyingandbeingawareoffeelingssupportsthe
studentsabilityforemotionalregulationreasoningandusingresourcestogettheirneeds
met
TargetAudienceStudentsingrades2ndndash5thgrade
TimeNeededFrequencyTheCheckInSystemisversatileandcanbeimplementedtomeettheuniqueneedsofeachsiteStudentsareabletocheckinwhenevertheywantandmany
sitesalsohavearegularlyscheduledcheckin2-5timesperweekWerecommendstudents
beencouragedtocheckinduringtheirregularschooldaybutnotfromhome
ActivityDescriptionUsingtheHelloYello(HY)CheckInAppwehave
successfullyprovidedeverystudent
withaconfidentiallineof
communicationtoatleastonetrusted
adultinourprogramsStudentsnow
haveavoiceintheirprogramming
safetyandachievementByallowing
studentstobeheardwehaveensured
thateachchildhasanadultmentor
thattheycancontactatanytimeto
expresstheirdailyexperiences
strugglesandaccomplishments
Mostofthecheckinsubmissionsneedonlyasilentgestureorafewwordsofencouragement
toclosetheloopSeveraltypicallyresultinabriefone-on-onetalktosortthroughadifficult
experienceandaveryfewrequireateamapproachOnechallengeislackofaccessto
technologyAlthoughtheHYCheckInsystemalsoprovidespencilpaperversionstheweb
applicationallowsforamoreimmediateresponse
HowDidThisImpactYourProgramJustbysimplyknowingwhatastudentisexperiencingintheirdailylifeprovidesauniquebondStudentswhoexperienceatrusting
relationshipwilllettheadultknowwhentheyneedadviceAllowingthestudenttodecide
leadstoempowermentandindependenceAmazinglyrelationshipsbuildintrustwithonlya
fewstrategicstaffactions
TheoveralldifferenceintheprogramssincetheimplementationoftheHYCheckInAppis
improvedschoolclimateandstudentconnectednesstotheprogramInadditionstudents
havelearnedhowtobeawareoftheirfeelingsandneedsandhowtogetthoseneedsmet
Evidentiarydataisbeingprovidedtohelpstudentswithcounselingneedsresultingin
additionalresourcesfortheprogramDataisalsobeingprovidedtomakechangesbased
uponstudentinterestsandqualitiessuchasmindfulnessartsscienceandsportsactivities
18
Thestudentsdemonstrateincreasedpersonalempowermentandhigherlevelsoftrustin
theirrelationshipswithprogramstaffTheyexpressfeelingsafeconfidentandcaredfor
Theyaremotivatedtocheck-inbecauseitsconfidentialTheprogramisbetteratmeeting
thesocial-emotionalneedsofstudentsStudentsareopeningupabouttheirfeelings
thoughtsandexperiencesInadditiontoincreasinglevelsoftrustthishasresultedin
potentialconflictsbetweenstudentsbeinghandledproactivelyegbullyingperceived
slightsandgroupdrama
TargetAudienceAdultStaffToprepareadultstafftosuccessfullyusetheHelloYelloappstaffparticipateinthreetrainingsThefirsttrainingteachesstaffthefunctionandlogisticsof
usingthewebappandoptionalpaperformsItalsopreparestheminhowtoprovidean
introductorylessonforstudentsThesecondtrainingisfocusedonhowandwhento
respondtosubmissionsusingactualstudentsubmissionsfromtheschoolsiteas
examplesArangeofpossibleresponsesarereviewedanddiscussedfromquickgestural
promptstoemergencysituationswhenotherteammembersneedtobeinvolvedThefocus
isonhowclosingthelooprdquowithaninterpersonalresponsecreatespositivetrusting
relationshipsandhowtheadultresponsemotivatesstudentstocontinuecheckinginThethirdtrainingprovidesamodelforstaffonformingadatateamtoanalyzeresponsesand
createactionplansaswellasteachinghowtoelicitspecificdatafromstudentsbyusing
customizedwritingpromptsforstudents
TimeNeededFrequencyImplementingtheCheckInSystemrequiresthreeone-hourtrainingmodulesWeusuallysuggestthatthetrainingsbespreadoutover3monthsto
allowteamstogrowwitheachsuccessivestep
HowDidThisImpactYourProgramThestaffisabletomaximizeteachingopportunitieswhenstudentsletthemknowthesocialandemotionalissuestheyarefacingbefore
problemsdeveloptothepointofforcingadisciplinaryresponseTheyarealsoableto
demonstrateincreasingconfidenceinsupportingstudentsandareexcitedtoseethemselves
growingintheirroleasadultmentorsTheyhaveexpressedthattheyfeelmoreconnectedto
theirstudentsandhavemoreunderstandingandempathytowardthewholechildand
abletoserveaspositiveadultrolemodels
ChallengesEnsuringthatstaffhavetimetofollowthroughandmeeteachstudentssocial-emotionalandacademicneedsisafrequentlyexpressedconcernfortheCheckInsystem
Theappisdesignedtomakeiteasyforstafftocompletetheentirecommunicationloop
withouttakingtimeawayfromperformingregularduties
AdviceforstaffHaveanopenmindaboutrespondingtostudentneedsApersonmayhavetoletgoofstereotypesandbeliefsaboutchildbehaviorassociatedwiththeirown
experienceswithintheirfamiliescommunitiesandschoolstoacceptstudentdifferences
AlsobereadytogetfeedbackfromthestudentsInsomecasesthefeedbackispositiveand
encouragingbutitcanalsoexposeareasofimprovementforyourprogramHavinganopen
mindisessentialfortakingyourprogramtoahigherlevelofexcellence
ResourcesMaterialsYoucanlearnmoreabouttheRioLindoAfterSchoolprogramhereYoucanlearnmoreabouttheHelloYelloapphereYoucanviewalistofvideoshere
Teachinghowtopromptformorespecificinfobull Checkinprompts
bull TenwaystousetheCheck-Insystem
19
EXPANDEDLEARNINGPROGRAMAfter-SchoolAll-Starsisanationalafter-schoolworkforcedevelopmentprograminsupportingTitle1middleschoolyouthWestrivetohelpyouthcontinuetodevelopgrowthmindsetsafterschoolwhetherintheirinterpersonalsocialrelationshipsandorintheircareerexplorationWeaskthemhowtheycansupporteachotherandcontributetothecommunitiestheyareapartofWehelpguidethemtowardsapotentialpathofactiontotakeinbringingthemclosertoreachingtheirgoalsanddreamsContactPersonNamrataGuptaEDASASBayAreanamrataguptaafterschoolallstarsorgActivityPurposeThispracticepromotesself-awarenesssocialawarenessandteambuildingIntermsofcharacterbuildingitteachesmemberstobeindependentproactiveandproblem-solversaswellascollaborativeTheyadoptgrowthmindsetsanditincreasestheirsenseofself-efficacyTargetAudienceMiddleSchoolYouthActivityDescriptionYouthAdvisoryBoard-WehaveaYouthAdvisoryBoard(Yabbies)ateachofourschoolsitesthatiscomprisedofyouthleaderswhoworktogethertoenhancetheexperienceofourafterschoolprogramsEightstudentssitontheboard(four8thtwo7thandtwo6thgraders)TheyhelpoursitecoordinatorplaneventsandadvocatefortheirpeersWerecommendthataselectioncriteriaandapplicationbedevelopedsothatstudentsareclearoftheexpectationsofsittingontheboardAndthatstudentsfromdifferentsub-communitiesinyourprogramarescoutedtoapplyinanefforttoinsurethatallstudentsfeelrepresentedWealsorecommendlookingattheexistingstudentleadershipstructuresattheschool-sitetoensurethatdifferentstudentsarechosentolead-notonboththeStudentCouncilandYouthAdvisoryBoardTimeNeededFrequencyTheYouthAdvisoryBoardmeetsweeklyonWednesdaysfor45minutesSitecoordinatorshelptrainandsupportourYouthAdvisoryBoardmembersHowHasThisImpactedYourProgramOurYabbieshavehelpedbuildcultureandawarenessofourprogrambyinvitingstudentinputintoourprogrammingmodelandprovidingleadershipopportunitiestokeepourprogramrelevanttotheneedsanddesiresofourstudentcommunityResourcesMaterialsFromTemescalAssociatesndash
bull CreatingandSustainingaThrivingYouthAdvisoryCouncilbull YOUTHPOWERStartingaYouthAdvisoryCouncilbull AdvocatesforYouthTipsforCreatingEffectiveYouthAdvisoryCouncilsbull SanDiegoDistrictAttorneyndashCommunityProgramsAYouthAdvisoryBoard
Handbook
20
EXPANDEDLEARNINGPROGRAMWINGSForKidsoperatesdirectserviceprogramsinelementaryschoolsandserves1100amazingkidseverydaythroughourafterschoolprogramWeseektoempowerotherswith
socialemotionallearningbestpracticesthroughprofessionaldevelopmentworkshopsand
partnershipopportunitiesOurevidence-basedapproachfostersthemindsetskillsand
confidencechildrenneedtobehavewellmakegooddecisionsandbuildhealthy
relationships
ContactEmailhellowingsforkidsorgActivityPurposeIntegrationofSELthroughoutprogram
TargetAudienceK-5
ActivityDescriptionOurstafffirstexplicitlyteachthenmodeland
reinforceasocial-emotionalskilleachweekThisintentionalnamingofthe
socialemotionalskilloftheweekiskey
Nextkidslearnthenpracticeand
discussthenewskillsthroughprogram
activitiesAsanexampleletrsquosuseoneof
ourobjectivesintheself-management
competencymdashhelpingkidsfocustheir
attentioninwardinordertolimit
outwarddistraction
ThedaybeginswithCommunityUnitythecomingtogetherofallstaffandkidsingradesK-5forannouncementsandasocial-emotionalskill-buildinglessonThispartofthedayoffersan
opportunitytotalkinafocusedandactivewayabouttheweekrsquosobjectiveandengageina
brieffunactivitythatrelatestoitForexampleWINGSLeadersmayleadanexerciseon
activebreathingandtheprogramdirectorstartsafocusedlarge-groupdiscussionandasks
staffandkidstoshareexamplesofwhentheyhavegottendistracted
ChoiceTimeisanenrichmentactivitythatstudentsselecteachsemesterandwheresocial-emotionallessonsarewoveninDuringakickballgameforexampleaWINGSLeadermight
talkabouthowtoconcentrateonignoringtheshoutsfromthesidelinestobetterfocuson
thegameThisalsogiveskidsthechancetocontinuepracticingotherskillstheyrsquove
previouslylearnedsuchassharingsupportivecommentsafterabadkickandkeepinga
positiveattitudeeveniftheirteamislosingInthiswayChoiceTimeencourageskidsto
applybothnewandrecentlydevelopedsocialemotionalskills
TimeNeededFrequency3hoursperdayMonday-Fridaythroughouttheentireschoolyear
HowHasThisImpactedYourProgramWINGShasinstitutedathoroughevaluationoftheirprogramClickhereforaninterimreportoftheirRCTevaluation
ResourcesMaterialsForresourcesandfreematerialsclickhereHereisthelinkforourldquoADayintheLiferdquovideo
21
EXPANDEDLEARNINGPROGRAMThePOWERprogramatPioneerschoolisaprogramdesignedtoencouragetheindividualgrowthofeverychildthroughavarietyofdiverselearningstylesOurgoalisthe
developmentoftheWHOLEchildonewhohaslearnedtheskillsnecessarytosucceedina
varietyofacademicandphysicalactivitiesandonewhoappreciatesthevaluethateducation
andwellnessbringstotheirqualityoflife
ContactPersonErikaChavezEChavezduesdorg
Activity1PurposeSelf-awarenessself-regulationandsocialawareness
Activity1TargetAudience2nd-8thgrade
Activity1DescriptionIhavebeenpracticingmindfulnesswithmystudentsfor3yearsnowMindfulnessisamentalstateachievedbyfocusingonersquosownawarenessonthepresent
momentwhilecalmlyacknowledgingandacceptingonersquosfeelingsthoughtsandbodily
sensations
Ineededavisualwayformystudentstounderstandwhat
mindfulnesswasandthepurposeithadItallbeganwithan
activityfromMindfulnessinAfterschoolA16-SessionCurriculumthatinvolvedaprettyFijiwaterbottlefullwithwaterandglitterIshowedthemthestillwaterbottlewiththe
glitterrestingatthebottomofitIaskedthemiftheywereable
toseethroughthewaterbottleandofcoursetheirresponse
wasldquoyesrdquosincethewaterwasclearandcalm
AfterIshooktheentirewaterbottleIthenaskedthemagain
ldquocanyouseethroughthewaterbottlenowrdquoTheyall
respondedldquonordquowithsuchwonderintheireyesIthen
explainedtothemhowthatwaterbottlewasourbrainandthe
glitterrepresentedourthoughtsWhenIintroduced
mindfulnesstothemIexplainedhowitwasapowerfultoolto
helpuscalmthatglitterdowninourbrainssothatwecouldbe
abletoclearourwatersinordertomakewisedecisionsTheythenunderstoodhowitall
workedandtheywereallmotivatedtocalmtheirglitter[SeeJustBreathevideo]
Activity1TimeNeededFrequencyIwouldrecommendatleastaminimumof25-30minutesIliketoengagethestudentswhile
introducingthisnewconcepttothemandalsoansweranyquestionstheymighthave
Activity1HowDidThisImpactYourProgramBestpartisseeingthemtelloneanotherldquocalmyourglitteryouneedtorelaxandmake
betterchoicesrdquoIrsquoveseenthemgrabthewaterbottleandtakeittothatstudentsotheycanbe
remindedofwhatrsquosgoingonItrsquosseriouslyamazing
Activity1ResourcesMaterialsNewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
22
Activity2PurposeThepurposeofthismindfulnessactivityistocenterthekidsbacktoastateofawarenessitallowsthemtounwindandrelaxdownThisthenresultsinabetter
focuswhenreturningbacktoourlearningactivitiesandanimprovedbehavior
Activity2TargetAudience2nd-8thgrade
Activity2DescriptionIhavethemalllaydownonthefloor
withtheireyesclosedandfocus
ontheirbreathingAtfirstthere
wasoneortwostudentswho
couldnrsquotstaycalmbutwhatrsquos
newrightHoweverthosefew
studentswhocouldnrsquotseemto
settledownbegantoslowlysink
intotheactivity
Activity2TimeNeededFrequency15minutes
Activity2HowDidThisImpactYourProgramMindfulnesshasallowedusasagrouptocometogetherandformabondofunderstandingkindnessandsupportNowtheyevencometomeaskingifwecan
pleasemeditateEspeciallywhentheyrsquorehyperthatrsquoswhenIrealizetheyaskforitthemost
IrsquoveseensomestudentsmatureothersstrivingtobebetterandIrsquoveheardothersopenup
withveryintimatethingsthatwereweighingthemdown
Activity2ResourcesMaterialsChildrenguidedmeditationsandalsoMindfulGamesactivitycards(canbefoundonAmazon)
NewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
GreaterGoodScienceCenter
IwouldrecommendawaterbottlewithglitterandalsoaldquoMindfulnessBellrdquowhichhelps
incorporateabetterawarenesstotheirbreathing
23
EXPANDEDLEARNINGPROGRAMOaklandLeafprovidesintentionalprogrammingtosupportyouthrsquosphysicalsocialandemotionalwell-beingacademicsuccessandabilitytobeactiveandeffectiveleadersintheir
community
ContactPersonJohannaMasisProgramDirectorOaklandLeafFoundation
ActivityPurposeCyphersareusedasaspacetodointentionalcommunitybuildingintheformofhavingadiscussiononanytopicTheCypherismeanttoserveasanemotionally
safeplaceforeachparticipanttosaytheirpiecewithoutinterruptionorjudgment
TargetAudienceK-12grades
ActivityDescriptionParticipantsaregatheredina
circlefortheCypherTobreak
theicetheycanshareavalue
theywishbringtothefirstfew
CyphersPeopledonothaveto
speakbutareexpectedtohold
thetalkingpiecefor5-10
secondsbeforepassingthe
talkingpieceIfyouthare
reluctanttosharebecauseofthesocialdynamicsthenpassingshouldbeadjustedtomean
thatwewillcomebacktothemasopposedtonothearingfromthematallIfthereare
peopleabsentonthedayofaCypherthenaplaceisstillheldfortheminthecircle
MakesurethatifchairsareusedtheneveryonemusthaveachairIfyouaresittingonthe
floortheneveryonesitsonthefloorEveryoneshouldbeabletoseeeachotherSittinginthe
circlediminisheshierarchyandoverallpowerdynamicsIncludeacenterpiecewhereyouth
mayfocustheirattentionatalkingpiecethatcanbebroughtbythefacilitatorormadeby
thegroupandsomethingfromnature(aplantglassbowlofwater)toremindusthatwe
areconnectedtotheearthIhaveseenyouthbringatoyorapictureoftheirfamiliestothe
circleasanofferingtothegroupduringtheCypher
TimeNeededFrequencyCyphersareencouragedtohappenatleastonceaweekandmanyofourprogramscalendartheminsothatyouthknowwhentheywilloccur
HowDidThisImpactYourProgramThebenefitsofthispracticeincludeincreasedfamiliaritywithpeoplesstoriesempathybuildingideasharingharmrepairhealingforthe
individualwhoishurtingandcompassionbuildingWehaveseenthecultureofprograms
completelyshifttobemoreinclusivecommunicativeandforgivingasaresultof
implementingthesepracticesYoutheventuallycometonametheneedandwillrequesta
CypherorleadCyphersontheirownOurafterschoolstaffhavebeenaskedtoleadCyphers
duringtheregularschooldaybecausetheyhaveseenhowithasimpactedouryouthinsuch
positiveways
ResourcesMaterialsCommunitiesUnitedforRestorativeYouthJustice
SEEDSCultivatingcommunitytransformingconflict
RestorativeJusticeforOaklandYouth
LearninginAfterschoolampSummer(LIAS)Blog
RestorativeJusticeatOaklandrsquosFremontHighSchool(video)
24
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECoachingCorpsisanintermediaryorganizationthatbelievesthateveryyoungpersonlivinginunderservedcommunitiesdeservesatrainedcaringcoachWearebuildingamovement
ofcoachesacrossthecountrybypartneringwithafterschoolprogramsandrecruiting
volunteersAllourcoachesreceiveevidence-basedtraininginyouthdevelopmentcoaching
skillsandsocialemotionallearningaswellasongoingsupportthroughmentoring
ContactPersonSuzanneSillettDirectorofEducationandQualitysuzannescoachingcorpsorg
ActivityPurposeOurCoachingforCharactertrainingandsupportprogramspecificallyfocusesonfourcharacterattributes-persistenceoptimismself-regulationandempathy
TargetAudienceAdultStaff
ActivityDescriptionCoachingforCharacterbeginswithacoachparticipating
inour25hourtrainingInthistraining
coachesfirstlearnthefourPOSE
(persistenceoptimismself-regulationand
empathy)characterattributesandhowto
identifytheattributesintheirathletesNext
coachesareintroducedtothecharacter
buildingframeworkandparticipateina
coachingdemonstrationtofullyexperience
itinactionFinallycoachesapplythe
frameworkbyplanningtheirownpractice
sotheycanimmediatelygobacktotheir
teamandimplementthisnewknowledge
Weprovideoursupportvirtuallyinorderforcoachestobeabletoaccessitatanytimethat
isconvenientforthemWehaveanetworkofcoacheswhohaveattendedthetrainingwho
thenjoinourCoachingforCharacterFacebookgroupInthegroupcoachesgetsupportfrom
ourCoachDevelopmentStaffandalsocanconnectwithfellowcoachesWearecurrentlyin
theprocessofbuildingourownCoachPortalwherecoacheswillaccessmentoringsupport
discussiongroupsandresources
TimeNeededFrequency25hourtraining
HowDidThisImpactYourProgramldquoEvenafterjustonepracticetherehavebeenanumberofparentsofferinghighlycomplimentaryfeedbackfortheuseofskillsthatwe
receivedintheCoachingforCharactertrainingItwasalsoquiteenjoyabletoseetheplayers
respondingtotheuseoftheseskillsinsuchapositivefashionIamthankfultohavehadthe
opportunitytoexperiencetheCoachingforCharactertrainingandhavebeenutilizingitfor
morethanjustbasketballorsportsandincludedthoseskillsinourhomefamilylifeandin
otheraspectsofmylifeaswellrdquo-CoachampParentZactrainingparticipantChicoArea
RecreationDepartment
25
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECalSAChelpsbuildanout-of-schooltimeworkforce(suchasbeforeschoolafterschoolandsummerlearning)thatisfilledwithstrongmentorsandhighlyskilledpractitionerswhoreflectthecommunitiestheyserveThroughcollaborationandinnovationournetworkcreatesrippleeffectsofopportunityequityandtransformationthroughoutCaliforniabothforprofessionalsandtheyoungpeopletheyserveContactPersonSelenaLevyProgramManagerslevycalsacorgActivityPurposeThispracticecontributestostaffandyouthsinterpersonalskillsItcreatesanopportunityforeveryonetolearnmoreaboutoneanotherandcreatecommunityTargetAudienceThispracticecanbeappliedtobothyouthandadultsActivityDescriptionRegularCheckInsisanintentionalspacecreatedforstaffandyouthtosharehowtheyareshowingupinthatspaceParticipantstypicallysitorstandinacircleduringthecheckinWetypicallyaskforavolunteertostartandthenchooseadirectionforustogointhatorder(rightorleft)TheinformationsharedallowseveryoneintheroomtounderstandwhatmaybegoingonforthemandhonorthateachindividualmaybecomingintothespacewithvaryinglifeexperiencesThisallowseveryonetoseeeachothermorewhollyandcreatesafetyforpeopletobeauthenticinthespaceWerecommendcreatinganopportunityforeveryonetoleadthecheck-in(FromTemescalAssociatesItisrecommendedthateachspeakerholdsatalkingpiecesuchasafeatheroritemchosenbythegroupThetalkingpieceisheldbythepersonspeakingandthenpassedaroundthecircleThosenotholdingthetalkingpieceareengagedinactivelistening)TimeNeededFrequencyThepracticeofregularcheck-inscanbebeforethestartofprogramorameetingandlast10-15minutesHowDidThisImpactYourProgramWersquoveseenyouthprovidersbetterabletorespondtoyouthrsquosneedsorbehaviorsbasedonunderstandinghowtheyareshowingupinprogramsSimilarlywersquoveseensupervisorsbetterabletosupporttheirstaffwhentheyaremorefullyawareofwhatastaffpersonisbringingintotheprogramItalsohelpscreateasafeandsupportiveenvironmentwhenspaceiscreatedforfolkstoshareaboutwhatishappeningintheirlifeandhowitrsquosimpactinghowtheyareshowingupintheirworkandorprogramResourcesMaterialsLearninginAfterschoolampSummer(LIAS)Blog-ThePowerofSharingCirclesLearninginAfterschoolampSummer(LIAS)Blog-SharingCirclesCyphersTeachingRestorativePracticeswithClassroomCircles-ThisisacomprehensivecurriculumguidethatoffersanoverviewpromptslessonplansandotherresourcesWhatisMorningMeetingMorningMeetingBookSamplePromptingQuestionsTopicsforCirclesTribesLearningCommunity-Thiswebsiteoffersanumberofusefulbooksandotherresources
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
13
HowDoesThisImpactProgramsTheimpactonadultleadersaroundtheworldisthattheirstudentsgainanewsenseofconnectionandrealizationthatregardlessofwhatthey
aregoingthroughhellipTheyAreNotAlone
ResourcesMaterialsLearnmore
MaskGallery
TheMaskYouLiveInDocumentaryTrailer100kMasksLaunchVideo
TakingOffTheMaskWorkshop
14
EXPANDEDLEARNINGPROGRAMCampEDMOisaPre-K-8thgradeSTEAM(ScienceTechnologyEngineeringArtsandMath)andSEL(SocialEmotionalLearning)programthatimplementsthelatestresearch-informed
methodsofwhole-childdevelopmentThecorecharactertraitsweaimtobuildareCuriosity
CourageandKindnessInordertoachievethisgoalkidslearntodevelopfourmindsetsand
practicesixSELskillswhiletheyengineerbuildingscodeapplicationsorhikethrough
nature
ContactPersonEduardoCaballeroExecutiveDirectoredcampedmoorg
ActivityPurposeBuildempathyemotionvocabularyemotionmanagement
TargetAudienceWedothemingroupsof15-20kidsingradesPre-K-5thgrade
ActivityDescriptionKimochiDolls-WeuseKimochidollswithallour
agegroupsEachdollhasa
personalityarchetypethatkidscan
relatetoThedollscomewith
curriculumandadditionaltoolsto
helpkidsbuildvocabularyaround
theirfeelingsandempathyfor
others
FeelingPillowsTheKimochikits
comewithabagofplushlittle
pillowseachthathaveafaceandanemotionwordKidspulloutapillowfromthebagand
theotherkidstrytoguesswhatfeelingtheyareconveyingwiththeirfaceandbody
languageKidsexplainwhytheythinktheyarethatfeelingWhatarethecluesThefeeling
childthenrevealstheirfeelingYoucantaketheactivityfurtherbythenleadingadiscussion
aboutwhenisaninstanceinyourlifethatactuallymadeyoufeelthatwayThisactivitycan
bedoneevenwithoutthekitYoucanwriteabunchoffeelingwordsandputtheminany
container
TimeNeededFrequencyWedoKimochiactivitiesforabout20minuteseachdayatcampTheyaretypicallydonesittinginacircleWeusuallyusethemtostartourTeamTimehour
ofthedaywhenwefocusondoingactivitiesthatbuildSELskillsandteamwork
ResourcesMaterialsYoucanlearnmoreabouthowtouseandpurchasetheKimochidollsandtherelatedcurriculumhere
HowDidThisImpactYourProgramWenoticedkidswereabletoregulatetheiremotionsbetterresolveoravoiddisputesandplaynicerwitheachotherafterusingthedolls
15
EXPANDEDLEARNINGPROGRAMLAsBESTisanafterschoolenrichmentprogramserving25000elementarystudentsagesfivetotwelvein198schoolsinthemosteconomicallydistressedneighborhoodsthroughout
LosAngeles
ContactPersonZacharyWilsonDirectorofStaffDevelopmentzacharywlasbestlausdnet
ActivityPurposeTheuseofSanfordHarmonycardsenhancestheemotionallysafeenvironmentthatLAsBESTstrivestoprovideandsustainacrossallaspectsofour
programmingTheseresourcesallowforourstudentstosharetheirthoughtsandfeelingsin
asafehealthysettingthattheymaynotbecomfortablesharinganywhereelse
TargetAudienceYouthPre-Kthrough6thgrade
ActivityDescriptionSanfordHarmonyEverydayPracticesandQuickConnection
Cardsprovideengagingquestionsand
activitiestoexplorewithabuddyThe
studentsthengettoknoweachotherand
connectwhichpreparesthemtohandle
futurechallengesandconflictsand
opportunitiestocollaborateina
meaningfulandconstructivewaySanford
Harmonyalsoprovidesrecommendations
ofhowandwhytopairstudentstogetherTheMeetUpstrategyprovidesawayto
strengthenaprogramsdailyroutinebyincorporatingpracticesthatallowtheentiregroup
ofstudentstoexplorehowtheytreateachotherandhowtheycommunicatewithone
anotherTimeNeededFrequencyEachactivitycanvaryinlengthrangingfrom5to20+minutesdependingonifhowthefacilitatorstaffiscomfortableexpandingWedotheseactivities
everydayoronaregularconsistentbasis(eg2-3timesperweek)ndashagainvariesper
sitestaff
HowDidThisImpactYourProgramWehaveheardstoriesfromstudentsusingthisprogramthattheyenjoycarryingthequestionsconversationsandactivitiesintotheir
interactionswithfriendsandfamiliesathome
TheseresourceshavebeenmostvaluabletoLAsBESTbecausetheyhaveallowedusto
enhancehowweweaveSELintoeverythingwedondashratherthanlookatSELasastand-alone
activityorclubWiththisprogramstaffareabletointegratetheseresourceswithintheir
programsandinnovatewiththembeyondourinitialrecommendationsForexamplestaff
nowutilizethecardstosupporttransitiontimesndashwhengroupsofstudentsmovefromone
activityorspacetoanotherStaffhavealsofoundthecardsbeneficialduringhomework
timewhensomestudentsgetdonewiththeirassignmentsbeforeeveryoneelseisfinished
16
TargetAudienceAdultWorkersSanfordHarmonyCardshavealsosupportedourorganizationalgoalofprovidingprofessionaldevelopmentopportunitiesforstaffinwhich
theyareabletoexperiencefirst-handthepowerofself-reflectionandthebenefitsof
exploringtheSanfordHarmonyquestionsandactivitiesVariousinternal
teamsdepartmentsatLArsquosBESThaveincludedSanfordHarmonyCardswithin
teamdepartmentmeetingstoestablishthetone(akaice-breaker)
Wehaveintegratedthisprogramaspartofourbasicstafftrainingsspecifictoestablishing
positivelearningenvironmentsactivityplanning(egprogramdevelopment)and
homeworksupportndashinadditiontosomeofourleadershipfocusedtrainingsthatinvolve
establishingteamworkandasenseofbelongingSeniorleadershiphasuseditwiththeir
developmentteamasawaytogettoknoweachotherandhighlightasitepractice
TimeNeededFrequencyWetypicallydothisatleastonceamonthatourStaffDevelopmentTeammeetings
ResourcesMaterialsSanfordHarmonyEverydayPracticesandQuickConnectionCards-SanfordHarmonyisasocialemotionallearningprogramcultivatingstrongrelationships
betweenelementarystudentswithSELeducationSanfordHarmonyhasbeenAPPROVEDby
theCollaborativeforAcademicSocialampEmotionalLearning(CASEL)asaSELectprogram
forPre-Kthrough6thgradesClickheretoviewtheSanfordHarmonyEvaluationGuide
2018
17
EXPANDEDLEARNINGPROGRAMRioLindoAfterSchoolProgramwascreatedthroughpartnershipsbetweenschoolsandlocalcommunityresourcestoprovideliteracyacademicenrichmentandsafeconstructive
alternativesforstudentsingrades2ndndash5thgrade
ContactPersonBrandonSportelathelloyelloteamgmailcom
ActivityPurposeProvideeverystudentwithaconfidentiallineofcommunicationtoatleastonetrustedadultinourprogramResearchshowsthateverystudentmusthaveatleastone
adultintheirlivesthattheycantrusttoreachtheirpotentialforpositivegrowthand
achievementInadditionthepracticeofidentifyingandbeingawareoffeelingssupportsthe
studentsabilityforemotionalregulationreasoningandusingresourcestogettheirneeds
met
TargetAudienceStudentsingrades2ndndash5thgrade
TimeNeededFrequencyTheCheckInSystemisversatileandcanbeimplementedtomeettheuniqueneedsofeachsiteStudentsareabletocheckinwhenevertheywantandmany
sitesalsohavearegularlyscheduledcheckin2-5timesperweekWerecommendstudents
beencouragedtocheckinduringtheirregularschooldaybutnotfromhome
ActivityDescriptionUsingtheHelloYello(HY)CheckInAppwehave
successfullyprovidedeverystudent
withaconfidentiallineof
communicationtoatleastonetrusted
adultinourprogramsStudentsnow
haveavoiceintheirprogramming
safetyandachievementByallowing
studentstobeheardwehaveensured
thateachchildhasanadultmentor
thattheycancontactatanytimeto
expresstheirdailyexperiences
strugglesandaccomplishments
Mostofthecheckinsubmissionsneedonlyasilentgestureorafewwordsofencouragement
toclosetheloopSeveraltypicallyresultinabriefone-on-onetalktosortthroughadifficult
experienceandaveryfewrequireateamapproachOnechallengeislackofaccessto
technologyAlthoughtheHYCheckInsystemalsoprovidespencilpaperversionstheweb
applicationallowsforamoreimmediateresponse
HowDidThisImpactYourProgramJustbysimplyknowingwhatastudentisexperiencingintheirdailylifeprovidesauniquebondStudentswhoexperienceatrusting
relationshipwilllettheadultknowwhentheyneedadviceAllowingthestudenttodecide
leadstoempowermentandindependenceAmazinglyrelationshipsbuildintrustwithonlya
fewstrategicstaffactions
TheoveralldifferenceintheprogramssincetheimplementationoftheHYCheckInAppis
improvedschoolclimateandstudentconnectednesstotheprogramInadditionstudents
havelearnedhowtobeawareoftheirfeelingsandneedsandhowtogetthoseneedsmet
Evidentiarydataisbeingprovidedtohelpstudentswithcounselingneedsresultingin
additionalresourcesfortheprogramDataisalsobeingprovidedtomakechangesbased
uponstudentinterestsandqualitiessuchasmindfulnessartsscienceandsportsactivities
18
Thestudentsdemonstrateincreasedpersonalempowermentandhigherlevelsoftrustin
theirrelationshipswithprogramstaffTheyexpressfeelingsafeconfidentandcaredfor
Theyaremotivatedtocheck-inbecauseitsconfidentialTheprogramisbetteratmeeting
thesocial-emotionalneedsofstudentsStudentsareopeningupabouttheirfeelings
thoughtsandexperiencesInadditiontoincreasinglevelsoftrustthishasresultedin
potentialconflictsbetweenstudentsbeinghandledproactivelyegbullyingperceived
slightsandgroupdrama
TargetAudienceAdultStaffToprepareadultstafftosuccessfullyusetheHelloYelloappstaffparticipateinthreetrainingsThefirsttrainingteachesstaffthefunctionandlogisticsof
usingthewebappandoptionalpaperformsItalsopreparestheminhowtoprovidean
introductorylessonforstudentsThesecondtrainingisfocusedonhowandwhento
respondtosubmissionsusingactualstudentsubmissionsfromtheschoolsiteas
examplesArangeofpossibleresponsesarereviewedanddiscussedfromquickgestural
promptstoemergencysituationswhenotherteammembersneedtobeinvolvedThefocus
isonhowclosingthelooprdquowithaninterpersonalresponsecreatespositivetrusting
relationshipsandhowtheadultresponsemotivatesstudentstocontinuecheckinginThethirdtrainingprovidesamodelforstaffonformingadatateamtoanalyzeresponsesand
createactionplansaswellasteachinghowtoelicitspecificdatafromstudentsbyusing
customizedwritingpromptsforstudents
TimeNeededFrequencyImplementingtheCheckInSystemrequiresthreeone-hourtrainingmodulesWeusuallysuggestthatthetrainingsbespreadoutover3monthsto
allowteamstogrowwitheachsuccessivestep
HowDidThisImpactYourProgramThestaffisabletomaximizeteachingopportunitieswhenstudentsletthemknowthesocialandemotionalissuestheyarefacingbefore
problemsdeveloptothepointofforcingadisciplinaryresponseTheyarealsoableto
demonstrateincreasingconfidenceinsupportingstudentsandareexcitedtoseethemselves
growingintheirroleasadultmentorsTheyhaveexpressedthattheyfeelmoreconnectedto
theirstudentsandhavemoreunderstandingandempathytowardthewholechildand
abletoserveaspositiveadultrolemodels
ChallengesEnsuringthatstaffhavetimetofollowthroughandmeeteachstudentssocial-emotionalandacademicneedsisafrequentlyexpressedconcernfortheCheckInsystem
Theappisdesignedtomakeiteasyforstafftocompletetheentirecommunicationloop
withouttakingtimeawayfromperformingregularduties
AdviceforstaffHaveanopenmindaboutrespondingtostudentneedsApersonmayhavetoletgoofstereotypesandbeliefsaboutchildbehaviorassociatedwiththeirown
experienceswithintheirfamiliescommunitiesandschoolstoacceptstudentdifferences
AlsobereadytogetfeedbackfromthestudentsInsomecasesthefeedbackispositiveand
encouragingbutitcanalsoexposeareasofimprovementforyourprogramHavinganopen
mindisessentialfortakingyourprogramtoahigherlevelofexcellence
ResourcesMaterialsYoucanlearnmoreabouttheRioLindoAfterSchoolprogramhereYoucanlearnmoreabouttheHelloYelloapphereYoucanviewalistofvideoshere
Teachinghowtopromptformorespecificinfobull Checkinprompts
bull TenwaystousetheCheck-Insystem
19
EXPANDEDLEARNINGPROGRAMAfter-SchoolAll-Starsisanationalafter-schoolworkforcedevelopmentprograminsupportingTitle1middleschoolyouthWestrivetohelpyouthcontinuetodevelopgrowthmindsetsafterschoolwhetherintheirinterpersonalsocialrelationshipsandorintheircareerexplorationWeaskthemhowtheycansupporteachotherandcontributetothecommunitiestheyareapartofWehelpguidethemtowardsapotentialpathofactiontotakeinbringingthemclosertoreachingtheirgoalsanddreamsContactPersonNamrataGuptaEDASASBayAreanamrataguptaafterschoolallstarsorgActivityPurposeThispracticepromotesself-awarenesssocialawarenessandteambuildingIntermsofcharacterbuildingitteachesmemberstobeindependentproactiveandproblem-solversaswellascollaborativeTheyadoptgrowthmindsetsanditincreasestheirsenseofself-efficacyTargetAudienceMiddleSchoolYouthActivityDescriptionYouthAdvisoryBoard-WehaveaYouthAdvisoryBoard(Yabbies)ateachofourschoolsitesthatiscomprisedofyouthleaderswhoworktogethertoenhancetheexperienceofourafterschoolprogramsEightstudentssitontheboard(four8thtwo7thandtwo6thgraders)TheyhelpoursitecoordinatorplaneventsandadvocatefortheirpeersWerecommendthataselectioncriteriaandapplicationbedevelopedsothatstudentsareclearoftheexpectationsofsittingontheboardAndthatstudentsfromdifferentsub-communitiesinyourprogramarescoutedtoapplyinanefforttoinsurethatallstudentsfeelrepresentedWealsorecommendlookingattheexistingstudentleadershipstructuresattheschool-sitetoensurethatdifferentstudentsarechosentolead-notonboththeStudentCouncilandYouthAdvisoryBoardTimeNeededFrequencyTheYouthAdvisoryBoardmeetsweeklyonWednesdaysfor45minutesSitecoordinatorshelptrainandsupportourYouthAdvisoryBoardmembersHowHasThisImpactedYourProgramOurYabbieshavehelpedbuildcultureandawarenessofourprogrambyinvitingstudentinputintoourprogrammingmodelandprovidingleadershipopportunitiestokeepourprogramrelevanttotheneedsanddesiresofourstudentcommunityResourcesMaterialsFromTemescalAssociatesndash
bull CreatingandSustainingaThrivingYouthAdvisoryCouncilbull YOUTHPOWERStartingaYouthAdvisoryCouncilbull AdvocatesforYouthTipsforCreatingEffectiveYouthAdvisoryCouncilsbull SanDiegoDistrictAttorneyndashCommunityProgramsAYouthAdvisoryBoard
Handbook
20
EXPANDEDLEARNINGPROGRAMWINGSForKidsoperatesdirectserviceprogramsinelementaryschoolsandserves1100amazingkidseverydaythroughourafterschoolprogramWeseektoempowerotherswith
socialemotionallearningbestpracticesthroughprofessionaldevelopmentworkshopsand
partnershipopportunitiesOurevidence-basedapproachfostersthemindsetskillsand
confidencechildrenneedtobehavewellmakegooddecisionsandbuildhealthy
relationships
ContactEmailhellowingsforkidsorgActivityPurposeIntegrationofSELthroughoutprogram
TargetAudienceK-5
ActivityDescriptionOurstafffirstexplicitlyteachthenmodeland
reinforceasocial-emotionalskilleachweekThisintentionalnamingofthe
socialemotionalskilloftheweekiskey
Nextkidslearnthenpracticeand
discussthenewskillsthroughprogram
activitiesAsanexampleletrsquosuseoneof
ourobjectivesintheself-management
competencymdashhelpingkidsfocustheir
attentioninwardinordertolimit
outwarddistraction
ThedaybeginswithCommunityUnitythecomingtogetherofallstaffandkidsingradesK-5forannouncementsandasocial-emotionalskill-buildinglessonThispartofthedayoffersan
opportunitytotalkinafocusedandactivewayabouttheweekrsquosobjectiveandengageina
brieffunactivitythatrelatestoitForexampleWINGSLeadersmayleadanexerciseon
activebreathingandtheprogramdirectorstartsafocusedlarge-groupdiscussionandasks
staffandkidstoshareexamplesofwhentheyhavegottendistracted
ChoiceTimeisanenrichmentactivitythatstudentsselecteachsemesterandwheresocial-emotionallessonsarewoveninDuringakickballgameforexampleaWINGSLeadermight
talkabouthowtoconcentrateonignoringtheshoutsfromthesidelinestobetterfocuson
thegameThisalsogiveskidsthechancetocontinuepracticingotherskillstheyrsquove
previouslylearnedsuchassharingsupportivecommentsafterabadkickandkeepinga
positiveattitudeeveniftheirteamislosingInthiswayChoiceTimeencourageskidsto
applybothnewandrecentlydevelopedsocialemotionalskills
TimeNeededFrequency3hoursperdayMonday-Fridaythroughouttheentireschoolyear
HowHasThisImpactedYourProgramWINGShasinstitutedathoroughevaluationoftheirprogramClickhereforaninterimreportoftheirRCTevaluation
ResourcesMaterialsForresourcesandfreematerialsclickhereHereisthelinkforourldquoADayintheLiferdquovideo
21
EXPANDEDLEARNINGPROGRAMThePOWERprogramatPioneerschoolisaprogramdesignedtoencouragetheindividualgrowthofeverychildthroughavarietyofdiverselearningstylesOurgoalisthe
developmentoftheWHOLEchildonewhohaslearnedtheskillsnecessarytosucceedina
varietyofacademicandphysicalactivitiesandonewhoappreciatesthevaluethateducation
andwellnessbringstotheirqualityoflife
ContactPersonErikaChavezEChavezduesdorg
Activity1PurposeSelf-awarenessself-regulationandsocialawareness
Activity1TargetAudience2nd-8thgrade
Activity1DescriptionIhavebeenpracticingmindfulnesswithmystudentsfor3yearsnowMindfulnessisamentalstateachievedbyfocusingonersquosownawarenessonthepresent
momentwhilecalmlyacknowledgingandacceptingonersquosfeelingsthoughtsandbodily
sensations
Ineededavisualwayformystudentstounderstandwhat
mindfulnesswasandthepurposeithadItallbeganwithan
activityfromMindfulnessinAfterschoolA16-SessionCurriculumthatinvolvedaprettyFijiwaterbottlefullwithwaterandglitterIshowedthemthestillwaterbottlewiththe
glitterrestingatthebottomofitIaskedthemiftheywereable
toseethroughthewaterbottleandofcoursetheirresponse
wasldquoyesrdquosincethewaterwasclearandcalm
AfterIshooktheentirewaterbottleIthenaskedthemagain
ldquocanyouseethroughthewaterbottlenowrdquoTheyall
respondedldquonordquowithsuchwonderintheireyesIthen
explainedtothemhowthatwaterbottlewasourbrainandthe
glitterrepresentedourthoughtsWhenIintroduced
mindfulnesstothemIexplainedhowitwasapowerfultoolto
helpuscalmthatglitterdowninourbrainssothatwecouldbe
abletoclearourwatersinordertomakewisedecisionsTheythenunderstoodhowitall
workedandtheywereallmotivatedtocalmtheirglitter[SeeJustBreathevideo]
Activity1TimeNeededFrequencyIwouldrecommendatleastaminimumof25-30minutesIliketoengagethestudentswhile
introducingthisnewconcepttothemandalsoansweranyquestionstheymighthave
Activity1HowDidThisImpactYourProgramBestpartisseeingthemtelloneanotherldquocalmyourglitteryouneedtorelaxandmake
betterchoicesrdquoIrsquoveseenthemgrabthewaterbottleandtakeittothatstudentsotheycanbe
remindedofwhatrsquosgoingonItrsquosseriouslyamazing
Activity1ResourcesMaterialsNewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
22
Activity2PurposeThepurposeofthismindfulnessactivityistocenterthekidsbacktoastateofawarenessitallowsthemtounwindandrelaxdownThisthenresultsinabetter
focuswhenreturningbacktoourlearningactivitiesandanimprovedbehavior
Activity2TargetAudience2nd-8thgrade
Activity2DescriptionIhavethemalllaydownonthefloor
withtheireyesclosedandfocus
ontheirbreathingAtfirstthere
wasoneortwostudentswho
couldnrsquotstaycalmbutwhatrsquos
newrightHoweverthosefew
studentswhocouldnrsquotseemto
settledownbegantoslowlysink
intotheactivity
Activity2TimeNeededFrequency15minutes
Activity2HowDidThisImpactYourProgramMindfulnesshasallowedusasagrouptocometogetherandformabondofunderstandingkindnessandsupportNowtheyevencometomeaskingifwecan
pleasemeditateEspeciallywhentheyrsquorehyperthatrsquoswhenIrealizetheyaskforitthemost
IrsquoveseensomestudentsmatureothersstrivingtobebetterandIrsquoveheardothersopenup
withveryintimatethingsthatwereweighingthemdown
Activity2ResourcesMaterialsChildrenguidedmeditationsandalsoMindfulGamesactivitycards(canbefoundonAmazon)
NewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
GreaterGoodScienceCenter
IwouldrecommendawaterbottlewithglitterandalsoaldquoMindfulnessBellrdquowhichhelps
incorporateabetterawarenesstotheirbreathing
23
EXPANDEDLEARNINGPROGRAMOaklandLeafprovidesintentionalprogrammingtosupportyouthrsquosphysicalsocialandemotionalwell-beingacademicsuccessandabilitytobeactiveandeffectiveleadersintheir
community
ContactPersonJohannaMasisProgramDirectorOaklandLeafFoundation
ActivityPurposeCyphersareusedasaspacetodointentionalcommunitybuildingintheformofhavingadiscussiononanytopicTheCypherismeanttoserveasanemotionally
safeplaceforeachparticipanttosaytheirpiecewithoutinterruptionorjudgment
TargetAudienceK-12grades
ActivityDescriptionParticipantsaregatheredina
circlefortheCypherTobreak
theicetheycanshareavalue
theywishbringtothefirstfew
CyphersPeopledonothaveto
speakbutareexpectedtohold
thetalkingpiecefor5-10
secondsbeforepassingthe
talkingpieceIfyouthare
reluctanttosharebecauseofthesocialdynamicsthenpassingshouldbeadjustedtomean
thatwewillcomebacktothemasopposedtonothearingfromthematallIfthereare
peopleabsentonthedayofaCypherthenaplaceisstillheldfortheminthecircle
MakesurethatifchairsareusedtheneveryonemusthaveachairIfyouaresittingonthe
floortheneveryonesitsonthefloorEveryoneshouldbeabletoseeeachotherSittinginthe
circlediminisheshierarchyandoverallpowerdynamicsIncludeacenterpiecewhereyouth
mayfocustheirattentionatalkingpiecethatcanbebroughtbythefacilitatorormadeby
thegroupandsomethingfromnature(aplantglassbowlofwater)toremindusthatwe
areconnectedtotheearthIhaveseenyouthbringatoyorapictureoftheirfamiliestothe
circleasanofferingtothegroupduringtheCypher
TimeNeededFrequencyCyphersareencouragedtohappenatleastonceaweekandmanyofourprogramscalendartheminsothatyouthknowwhentheywilloccur
HowDidThisImpactYourProgramThebenefitsofthispracticeincludeincreasedfamiliaritywithpeoplesstoriesempathybuildingideasharingharmrepairhealingforthe
individualwhoishurtingandcompassionbuildingWehaveseenthecultureofprograms
completelyshifttobemoreinclusivecommunicativeandforgivingasaresultof
implementingthesepracticesYoutheventuallycometonametheneedandwillrequesta
CypherorleadCyphersontheirownOurafterschoolstaffhavebeenaskedtoleadCyphers
duringtheregularschooldaybecausetheyhaveseenhowithasimpactedouryouthinsuch
positiveways
ResourcesMaterialsCommunitiesUnitedforRestorativeYouthJustice
SEEDSCultivatingcommunitytransformingconflict
RestorativeJusticeforOaklandYouth
LearninginAfterschoolampSummer(LIAS)Blog
RestorativeJusticeatOaklandrsquosFremontHighSchool(video)
24
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECoachingCorpsisanintermediaryorganizationthatbelievesthateveryyoungpersonlivinginunderservedcommunitiesdeservesatrainedcaringcoachWearebuildingamovement
ofcoachesacrossthecountrybypartneringwithafterschoolprogramsandrecruiting
volunteersAllourcoachesreceiveevidence-basedtraininginyouthdevelopmentcoaching
skillsandsocialemotionallearningaswellasongoingsupportthroughmentoring
ContactPersonSuzanneSillettDirectorofEducationandQualitysuzannescoachingcorpsorg
ActivityPurposeOurCoachingforCharactertrainingandsupportprogramspecificallyfocusesonfourcharacterattributes-persistenceoptimismself-regulationandempathy
TargetAudienceAdultStaff
ActivityDescriptionCoachingforCharacterbeginswithacoachparticipating
inour25hourtrainingInthistraining
coachesfirstlearnthefourPOSE
(persistenceoptimismself-regulationand
empathy)characterattributesandhowto
identifytheattributesintheirathletesNext
coachesareintroducedtothecharacter
buildingframeworkandparticipateina
coachingdemonstrationtofullyexperience
itinactionFinallycoachesapplythe
frameworkbyplanningtheirownpractice
sotheycanimmediatelygobacktotheir
teamandimplementthisnewknowledge
Weprovideoursupportvirtuallyinorderforcoachestobeabletoaccessitatanytimethat
isconvenientforthemWehaveanetworkofcoacheswhohaveattendedthetrainingwho
thenjoinourCoachingforCharacterFacebookgroupInthegroupcoachesgetsupportfrom
ourCoachDevelopmentStaffandalsocanconnectwithfellowcoachesWearecurrentlyin
theprocessofbuildingourownCoachPortalwherecoacheswillaccessmentoringsupport
discussiongroupsandresources
TimeNeededFrequency25hourtraining
HowDidThisImpactYourProgramldquoEvenafterjustonepracticetherehavebeenanumberofparentsofferinghighlycomplimentaryfeedbackfortheuseofskillsthatwe
receivedintheCoachingforCharactertrainingItwasalsoquiteenjoyabletoseetheplayers
respondingtotheuseoftheseskillsinsuchapositivefashionIamthankfultohavehadthe
opportunitytoexperiencetheCoachingforCharactertrainingandhavebeenutilizingitfor
morethanjustbasketballorsportsandincludedthoseskillsinourhomefamilylifeandin
otheraspectsofmylifeaswellrdquo-CoachampParentZactrainingparticipantChicoArea
RecreationDepartment
25
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECalSAChelpsbuildanout-of-schooltimeworkforce(suchasbeforeschoolafterschoolandsummerlearning)thatisfilledwithstrongmentorsandhighlyskilledpractitionerswhoreflectthecommunitiestheyserveThroughcollaborationandinnovationournetworkcreatesrippleeffectsofopportunityequityandtransformationthroughoutCaliforniabothforprofessionalsandtheyoungpeopletheyserveContactPersonSelenaLevyProgramManagerslevycalsacorgActivityPurposeThispracticecontributestostaffandyouthsinterpersonalskillsItcreatesanopportunityforeveryonetolearnmoreaboutoneanotherandcreatecommunityTargetAudienceThispracticecanbeappliedtobothyouthandadultsActivityDescriptionRegularCheckInsisanintentionalspacecreatedforstaffandyouthtosharehowtheyareshowingupinthatspaceParticipantstypicallysitorstandinacircleduringthecheckinWetypicallyaskforavolunteertostartandthenchooseadirectionforustogointhatorder(rightorleft)TheinformationsharedallowseveryoneintheroomtounderstandwhatmaybegoingonforthemandhonorthateachindividualmaybecomingintothespacewithvaryinglifeexperiencesThisallowseveryonetoseeeachothermorewhollyandcreatesafetyforpeopletobeauthenticinthespaceWerecommendcreatinganopportunityforeveryonetoleadthecheck-in(FromTemescalAssociatesItisrecommendedthateachspeakerholdsatalkingpiecesuchasafeatheroritemchosenbythegroupThetalkingpieceisheldbythepersonspeakingandthenpassedaroundthecircleThosenotholdingthetalkingpieceareengagedinactivelistening)TimeNeededFrequencyThepracticeofregularcheck-inscanbebeforethestartofprogramorameetingandlast10-15minutesHowDidThisImpactYourProgramWersquoveseenyouthprovidersbetterabletorespondtoyouthrsquosneedsorbehaviorsbasedonunderstandinghowtheyareshowingupinprogramsSimilarlywersquoveseensupervisorsbetterabletosupporttheirstaffwhentheyaremorefullyawareofwhatastaffpersonisbringingintotheprogramItalsohelpscreateasafeandsupportiveenvironmentwhenspaceiscreatedforfolkstoshareaboutwhatishappeningintheirlifeandhowitrsquosimpactinghowtheyareshowingupintheirworkandorprogramResourcesMaterialsLearninginAfterschoolampSummer(LIAS)Blog-ThePowerofSharingCirclesLearninginAfterschoolampSummer(LIAS)Blog-SharingCirclesCyphersTeachingRestorativePracticeswithClassroomCircles-ThisisacomprehensivecurriculumguidethatoffersanoverviewpromptslessonplansandotherresourcesWhatisMorningMeetingMorningMeetingBookSamplePromptingQuestionsTopicsforCirclesTribesLearningCommunity-Thiswebsiteoffersanumberofusefulbooksandotherresources
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
14
EXPANDEDLEARNINGPROGRAMCampEDMOisaPre-K-8thgradeSTEAM(ScienceTechnologyEngineeringArtsandMath)andSEL(SocialEmotionalLearning)programthatimplementsthelatestresearch-informed
methodsofwhole-childdevelopmentThecorecharactertraitsweaimtobuildareCuriosity
CourageandKindnessInordertoachievethisgoalkidslearntodevelopfourmindsetsand
practicesixSELskillswhiletheyengineerbuildingscodeapplicationsorhikethrough
nature
ContactPersonEduardoCaballeroExecutiveDirectoredcampedmoorg
ActivityPurposeBuildempathyemotionvocabularyemotionmanagement
TargetAudienceWedothemingroupsof15-20kidsingradesPre-K-5thgrade
ActivityDescriptionKimochiDolls-WeuseKimochidollswithallour
agegroupsEachdollhasa
personalityarchetypethatkidscan
relatetoThedollscomewith
curriculumandadditionaltoolsto
helpkidsbuildvocabularyaround
theirfeelingsandempathyfor
others
FeelingPillowsTheKimochikits
comewithabagofplushlittle
pillowseachthathaveafaceandanemotionwordKidspulloutapillowfromthebagand
theotherkidstrytoguesswhatfeelingtheyareconveyingwiththeirfaceandbody
languageKidsexplainwhytheythinktheyarethatfeelingWhatarethecluesThefeeling
childthenrevealstheirfeelingYoucantaketheactivityfurtherbythenleadingadiscussion
aboutwhenisaninstanceinyourlifethatactuallymadeyoufeelthatwayThisactivitycan
bedoneevenwithoutthekitYoucanwriteabunchoffeelingwordsandputtheminany
container
TimeNeededFrequencyWedoKimochiactivitiesforabout20minuteseachdayatcampTheyaretypicallydonesittinginacircleWeusuallyusethemtostartourTeamTimehour
ofthedaywhenwefocusondoingactivitiesthatbuildSELskillsandteamwork
ResourcesMaterialsYoucanlearnmoreabouthowtouseandpurchasetheKimochidollsandtherelatedcurriculumhere
HowDidThisImpactYourProgramWenoticedkidswereabletoregulatetheiremotionsbetterresolveoravoiddisputesandplaynicerwitheachotherafterusingthedolls
15
EXPANDEDLEARNINGPROGRAMLAsBESTisanafterschoolenrichmentprogramserving25000elementarystudentsagesfivetotwelvein198schoolsinthemosteconomicallydistressedneighborhoodsthroughout
LosAngeles
ContactPersonZacharyWilsonDirectorofStaffDevelopmentzacharywlasbestlausdnet
ActivityPurposeTheuseofSanfordHarmonycardsenhancestheemotionallysafeenvironmentthatLAsBESTstrivestoprovideandsustainacrossallaspectsofour
programmingTheseresourcesallowforourstudentstosharetheirthoughtsandfeelingsin
asafehealthysettingthattheymaynotbecomfortablesharinganywhereelse
TargetAudienceYouthPre-Kthrough6thgrade
ActivityDescriptionSanfordHarmonyEverydayPracticesandQuickConnection
Cardsprovideengagingquestionsand
activitiestoexplorewithabuddyThe
studentsthengettoknoweachotherand
connectwhichpreparesthemtohandle
futurechallengesandconflictsand
opportunitiestocollaborateina
meaningfulandconstructivewaySanford
Harmonyalsoprovidesrecommendations
ofhowandwhytopairstudentstogetherTheMeetUpstrategyprovidesawayto
strengthenaprogramsdailyroutinebyincorporatingpracticesthatallowtheentiregroup
ofstudentstoexplorehowtheytreateachotherandhowtheycommunicatewithone
anotherTimeNeededFrequencyEachactivitycanvaryinlengthrangingfrom5to20+minutesdependingonifhowthefacilitatorstaffiscomfortableexpandingWedotheseactivities
everydayoronaregularconsistentbasis(eg2-3timesperweek)ndashagainvariesper
sitestaff
HowDidThisImpactYourProgramWehaveheardstoriesfromstudentsusingthisprogramthattheyenjoycarryingthequestionsconversationsandactivitiesintotheir
interactionswithfriendsandfamiliesathome
TheseresourceshavebeenmostvaluabletoLAsBESTbecausetheyhaveallowedusto
enhancehowweweaveSELintoeverythingwedondashratherthanlookatSELasastand-alone
activityorclubWiththisprogramstaffareabletointegratetheseresourceswithintheir
programsandinnovatewiththembeyondourinitialrecommendationsForexamplestaff
nowutilizethecardstosupporttransitiontimesndashwhengroupsofstudentsmovefromone
activityorspacetoanotherStaffhavealsofoundthecardsbeneficialduringhomework
timewhensomestudentsgetdonewiththeirassignmentsbeforeeveryoneelseisfinished
16
TargetAudienceAdultWorkersSanfordHarmonyCardshavealsosupportedourorganizationalgoalofprovidingprofessionaldevelopmentopportunitiesforstaffinwhich
theyareabletoexperiencefirst-handthepowerofself-reflectionandthebenefitsof
exploringtheSanfordHarmonyquestionsandactivitiesVariousinternal
teamsdepartmentsatLArsquosBESThaveincludedSanfordHarmonyCardswithin
teamdepartmentmeetingstoestablishthetone(akaice-breaker)
Wehaveintegratedthisprogramaspartofourbasicstafftrainingsspecifictoestablishing
positivelearningenvironmentsactivityplanning(egprogramdevelopment)and
homeworksupportndashinadditiontosomeofourleadershipfocusedtrainingsthatinvolve
establishingteamworkandasenseofbelongingSeniorleadershiphasuseditwiththeir
developmentteamasawaytogettoknoweachotherandhighlightasitepractice
TimeNeededFrequencyWetypicallydothisatleastonceamonthatourStaffDevelopmentTeammeetings
ResourcesMaterialsSanfordHarmonyEverydayPracticesandQuickConnectionCards-SanfordHarmonyisasocialemotionallearningprogramcultivatingstrongrelationships
betweenelementarystudentswithSELeducationSanfordHarmonyhasbeenAPPROVEDby
theCollaborativeforAcademicSocialampEmotionalLearning(CASEL)asaSELectprogram
forPre-Kthrough6thgradesClickheretoviewtheSanfordHarmonyEvaluationGuide
2018
17
EXPANDEDLEARNINGPROGRAMRioLindoAfterSchoolProgramwascreatedthroughpartnershipsbetweenschoolsandlocalcommunityresourcestoprovideliteracyacademicenrichmentandsafeconstructive
alternativesforstudentsingrades2ndndash5thgrade
ContactPersonBrandonSportelathelloyelloteamgmailcom
ActivityPurposeProvideeverystudentwithaconfidentiallineofcommunicationtoatleastonetrustedadultinourprogramResearchshowsthateverystudentmusthaveatleastone
adultintheirlivesthattheycantrusttoreachtheirpotentialforpositivegrowthand
achievementInadditionthepracticeofidentifyingandbeingawareoffeelingssupportsthe
studentsabilityforemotionalregulationreasoningandusingresourcestogettheirneeds
met
TargetAudienceStudentsingrades2ndndash5thgrade
TimeNeededFrequencyTheCheckInSystemisversatileandcanbeimplementedtomeettheuniqueneedsofeachsiteStudentsareabletocheckinwhenevertheywantandmany
sitesalsohavearegularlyscheduledcheckin2-5timesperweekWerecommendstudents
beencouragedtocheckinduringtheirregularschooldaybutnotfromhome
ActivityDescriptionUsingtheHelloYello(HY)CheckInAppwehave
successfullyprovidedeverystudent
withaconfidentiallineof
communicationtoatleastonetrusted
adultinourprogramsStudentsnow
haveavoiceintheirprogramming
safetyandachievementByallowing
studentstobeheardwehaveensured
thateachchildhasanadultmentor
thattheycancontactatanytimeto
expresstheirdailyexperiences
strugglesandaccomplishments
Mostofthecheckinsubmissionsneedonlyasilentgestureorafewwordsofencouragement
toclosetheloopSeveraltypicallyresultinabriefone-on-onetalktosortthroughadifficult
experienceandaveryfewrequireateamapproachOnechallengeislackofaccessto
technologyAlthoughtheHYCheckInsystemalsoprovidespencilpaperversionstheweb
applicationallowsforamoreimmediateresponse
HowDidThisImpactYourProgramJustbysimplyknowingwhatastudentisexperiencingintheirdailylifeprovidesauniquebondStudentswhoexperienceatrusting
relationshipwilllettheadultknowwhentheyneedadviceAllowingthestudenttodecide
leadstoempowermentandindependenceAmazinglyrelationshipsbuildintrustwithonlya
fewstrategicstaffactions
TheoveralldifferenceintheprogramssincetheimplementationoftheHYCheckInAppis
improvedschoolclimateandstudentconnectednesstotheprogramInadditionstudents
havelearnedhowtobeawareoftheirfeelingsandneedsandhowtogetthoseneedsmet
Evidentiarydataisbeingprovidedtohelpstudentswithcounselingneedsresultingin
additionalresourcesfortheprogramDataisalsobeingprovidedtomakechangesbased
uponstudentinterestsandqualitiessuchasmindfulnessartsscienceandsportsactivities
18
Thestudentsdemonstrateincreasedpersonalempowermentandhigherlevelsoftrustin
theirrelationshipswithprogramstaffTheyexpressfeelingsafeconfidentandcaredfor
Theyaremotivatedtocheck-inbecauseitsconfidentialTheprogramisbetteratmeeting
thesocial-emotionalneedsofstudentsStudentsareopeningupabouttheirfeelings
thoughtsandexperiencesInadditiontoincreasinglevelsoftrustthishasresultedin
potentialconflictsbetweenstudentsbeinghandledproactivelyegbullyingperceived
slightsandgroupdrama
TargetAudienceAdultStaffToprepareadultstafftosuccessfullyusetheHelloYelloappstaffparticipateinthreetrainingsThefirsttrainingteachesstaffthefunctionandlogisticsof
usingthewebappandoptionalpaperformsItalsopreparestheminhowtoprovidean
introductorylessonforstudentsThesecondtrainingisfocusedonhowandwhento
respondtosubmissionsusingactualstudentsubmissionsfromtheschoolsiteas
examplesArangeofpossibleresponsesarereviewedanddiscussedfromquickgestural
promptstoemergencysituationswhenotherteammembersneedtobeinvolvedThefocus
isonhowclosingthelooprdquowithaninterpersonalresponsecreatespositivetrusting
relationshipsandhowtheadultresponsemotivatesstudentstocontinuecheckinginThethirdtrainingprovidesamodelforstaffonformingadatateamtoanalyzeresponsesand
createactionplansaswellasteachinghowtoelicitspecificdatafromstudentsbyusing
customizedwritingpromptsforstudents
TimeNeededFrequencyImplementingtheCheckInSystemrequiresthreeone-hourtrainingmodulesWeusuallysuggestthatthetrainingsbespreadoutover3monthsto
allowteamstogrowwitheachsuccessivestep
HowDidThisImpactYourProgramThestaffisabletomaximizeteachingopportunitieswhenstudentsletthemknowthesocialandemotionalissuestheyarefacingbefore
problemsdeveloptothepointofforcingadisciplinaryresponseTheyarealsoableto
demonstrateincreasingconfidenceinsupportingstudentsandareexcitedtoseethemselves
growingintheirroleasadultmentorsTheyhaveexpressedthattheyfeelmoreconnectedto
theirstudentsandhavemoreunderstandingandempathytowardthewholechildand
abletoserveaspositiveadultrolemodels
ChallengesEnsuringthatstaffhavetimetofollowthroughandmeeteachstudentssocial-emotionalandacademicneedsisafrequentlyexpressedconcernfortheCheckInsystem
Theappisdesignedtomakeiteasyforstafftocompletetheentirecommunicationloop
withouttakingtimeawayfromperformingregularduties
AdviceforstaffHaveanopenmindaboutrespondingtostudentneedsApersonmayhavetoletgoofstereotypesandbeliefsaboutchildbehaviorassociatedwiththeirown
experienceswithintheirfamiliescommunitiesandschoolstoacceptstudentdifferences
AlsobereadytogetfeedbackfromthestudentsInsomecasesthefeedbackispositiveand
encouragingbutitcanalsoexposeareasofimprovementforyourprogramHavinganopen
mindisessentialfortakingyourprogramtoahigherlevelofexcellence
ResourcesMaterialsYoucanlearnmoreabouttheRioLindoAfterSchoolprogramhereYoucanlearnmoreabouttheHelloYelloapphereYoucanviewalistofvideoshere
Teachinghowtopromptformorespecificinfobull Checkinprompts
bull TenwaystousetheCheck-Insystem
19
EXPANDEDLEARNINGPROGRAMAfter-SchoolAll-Starsisanationalafter-schoolworkforcedevelopmentprograminsupportingTitle1middleschoolyouthWestrivetohelpyouthcontinuetodevelopgrowthmindsetsafterschoolwhetherintheirinterpersonalsocialrelationshipsandorintheircareerexplorationWeaskthemhowtheycansupporteachotherandcontributetothecommunitiestheyareapartofWehelpguidethemtowardsapotentialpathofactiontotakeinbringingthemclosertoreachingtheirgoalsanddreamsContactPersonNamrataGuptaEDASASBayAreanamrataguptaafterschoolallstarsorgActivityPurposeThispracticepromotesself-awarenesssocialawarenessandteambuildingIntermsofcharacterbuildingitteachesmemberstobeindependentproactiveandproblem-solversaswellascollaborativeTheyadoptgrowthmindsetsanditincreasestheirsenseofself-efficacyTargetAudienceMiddleSchoolYouthActivityDescriptionYouthAdvisoryBoard-WehaveaYouthAdvisoryBoard(Yabbies)ateachofourschoolsitesthatiscomprisedofyouthleaderswhoworktogethertoenhancetheexperienceofourafterschoolprogramsEightstudentssitontheboard(four8thtwo7thandtwo6thgraders)TheyhelpoursitecoordinatorplaneventsandadvocatefortheirpeersWerecommendthataselectioncriteriaandapplicationbedevelopedsothatstudentsareclearoftheexpectationsofsittingontheboardAndthatstudentsfromdifferentsub-communitiesinyourprogramarescoutedtoapplyinanefforttoinsurethatallstudentsfeelrepresentedWealsorecommendlookingattheexistingstudentleadershipstructuresattheschool-sitetoensurethatdifferentstudentsarechosentolead-notonboththeStudentCouncilandYouthAdvisoryBoardTimeNeededFrequencyTheYouthAdvisoryBoardmeetsweeklyonWednesdaysfor45minutesSitecoordinatorshelptrainandsupportourYouthAdvisoryBoardmembersHowHasThisImpactedYourProgramOurYabbieshavehelpedbuildcultureandawarenessofourprogrambyinvitingstudentinputintoourprogrammingmodelandprovidingleadershipopportunitiestokeepourprogramrelevanttotheneedsanddesiresofourstudentcommunityResourcesMaterialsFromTemescalAssociatesndash
bull CreatingandSustainingaThrivingYouthAdvisoryCouncilbull YOUTHPOWERStartingaYouthAdvisoryCouncilbull AdvocatesforYouthTipsforCreatingEffectiveYouthAdvisoryCouncilsbull SanDiegoDistrictAttorneyndashCommunityProgramsAYouthAdvisoryBoard
Handbook
20
EXPANDEDLEARNINGPROGRAMWINGSForKidsoperatesdirectserviceprogramsinelementaryschoolsandserves1100amazingkidseverydaythroughourafterschoolprogramWeseektoempowerotherswith
socialemotionallearningbestpracticesthroughprofessionaldevelopmentworkshopsand
partnershipopportunitiesOurevidence-basedapproachfostersthemindsetskillsand
confidencechildrenneedtobehavewellmakegooddecisionsandbuildhealthy
relationships
ContactEmailhellowingsforkidsorgActivityPurposeIntegrationofSELthroughoutprogram
TargetAudienceK-5
ActivityDescriptionOurstafffirstexplicitlyteachthenmodeland
reinforceasocial-emotionalskilleachweekThisintentionalnamingofthe
socialemotionalskilloftheweekiskey
Nextkidslearnthenpracticeand
discussthenewskillsthroughprogram
activitiesAsanexampleletrsquosuseoneof
ourobjectivesintheself-management
competencymdashhelpingkidsfocustheir
attentioninwardinordertolimit
outwarddistraction
ThedaybeginswithCommunityUnitythecomingtogetherofallstaffandkidsingradesK-5forannouncementsandasocial-emotionalskill-buildinglessonThispartofthedayoffersan
opportunitytotalkinafocusedandactivewayabouttheweekrsquosobjectiveandengageina
brieffunactivitythatrelatestoitForexampleWINGSLeadersmayleadanexerciseon
activebreathingandtheprogramdirectorstartsafocusedlarge-groupdiscussionandasks
staffandkidstoshareexamplesofwhentheyhavegottendistracted
ChoiceTimeisanenrichmentactivitythatstudentsselecteachsemesterandwheresocial-emotionallessonsarewoveninDuringakickballgameforexampleaWINGSLeadermight
talkabouthowtoconcentrateonignoringtheshoutsfromthesidelinestobetterfocuson
thegameThisalsogiveskidsthechancetocontinuepracticingotherskillstheyrsquove
previouslylearnedsuchassharingsupportivecommentsafterabadkickandkeepinga
positiveattitudeeveniftheirteamislosingInthiswayChoiceTimeencourageskidsto
applybothnewandrecentlydevelopedsocialemotionalskills
TimeNeededFrequency3hoursperdayMonday-Fridaythroughouttheentireschoolyear
HowHasThisImpactedYourProgramWINGShasinstitutedathoroughevaluationoftheirprogramClickhereforaninterimreportoftheirRCTevaluation
ResourcesMaterialsForresourcesandfreematerialsclickhereHereisthelinkforourldquoADayintheLiferdquovideo
21
EXPANDEDLEARNINGPROGRAMThePOWERprogramatPioneerschoolisaprogramdesignedtoencouragetheindividualgrowthofeverychildthroughavarietyofdiverselearningstylesOurgoalisthe
developmentoftheWHOLEchildonewhohaslearnedtheskillsnecessarytosucceedina
varietyofacademicandphysicalactivitiesandonewhoappreciatesthevaluethateducation
andwellnessbringstotheirqualityoflife
ContactPersonErikaChavezEChavezduesdorg
Activity1PurposeSelf-awarenessself-regulationandsocialawareness
Activity1TargetAudience2nd-8thgrade
Activity1DescriptionIhavebeenpracticingmindfulnesswithmystudentsfor3yearsnowMindfulnessisamentalstateachievedbyfocusingonersquosownawarenessonthepresent
momentwhilecalmlyacknowledgingandacceptingonersquosfeelingsthoughtsandbodily
sensations
Ineededavisualwayformystudentstounderstandwhat
mindfulnesswasandthepurposeithadItallbeganwithan
activityfromMindfulnessinAfterschoolA16-SessionCurriculumthatinvolvedaprettyFijiwaterbottlefullwithwaterandglitterIshowedthemthestillwaterbottlewiththe
glitterrestingatthebottomofitIaskedthemiftheywereable
toseethroughthewaterbottleandofcoursetheirresponse
wasldquoyesrdquosincethewaterwasclearandcalm
AfterIshooktheentirewaterbottleIthenaskedthemagain
ldquocanyouseethroughthewaterbottlenowrdquoTheyall
respondedldquonordquowithsuchwonderintheireyesIthen
explainedtothemhowthatwaterbottlewasourbrainandthe
glitterrepresentedourthoughtsWhenIintroduced
mindfulnesstothemIexplainedhowitwasapowerfultoolto
helpuscalmthatglitterdowninourbrainssothatwecouldbe
abletoclearourwatersinordertomakewisedecisionsTheythenunderstoodhowitall
workedandtheywereallmotivatedtocalmtheirglitter[SeeJustBreathevideo]
Activity1TimeNeededFrequencyIwouldrecommendatleastaminimumof25-30minutesIliketoengagethestudentswhile
introducingthisnewconcepttothemandalsoansweranyquestionstheymighthave
Activity1HowDidThisImpactYourProgramBestpartisseeingthemtelloneanotherldquocalmyourglitteryouneedtorelaxandmake
betterchoicesrdquoIrsquoveseenthemgrabthewaterbottleandtakeittothatstudentsotheycanbe
remindedofwhatrsquosgoingonItrsquosseriouslyamazing
Activity1ResourcesMaterialsNewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
22
Activity2PurposeThepurposeofthismindfulnessactivityistocenterthekidsbacktoastateofawarenessitallowsthemtounwindandrelaxdownThisthenresultsinabetter
focuswhenreturningbacktoourlearningactivitiesandanimprovedbehavior
Activity2TargetAudience2nd-8thgrade
Activity2DescriptionIhavethemalllaydownonthefloor
withtheireyesclosedandfocus
ontheirbreathingAtfirstthere
wasoneortwostudentswho
couldnrsquotstaycalmbutwhatrsquos
newrightHoweverthosefew
studentswhocouldnrsquotseemto
settledownbegantoslowlysink
intotheactivity
Activity2TimeNeededFrequency15minutes
Activity2HowDidThisImpactYourProgramMindfulnesshasallowedusasagrouptocometogetherandformabondofunderstandingkindnessandsupportNowtheyevencometomeaskingifwecan
pleasemeditateEspeciallywhentheyrsquorehyperthatrsquoswhenIrealizetheyaskforitthemost
IrsquoveseensomestudentsmatureothersstrivingtobebetterandIrsquoveheardothersopenup
withveryintimatethingsthatwereweighingthemdown
Activity2ResourcesMaterialsChildrenguidedmeditationsandalsoMindfulGamesactivitycards(canbefoundonAmazon)
NewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
GreaterGoodScienceCenter
IwouldrecommendawaterbottlewithglitterandalsoaldquoMindfulnessBellrdquowhichhelps
incorporateabetterawarenesstotheirbreathing
23
EXPANDEDLEARNINGPROGRAMOaklandLeafprovidesintentionalprogrammingtosupportyouthrsquosphysicalsocialandemotionalwell-beingacademicsuccessandabilitytobeactiveandeffectiveleadersintheir
community
ContactPersonJohannaMasisProgramDirectorOaklandLeafFoundation
ActivityPurposeCyphersareusedasaspacetodointentionalcommunitybuildingintheformofhavingadiscussiononanytopicTheCypherismeanttoserveasanemotionally
safeplaceforeachparticipanttosaytheirpiecewithoutinterruptionorjudgment
TargetAudienceK-12grades
ActivityDescriptionParticipantsaregatheredina
circlefortheCypherTobreak
theicetheycanshareavalue
theywishbringtothefirstfew
CyphersPeopledonothaveto
speakbutareexpectedtohold
thetalkingpiecefor5-10
secondsbeforepassingthe
talkingpieceIfyouthare
reluctanttosharebecauseofthesocialdynamicsthenpassingshouldbeadjustedtomean
thatwewillcomebacktothemasopposedtonothearingfromthematallIfthereare
peopleabsentonthedayofaCypherthenaplaceisstillheldfortheminthecircle
MakesurethatifchairsareusedtheneveryonemusthaveachairIfyouaresittingonthe
floortheneveryonesitsonthefloorEveryoneshouldbeabletoseeeachotherSittinginthe
circlediminisheshierarchyandoverallpowerdynamicsIncludeacenterpiecewhereyouth
mayfocustheirattentionatalkingpiecethatcanbebroughtbythefacilitatorormadeby
thegroupandsomethingfromnature(aplantglassbowlofwater)toremindusthatwe
areconnectedtotheearthIhaveseenyouthbringatoyorapictureoftheirfamiliestothe
circleasanofferingtothegroupduringtheCypher
TimeNeededFrequencyCyphersareencouragedtohappenatleastonceaweekandmanyofourprogramscalendartheminsothatyouthknowwhentheywilloccur
HowDidThisImpactYourProgramThebenefitsofthispracticeincludeincreasedfamiliaritywithpeoplesstoriesempathybuildingideasharingharmrepairhealingforthe
individualwhoishurtingandcompassionbuildingWehaveseenthecultureofprograms
completelyshifttobemoreinclusivecommunicativeandforgivingasaresultof
implementingthesepracticesYoutheventuallycometonametheneedandwillrequesta
CypherorleadCyphersontheirownOurafterschoolstaffhavebeenaskedtoleadCyphers
duringtheregularschooldaybecausetheyhaveseenhowithasimpactedouryouthinsuch
positiveways
ResourcesMaterialsCommunitiesUnitedforRestorativeYouthJustice
SEEDSCultivatingcommunitytransformingconflict
RestorativeJusticeforOaklandYouth
LearninginAfterschoolampSummer(LIAS)Blog
RestorativeJusticeatOaklandrsquosFremontHighSchool(video)
24
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECoachingCorpsisanintermediaryorganizationthatbelievesthateveryyoungpersonlivinginunderservedcommunitiesdeservesatrainedcaringcoachWearebuildingamovement
ofcoachesacrossthecountrybypartneringwithafterschoolprogramsandrecruiting
volunteersAllourcoachesreceiveevidence-basedtraininginyouthdevelopmentcoaching
skillsandsocialemotionallearningaswellasongoingsupportthroughmentoring
ContactPersonSuzanneSillettDirectorofEducationandQualitysuzannescoachingcorpsorg
ActivityPurposeOurCoachingforCharactertrainingandsupportprogramspecificallyfocusesonfourcharacterattributes-persistenceoptimismself-regulationandempathy
TargetAudienceAdultStaff
ActivityDescriptionCoachingforCharacterbeginswithacoachparticipating
inour25hourtrainingInthistraining
coachesfirstlearnthefourPOSE
(persistenceoptimismself-regulationand
empathy)characterattributesandhowto
identifytheattributesintheirathletesNext
coachesareintroducedtothecharacter
buildingframeworkandparticipateina
coachingdemonstrationtofullyexperience
itinactionFinallycoachesapplythe
frameworkbyplanningtheirownpractice
sotheycanimmediatelygobacktotheir
teamandimplementthisnewknowledge
Weprovideoursupportvirtuallyinorderforcoachestobeabletoaccessitatanytimethat
isconvenientforthemWehaveanetworkofcoacheswhohaveattendedthetrainingwho
thenjoinourCoachingforCharacterFacebookgroupInthegroupcoachesgetsupportfrom
ourCoachDevelopmentStaffandalsocanconnectwithfellowcoachesWearecurrentlyin
theprocessofbuildingourownCoachPortalwherecoacheswillaccessmentoringsupport
discussiongroupsandresources
TimeNeededFrequency25hourtraining
HowDidThisImpactYourProgramldquoEvenafterjustonepracticetherehavebeenanumberofparentsofferinghighlycomplimentaryfeedbackfortheuseofskillsthatwe
receivedintheCoachingforCharactertrainingItwasalsoquiteenjoyabletoseetheplayers
respondingtotheuseoftheseskillsinsuchapositivefashionIamthankfultohavehadthe
opportunitytoexperiencetheCoachingforCharactertrainingandhavebeenutilizingitfor
morethanjustbasketballorsportsandincludedthoseskillsinourhomefamilylifeandin
otheraspectsofmylifeaswellrdquo-CoachampParentZactrainingparticipantChicoArea
RecreationDepartment
25
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECalSAChelpsbuildanout-of-schooltimeworkforce(suchasbeforeschoolafterschoolandsummerlearning)thatisfilledwithstrongmentorsandhighlyskilledpractitionerswhoreflectthecommunitiestheyserveThroughcollaborationandinnovationournetworkcreatesrippleeffectsofopportunityequityandtransformationthroughoutCaliforniabothforprofessionalsandtheyoungpeopletheyserveContactPersonSelenaLevyProgramManagerslevycalsacorgActivityPurposeThispracticecontributestostaffandyouthsinterpersonalskillsItcreatesanopportunityforeveryonetolearnmoreaboutoneanotherandcreatecommunityTargetAudienceThispracticecanbeappliedtobothyouthandadultsActivityDescriptionRegularCheckInsisanintentionalspacecreatedforstaffandyouthtosharehowtheyareshowingupinthatspaceParticipantstypicallysitorstandinacircleduringthecheckinWetypicallyaskforavolunteertostartandthenchooseadirectionforustogointhatorder(rightorleft)TheinformationsharedallowseveryoneintheroomtounderstandwhatmaybegoingonforthemandhonorthateachindividualmaybecomingintothespacewithvaryinglifeexperiencesThisallowseveryonetoseeeachothermorewhollyandcreatesafetyforpeopletobeauthenticinthespaceWerecommendcreatinganopportunityforeveryonetoleadthecheck-in(FromTemescalAssociatesItisrecommendedthateachspeakerholdsatalkingpiecesuchasafeatheroritemchosenbythegroupThetalkingpieceisheldbythepersonspeakingandthenpassedaroundthecircleThosenotholdingthetalkingpieceareengagedinactivelistening)TimeNeededFrequencyThepracticeofregularcheck-inscanbebeforethestartofprogramorameetingandlast10-15minutesHowDidThisImpactYourProgramWersquoveseenyouthprovidersbetterabletorespondtoyouthrsquosneedsorbehaviorsbasedonunderstandinghowtheyareshowingupinprogramsSimilarlywersquoveseensupervisorsbetterabletosupporttheirstaffwhentheyaremorefullyawareofwhatastaffpersonisbringingintotheprogramItalsohelpscreateasafeandsupportiveenvironmentwhenspaceiscreatedforfolkstoshareaboutwhatishappeningintheirlifeandhowitrsquosimpactinghowtheyareshowingupintheirworkandorprogramResourcesMaterialsLearninginAfterschoolampSummer(LIAS)Blog-ThePowerofSharingCirclesLearninginAfterschoolampSummer(LIAS)Blog-SharingCirclesCyphersTeachingRestorativePracticeswithClassroomCircles-ThisisacomprehensivecurriculumguidethatoffersanoverviewpromptslessonplansandotherresourcesWhatisMorningMeetingMorningMeetingBookSamplePromptingQuestionsTopicsforCirclesTribesLearningCommunity-Thiswebsiteoffersanumberofusefulbooksandotherresources
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
15
EXPANDEDLEARNINGPROGRAMLAsBESTisanafterschoolenrichmentprogramserving25000elementarystudentsagesfivetotwelvein198schoolsinthemosteconomicallydistressedneighborhoodsthroughout
LosAngeles
ContactPersonZacharyWilsonDirectorofStaffDevelopmentzacharywlasbestlausdnet
ActivityPurposeTheuseofSanfordHarmonycardsenhancestheemotionallysafeenvironmentthatLAsBESTstrivestoprovideandsustainacrossallaspectsofour
programmingTheseresourcesallowforourstudentstosharetheirthoughtsandfeelingsin
asafehealthysettingthattheymaynotbecomfortablesharinganywhereelse
TargetAudienceYouthPre-Kthrough6thgrade
ActivityDescriptionSanfordHarmonyEverydayPracticesandQuickConnection
Cardsprovideengagingquestionsand
activitiestoexplorewithabuddyThe
studentsthengettoknoweachotherand
connectwhichpreparesthemtohandle
futurechallengesandconflictsand
opportunitiestocollaborateina
meaningfulandconstructivewaySanford
Harmonyalsoprovidesrecommendations
ofhowandwhytopairstudentstogetherTheMeetUpstrategyprovidesawayto
strengthenaprogramsdailyroutinebyincorporatingpracticesthatallowtheentiregroup
ofstudentstoexplorehowtheytreateachotherandhowtheycommunicatewithone
anotherTimeNeededFrequencyEachactivitycanvaryinlengthrangingfrom5to20+minutesdependingonifhowthefacilitatorstaffiscomfortableexpandingWedotheseactivities
everydayoronaregularconsistentbasis(eg2-3timesperweek)ndashagainvariesper
sitestaff
HowDidThisImpactYourProgramWehaveheardstoriesfromstudentsusingthisprogramthattheyenjoycarryingthequestionsconversationsandactivitiesintotheir
interactionswithfriendsandfamiliesathome
TheseresourceshavebeenmostvaluabletoLAsBESTbecausetheyhaveallowedusto
enhancehowweweaveSELintoeverythingwedondashratherthanlookatSELasastand-alone
activityorclubWiththisprogramstaffareabletointegratetheseresourceswithintheir
programsandinnovatewiththembeyondourinitialrecommendationsForexamplestaff
nowutilizethecardstosupporttransitiontimesndashwhengroupsofstudentsmovefromone
activityorspacetoanotherStaffhavealsofoundthecardsbeneficialduringhomework
timewhensomestudentsgetdonewiththeirassignmentsbeforeeveryoneelseisfinished
16
TargetAudienceAdultWorkersSanfordHarmonyCardshavealsosupportedourorganizationalgoalofprovidingprofessionaldevelopmentopportunitiesforstaffinwhich
theyareabletoexperiencefirst-handthepowerofself-reflectionandthebenefitsof
exploringtheSanfordHarmonyquestionsandactivitiesVariousinternal
teamsdepartmentsatLArsquosBESThaveincludedSanfordHarmonyCardswithin
teamdepartmentmeetingstoestablishthetone(akaice-breaker)
Wehaveintegratedthisprogramaspartofourbasicstafftrainingsspecifictoestablishing
positivelearningenvironmentsactivityplanning(egprogramdevelopment)and
homeworksupportndashinadditiontosomeofourleadershipfocusedtrainingsthatinvolve
establishingteamworkandasenseofbelongingSeniorleadershiphasuseditwiththeir
developmentteamasawaytogettoknoweachotherandhighlightasitepractice
TimeNeededFrequencyWetypicallydothisatleastonceamonthatourStaffDevelopmentTeammeetings
ResourcesMaterialsSanfordHarmonyEverydayPracticesandQuickConnectionCards-SanfordHarmonyisasocialemotionallearningprogramcultivatingstrongrelationships
betweenelementarystudentswithSELeducationSanfordHarmonyhasbeenAPPROVEDby
theCollaborativeforAcademicSocialampEmotionalLearning(CASEL)asaSELectprogram
forPre-Kthrough6thgradesClickheretoviewtheSanfordHarmonyEvaluationGuide
2018
17
EXPANDEDLEARNINGPROGRAMRioLindoAfterSchoolProgramwascreatedthroughpartnershipsbetweenschoolsandlocalcommunityresourcestoprovideliteracyacademicenrichmentandsafeconstructive
alternativesforstudentsingrades2ndndash5thgrade
ContactPersonBrandonSportelathelloyelloteamgmailcom
ActivityPurposeProvideeverystudentwithaconfidentiallineofcommunicationtoatleastonetrustedadultinourprogramResearchshowsthateverystudentmusthaveatleastone
adultintheirlivesthattheycantrusttoreachtheirpotentialforpositivegrowthand
achievementInadditionthepracticeofidentifyingandbeingawareoffeelingssupportsthe
studentsabilityforemotionalregulationreasoningandusingresourcestogettheirneeds
met
TargetAudienceStudentsingrades2ndndash5thgrade
TimeNeededFrequencyTheCheckInSystemisversatileandcanbeimplementedtomeettheuniqueneedsofeachsiteStudentsareabletocheckinwhenevertheywantandmany
sitesalsohavearegularlyscheduledcheckin2-5timesperweekWerecommendstudents
beencouragedtocheckinduringtheirregularschooldaybutnotfromhome
ActivityDescriptionUsingtheHelloYello(HY)CheckInAppwehave
successfullyprovidedeverystudent
withaconfidentiallineof
communicationtoatleastonetrusted
adultinourprogramsStudentsnow
haveavoiceintheirprogramming
safetyandachievementByallowing
studentstobeheardwehaveensured
thateachchildhasanadultmentor
thattheycancontactatanytimeto
expresstheirdailyexperiences
strugglesandaccomplishments
Mostofthecheckinsubmissionsneedonlyasilentgestureorafewwordsofencouragement
toclosetheloopSeveraltypicallyresultinabriefone-on-onetalktosortthroughadifficult
experienceandaveryfewrequireateamapproachOnechallengeislackofaccessto
technologyAlthoughtheHYCheckInsystemalsoprovidespencilpaperversionstheweb
applicationallowsforamoreimmediateresponse
HowDidThisImpactYourProgramJustbysimplyknowingwhatastudentisexperiencingintheirdailylifeprovidesauniquebondStudentswhoexperienceatrusting
relationshipwilllettheadultknowwhentheyneedadviceAllowingthestudenttodecide
leadstoempowermentandindependenceAmazinglyrelationshipsbuildintrustwithonlya
fewstrategicstaffactions
TheoveralldifferenceintheprogramssincetheimplementationoftheHYCheckInAppis
improvedschoolclimateandstudentconnectednesstotheprogramInadditionstudents
havelearnedhowtobeawareoftheirfeelingsandneedsandhowtogetthoseneedsmet
Evidentiarydataisbeingprovidedtohelpstudentswithcounselingneedsresultingin
additionalresourcesfortheprogramDataisalsobeingprovidedtomakechangesbased
uponstudentinterestsandqualitiessuchasmindfulnessartsscienceandsportsactivities
18
Thestudentsdemonstrateincreasedpersonalempowermentandhigherlevelsoftrustin
theirrelationshipswithprogramstaffTheyexpressfeelingsafeconfidentandcaredfor
Theyaremotivatedtocheck-inbecauseitsconfidentialTheprogramisbetteratmeeting
thesocial-emotionalneedsofstudentsStudentsareopeningupabouttheirfeelings
thoughtsandexperiencesInadditiontoincreasinglevelsoftrustthishasresultedin
potentialconflictsbetweenstudentsbeinghandledproactivelyegbullyingperceived
slightsandgroupdrama
TargetAudienceAdultStaffToprepareadultstafftosuccessfullyusetheHelloYelloappstaffparticipateinthreetrainingsThefirsttrainingteachesstaffthefunctionandlogisticsof
usingthewebappandoptionalpaperformsItalsopreparestheminhowtoprovidean
introductorylessonforstudentsThesecondtrainingisfocusedonhowandwhento
respondtosubmissionsusingactualstudentsubmissionsfromtheschoolsiteas
examplesArangeofpossibleresponsesarereviewedanddiscussedfromquickgestural
promptstoemergencysituationswhenotherteammembersneedtobeinvolvedThefocus
isonhowclosingthelooprdquowithaninterpersonalresponsecreatespositivetrusting
relationshipsandhowtheadultresponsemotivatesstudentstocontinuecheckinginThethirdtrainingprovidesamodelforstaffonformingadatateamtoanalyzeresponsesand
createactionplansaswellasteachinghowtoelicitspecificdatafromstudentsbyusing
customizedwritingpromptsforstudents
TimeNeededFrequencyImplementingtheCheckInSystemrequiresthreeone-hourtrainingmodulesWeusuallysuggestthatthetrainingsbespreadoutover3monthsto
allowteamstogrowwitheachsuccessivestep
HowDidThisImpactYourProgramThestaffisabletomaximizeteachingopportunitieswhenstudentsletthemknowthesocialandemotionalissuestheyarefacingbefore
problemsdeveloptothepointofforcingadisciplinaryresponseTheyarealsoableto
demonstrateincreasingconfidenceinsupportingstudentsandareexcitedtoseethemselves
growingintheirroleasadultmentorsTheyhaveexpressedthattheyfeelmoreconnectedto
theirstudentsandhavemoreunderstandingandempathytowardthewholechildand
abletoserveaspositiveadultrolemodels
ChallengesEnsuringthatstaffhavetimetofollowthroughandmeeteachstudentssocial-emotionalandacademicneedsisafrequentlyexpressedconcernfortheCheckInsystem
Theappisdesignedtomakeiteasyforstafftocompletetheentirecommunicationloop
withouttakingtimeawayfromperformingregularduties
AdviceforstaffHaveanopenmindaboutrespondingtostudentneedsApersonmayhavetoletgoofstereotypesandbeliefsaboutchildbehaviorassociatedwiththeirown
experienceswithintheirfamiliescommunitiesandschoolstoacceptstudentdifferences
AlsobereadytogetfeedbackfromthestudentsInsomecasesthefeedbackispositiveand
encouragingbutitcanalsoexposeareasofimprovementforyourprogramHavinganopen
mindisessentialfortakingyourprogramtoahigherlevelofexcellence
ResourcesMaterialsYoucanlearnmoreabouttheRioLindoAfterSchoolprogramhereYoucanlearnmoreabouttheHelloYelloapphereYoucanviewalistofvideoshere
Teachinghowtopromptformorespecificinfobull Checkinprompts
bull TenwaystousetheCheck-Insystem
19
EXPANDEDLEARNINGPROGRAMAfter-SchoolAll-Starsisanationalafter-schoolworkforcedevelopmentprograminsupportingTitle1middleschoolyouthWestrivetohelpyouthcontinuetodevelopgrowthmindsetsafterschoolwhetherintheirinterpersonalsocialrelationshipsandorintheircareerexplorationWeaskthemhowtheycansupporteachotherandcontributetothecommunitiestheyareapartofWehelpguidethemtowardsapotentialpathofactiontotakeinbringingthemclosertoreachingtheirgoalsanddreamsContactPersonNamrataGuptaEDASASBayAreanamrataguptaafterschoolallstarsorgActivityPurposeThispracticepromotesself-awarenesssocialawarenessandteambuildingIntermsofcharacterbuildingitteachesmemberstobeindependentproactiveandproblem-solversaswellascollaborativeTheyadoptgrowthmindsetsanditincreasestheirsenseofself-efficacyTargetAudienceMiddleSchoolYouthActivityDescriptionYouthAdvisoryBoard-WehaveaYouthAdvisoryBoard(Yabbies)ateachofourschoolsitesthatiscomprisedofyouthleaderswhoworktogethertoenhancetheexperienceofourafterschoolprogramsEightstudentssitontheboard(four8thtwo7thandtwo6thgraders)TheyhelpoursitecoordinatorplaneventsandadvocatefortheirpeersWerecommendthataselectioncriteriaandapplicationbedevelopedsothatstudentsareclearoftheexpectationsofsittingontheboardAndthatstudentsfromdifferentsub-communitiesinyourprogramarescoutedtoapplyinanefforttoinsurethatallstudentsfeelrepresentedWealsorecommendlookingattheexistingstudentleadershipstructuresattheschool-sitetoensurethatdifferentstudentsarechosentolead-notonboththeStudentCouncilandYouthAdvisoryBoardTimeNeededFrequencyTheYouthAdvisoryBoardmeetsweeklyonWednesdaysfor45minutesSitecoordinatorshelptrainandsupportourYouthAdvisoryBoardmembersHowHasThisImpactedYourProgramOurYabbieshavehelpedbuildcultureandawarenessofourprogrambyinvitingstudentinputintoourprogrammingmodelandprovidingleadershipopportunitiestokeepourprogramrelevanttotheneedsanddesiresofourstudentcommunityResourcesMaterialsFromTemescalAssociatesndash
bull CreatingandSustainingaThrivingYouthAdvisoryCouncilbull YOUTHPOWERStartingaYouthAdvisoryCouncilbull AdvocatesforYouthTipsforCreatingEffectiveYouthAdvisoryCouncilsbull SanDiegoDistrictAttorneyndashCommunityProgramsAYouthAdvisoryBoard
Handbook
20
EXPANDEDLEARNINGPROGRAMWINGSForKidsoperatesdirectserviceprogramsinelementaryschoolsandserves1100amazingkidseverydaythroughourafterschoolprogramWeseektoempowerotherswith
socialemotionallearningbestpracticesthroughprofessionaldevelopmentworkshopsand
partnershipopportunitiesOurevidence-basedapproachfostersthemindsetskillsand
confidencechildrenneedtobehavewellmakegooddecisionsandbuildhealthy
relationships
ContactEmailhellowingsforkidsorgActivityPurposeIntegrationofSELthroughoutprogram
TargetAudienceK-5
ActivityDescriptionOurstafffirstexplicitlyteachthenmodeland
reinforceasocial-emotionalskilleachweekThisintentionalnamingofthe
socialemotionalskilloftheweekiskey
Nextkidslearnthenpracticeand
discussthenewskillsthroughprogram
activitiesAsanexampleletrsquosuseoneof
ourobjectivesintheself-management
competencymdashhelpingkidsfocustheir
attentioninwardinordertolimit
outwarddistraction
ThedaybeginswithCommunityUnitythecomingtogetherofallstaffandkidsingradesK-5forannouncementsandasocial-emotionalskill-buildinglessonThispartofthedayoffersan
opportunitytotalkinafocusedandactivewayabouttheweekrsquosobjectiveandengageina
brieffunactivitythatrelatestoitForexampleWINGSLeadersmayleadanexerciseon
activebreathingandtheprogramdirectorstartsafocusedlarge-groupdiscussionandasks
staffandkidstoshareexamplesofwhentheyhavegottendistracted
ChoiceTimeisanenrichmentactivitythatstudentsselecteachsemesterandwheresocial-emotionallessonsarewoveninDuringakickballgameforexampleaWINGSLeadermight
talkabouthowtoconcentrateonignoringtheshoutsfromthesidelinestobetterfocuson
thegameThisalsogiveskidsthechancetocontinuepracticingotherskillstheyrsquove
previouslylearnedsuchassharingsupportivecommentsafterabadkickandkeepinga
positiveattitudeeveniftheirteamislosingInthiswayChoiceTimeencourageskidsto
applybothnewandrecentlydevelopedsocialemotionalskills
TimeNeededFrequency3hoursperdayMonday-Fridaythroughouttheentireschoolyear
HowHasThisImpactedYourProgramWINGShasinstitutedathoroughevaluationoftheirprogramClickhereforaninterimreportoftheirRCTevaluation
ResourcesMaterialsForresourcesandfreematerialsclickhereHereisthelinkforourldquoADayintheLiferdquovideo
21
EXPANDEDLEARNINGPROGRAMThePOWERprogramatPioneerschoolisaprogramdesignedtoencouragetheindividualgrowthofeverychildthroughavarietyofdiverselearningstylesOurgoalisthe
developmentoftheWHOLEchildonewhohaslearnedtheskillsnecessarytosucceedina
varietyofacademicandphysicalactivitiesandonewhoappreciatesthevaluethateducation
andwellnessbringstotheirqualityoflife
ContactPersonErikaChavezEChavezduesdorg
Activity1PurposeSelf-awarenessself-regulationandsocialawareness
Activity1TargetAudience2nd-8thgrade
Activity1DescriptionIhavebeenpracticingmindfulnesswithmystudentsfor3yearsnowMindfulnessisamentalstateachievedbyfocusingonersquosownawarenessonthepresent
momentwhilecalmlyacknowledgingandacceptingonersquosfeelingsthoughtsandbodily
sensations
Ineededavisualwayformystudentstounderstandwhat
mindfulnesswasandthepurposeithadItallbeganwithan
activityfromMindfulnessinAfterschoolA16-SessionCurriculumthatinvolvedaprettyFijiwaterbottlefullwithwaterandglitterIshowedthemthestillwaterbottlewiththe
glitterrestingatthebottomofitIaskedthemiftheywereable
toseethroughthewaterbottleandofcoursetheirresponse
wasldquoyesrdquosincethewaterwasclearandcalm
AfterIshooktheentirewaterbottleIthenaskedthemagain
ldquocanyouseethroughthewaterbottlenowrdquoTheyall
respondedldquonordquowithsuchwonderintheireyesIthen
explainedtothemhowthatwaterbottlewasourbrainandthe
glitterrepresentedourthoughtsWhenIintroduced
mindfulnesstothemIexplainedhowitwasapowerfultoolto
helpuscalmthatglitterdowninourbrainssothatwecouldbe
abletoclearourwatersinordertomakewisedecisionsTheythenunderstoodhowitall
workedandtheywereallmotivatedtocalmtheirglitter[SeeJustBreathevideo]
Activity1TimeNeededFrequencyIwouldrecommendatleastaminimumof25-30minutesIliketoengagethestudentswhile
introducingthisnewconcepttothemandalsoansweranyquestionstheymighthave
Activity1HowDidThisImpactYourProgramBestpartisseeingthemtelloneanotherldquocalmyourglitteryouneedtorelaxandmake
betterchoicesrdquoIrsquoveseenthemgrabthewaterbottleandtakeittothatstudentsotheycanbe
remindedofwhatrsquosgoingonItrsquosseriouslyamazing
Activity1ResourcesMaterialsNewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
22
Activity2PurposeThepurposeofthismindfulnessactivityistocenterthekidsbacktoastateofawarenessitallowsthemtounwindandrelaxdownThisthenresultsinabetter
focuswhenreturningbacktoourlearningactivitiesandanimprovedbehavior
Activity2TargetAudience2nd-8thgrade
Activity2DescriptionIhavethemalllaydownonthefloor
withtheireyesclosedandfocus
ontheirbreathingAtfirstthere
wasoneortwostudentswho
couldnrsquotstaycalmbutwhatrsquos
newrightHoweverthosefew
studentswhocouldnrsquotseemto
settledownbegantoslowlysink
intotheactivity
Activity2TimeNeededFrequency15minutes
Activity2HowDidThisImpactYourProgramMindfulnesshasallowedusasagrouptocometogetherandformabondofunderstandingkindnessandsupportNowtheyevencometomeaskingifwecan
pleasemeditateEspeciallywhentheyrsquorehyperthatrsquoswhenIrealizetheyaskforitthemost
IrsquoveseensomestudentsmatureothersstrivingtobebetterandIrsquoveheardothersopenup
withveryintimatethingsthatwereweighingthemdown
Activity2ResourcesMaterialsChildrenguidedmeditationsandalsoMindfulGamesactivitycards(canbefoundonAmazon)
NewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
GreaterGoodScienceCenter
IwouldrecommendawaterbottlewithglitterandalsoaldquoMindfulnessBellrdquowhichhelps
incorporateabetterawarenesstotheirbreathing
23
EXPANDEDLEARNINGPROGRAMOaklandLeafprovidesintentionalprogrammingtosupportyouthrsquosphysicalsocialandemotionalwell-beingacademicsuccessandabilitytobeactiveandeffectiveleadersintheir
community
ContactPersonJohannaMasisProgramDirectorOaklandLeafFoundation
ActivityPurposeCyphersareusedasaspacetodointentionalcommunitybuildingintheformofhavingadiscussiononanytopicTheCypherismeanttoserveasanemotionally
safeplaceforeachparticipanttosaytheirpiecewithoutinterruptionorjudgment
TargetAudienceK-12grades
ActivityDescriptionParticipantsaregatheredina
circlefortheCypherTobreak
theicetheycanshareavalue
theywishbringtothefirstfew
CyphersPeopledonothaveto
speakbutareexpectedtohold
thetalkingpiecefor5-10
secondsbeforepassingthe
talkingpieceIfyouthare
reluctanttosharebecauseofthesocialdynamicsthenpassingshouldbeadjustedtomean
thatwewillcomebacktothemasopposedtonothearingfromthematallIfthereare
peopleabsentonthedayofaCypherthenaplaceisstillheldfortheminthecircle
MakesurethatifchairsareusedtheneveryonemusthaveachairIfyouaresittingonthe
floortheneveryonesitsonthefloorEveryoneshouldbeabletoseeeachotherSittinginthe
circlediminisheshierarchyandoverallpowerdynamicsIncludeacenterpiecewhereyouth
mayfocustheirattentionatalkingpiecethatcanbebroughtbythefacilitatorormadeby
thegroupandsomethingfromnature(aplantglassbowlofwater)toremindusthatwe
areconnectedtotheearthIhaveseenyouthbringatoyorapictureoftheirfamiliestothe
circleasanofferingtothegroupduringtheCypher
TimeNeededFrequencyCyphersareencouragedtohappenatleastonceaweekandmanyofourprogramscalendartheminsothatyouthknowwhentheywilloccur
HowDidThisImpactYourProgramThebenefitsofthispracticeincludeincreasedfamiliaritywithpeoplesstoriesempathybuildingideasharingharmrepairhealingforthe
individualwhoishurtingandcompassionbuildingWehaveseenthecultureofprograms
completelyshifttobemoreinclusivecommunicativeandforgivingasaresultof
implementingthesepracticesYoutheventuallycometonametheneedandwillrequesta
CypherorleadCyphersontheirownOurafterschoolstaffhavebeenaskedtoleadCyphers
duringtheregularschooldaybecausetheyhaveseenhowithasimpactedouryouthinsuch
positiveways
ResourcesMaterialsCommunitiesUnitedforRestorativeYouthJustice
SEEDSCultivatingcommunitytransformingconflict
RestorativeJusticeforOaklandYouth
LearninginAfterschoolampSummer(LIAS)Blog
RestorativeJusticeatOaklandrsquosFremontHighSchool(video)
24
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECoachingCorpsisanintermediaryorganizationthatbelievesthateveryyoungpersonlivinginunderservedcommunitiesdeservesatrainedcaringcoachWearebuildingamovement
ofcoachesacrossthecountrybypartneringwithafterschoolprogramsandrecruiting
volunteersAllourcoachesreceiveevidence-basedtraininginyouthdevelopmentcoaching
skillsandsocialemotionallearningaswellasongoingsupportthroughmentoring
ContactPersonSuzanneSillettDirectorofEducationandQualitysuzannescoachingcorpsorg
ActivityPurposeOurCoachingforCharactertrainingandsupportprogramspecificallyfocusesonfourcharacterattributes-persistenceoptimismself-regulationandempathy
TargetAudienceAdultStaff
ActivityDescriptionCoachingforCharacterbeginswithacoachparticipating
inour25hourtrainingInthistraining
coachesfirstlearnthefourPOSE
(persistenceoptimismself-regulationand
empathy)characterattributesandhowto
identifytheattributesintheirathletesNext
coachesareintroducedtothecharacter
buildingframeworkandparticipateina
coachingdemonstrationtofullyexperience
itinactionFinallycoachesapplythe
frameworkbyplanningtheirownpractice
sotheycanimmediatelygobacktotheir
teamandimplementthisnewknowledge
Weprovideoursupportvirtuallyinorderforcoachestobeabletoaccessitatanytimethat
isconvenientforthemWehaveanetworkofcoacheswhohaveattendedthetrainingwho
thenjoinourCoachingforCharacterFacebookgroupInthegroupcoachesgetsupportfrom
ourCoachDevelopmentStaffandalsocanconnectwithfellowcoachesWearecurrentlyin
theprocessofbuildingourownCoachPortalwherecoacheswillaccessmentoringsupport
discussiongroupsandresources
TimeNeededFrequency25hourtraining
HowDidThisImpactYourProgramldquoEvenafterjustonepracticetherehavebeenanumberofparentsofferinghighlycomplimentaryfeedbackfortheuseofskillsthatwe
receivedintheCoachingforCharactertrainingItwasalsoquiteenjoyabletoseetheplayers
respondingtotheuseoftheseskillsinsuchapositivefashionIamthankfultohavehadthe
opportunitytoexperiencetheCoachingforCharactertrainingandhavebeenutilizingitfor
morethanjustbasketballorsportsandincludedthoseskillsinourhomefamilylifeandin
otheraspectsofmylifeaswellrdquo-CoachampParentZactrainingparticipantChicoArea
RecreationDepartment
25
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECalSAChelpsbuildanout-of-schooltimeworkforce(suchasbeforeschoolafterschoolandsummerlearning)thatisfilledwithstrongmentorsandhighlyskilledpractitionerswhoreflectthecommunitiestheyserveThroughcollaborationandinnovationournetworkcreatesrippleeffectsofopportunityequityandtransformationthroughoutCaliforniabothforprofessionalsandtheyoungpeopletheyserveContactPersonSelenaLevyProgramManagerslevycalsacorgActivityPurposeThispracticecontributestostaffandyouthsinterpersonalskillsItcreatesanopportunityforeveryonetolearnmoreaboutoneanotherandcreatecommunityTargetAudienceThispracticecanbeappliedtobothyouthandadultsActivityDescriptionRegularCheckInsisanintentionalspacecreatedforstaffandyouthtosharehowtheyareshowingupinthatspaceParticipantstypicallysitorstandinacircleduringthecheckinWetypicallyaskforavolunteertostartandthenchooseadirectionforustogointhatorder(rightorleft)TheinformationsharedallowseveryoneintheroomtounderstandwhatmaybegoingonforthemandhonorthateachindividualmaybecomingintothespacewithvaryinglifeexperiencesThisallowseveryonetoseeeachothermorewhollyandcreatesafetyforpeopletobeauthenticinthespaceWerecommendcreatinganopportunityforeveryonetoleadthecheck-in(FromTemescalAssociatesItisrecommendedthateachspeakerholdsatalkingpiecesuchasafeatheroritemchosenbythegroupThetalkingpieceisheldbythepersonspeakingandthenpassedaroundthecircleThosenotholdingthetalkingpieceareengagedinactivelistening)TimeNeededFrequencyThepracticeofregularcheck-inscanbebeforethestartofprogramorameetingandlast10-15minutesHowDidThisImpactYourProgramWersquoveseenyouthprovidersbetterabletorespondtoyouthrsquosneedsorbehaviorsbasedonunderstandinghowtheyareshowingupinprogramsSimilarlywersquoveseensupervisorsbetterabletosupporttheirstaffwhentheyaremorefullyawareofwhatastaffpersonisbringingintotheprogramItalsohelpscreateasafeandsupportiveenvironmentwhenspaceiscreatedforfolkstoshareaboutwhatishappeningintheirlifeandhowitrsquosimpactinghowtheyareshowingupintheirworkandorprogramResourcesMaterialsLearninginAfterschoolampSummer(LIAS)Blog-ThePowerofSharingCirclesLearninginAfterschoolampSummer(LIAS)Blog-SharingCirclesCyphersTeachingRestorativePracticeswithClassroomCircles-ThisisacomprehensivecurriculumguidethatoffersanoverviewpromptslessonplansandotherresourcesWhatisMorningMeetingMorningMeetingBookSamplePromptingQuestionsTopicsforCirclesTribesLearningCommunity-Thiswebsiteoffersanumberofusefulbooksandotherresources
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
16
TargetAudienceAdultWorkersSanfordHarmonyCardshavealsosupportedourorganizationalgoalofprovidingprofessionaldevelopmentopportunitiesforstaffinwhich
theyareabletoexperiencefirst-handthepowerofself-reflectionandthebenefitsof
exploringtheSanfordHarmonyquestionsandactivitiesVariousinternal
teamsdepartmentsatLArsquosBESThaveincludedSanfordHarmonyCardswithin
teamdepartmentmeetingstoestablishthetone(akaice-breaker)
Wehaveintegratedthisprogramaspartofourbasicstafftrainingsspecifictoestablishing
positivelearningenvironmentsactivityplanning(egprogramdevelopment)and
homeworksupportndashinadditiontosomeofourleadershipfocusedtrainingsthatinvolve
establishingteamworkandasenseofbelongingSeniorleadershiphasuseditwiththeir
developmentteamasawaytogettoknoweachotherandhighlightasitepractice
TimeNeededFrequencyWetypicallydothisatleastonceamonthatourStaffDevelopmentTeammeetings
ResourcesMaterialsSanfordHarmonyEverydayPracticesandQuickConnectionCards-SanfordHarmonyisasocialemotionallearningprogramcultivatingstrongrelationships
betweenelementarystudentswithSELeducationSanfordHarmonyhasbeenAPPROVEDby
theCollaborativeforAcademicSocialampEmotionalLearning(CASEL)asaSELectprogram
forPre-Kthrough6thgradesClickheretoviewtheSanfordHarmonyEvaluationGuide
2018
17
EXPANDEDLEARNINGPROGRAMRioLindoAfterSchoolProgramwascreatedthroughpartnershipsbetweenschoolsandlocalcommunityresourcestoprovideliteracyacademicenrichmentandsafeconstructive
alternativesforstudentsingrades2ndndash5thgrade
ContactPersonBrandonSportelathelloyelloteamgmailcom
ActivityPurposeProvideeverystudentwithaconfidentiallineofcommunicationtoatleastonetrustedadultinourprogramResearchshowsthateverystudentmusthaveatleastone
adultintheirlivesthattheycantrusttoreachtheirpotentialforpositivegrowthand
achievementInadditionthepracticeofidentifyingandbeingawareoffeelingssupportsthe
studentsabilityforemotionalregulationreasoningandusingresourcestogettheirneeds
met
TargetAudienceStudentsingrades2ndndash5thgrade
TimeNeededFrequencyTheCheckInSystemisversatileandcanbeimplementedtomeettheuniqueneedsofeachsiteStudentsareabletocheckinwhenevertheywantandmany
sitesalsohavearegularlyscheduledcheckin2-5timesperweekWerecommendstudents
beencouragedtocheckinduringtheirregularschooldaybutnotfromhome
ActivityDescriptionUsingtheHelloYello(HY)CheckInAppwehave
successfullyprovidedeverystudent
withaconfidentiallineof
communicationtoatleastonetrusted
adultinourprogramsStudentsnow
haveavoiceintheirprogramming
safetyandachievementByallowing
studentstobeheardwehaveensured
thateachchildhasanadultmentor
thattheycancontactatanytimeto
expresstheirdailyexperiences
strugglesandaccomplishments
Mostofthecheckinsubmissionsneedonlyasilentgestureorafewwordsofencouragement
toclosetheloopSeveraltypicallyresultinabriefone-on-onetalktosortthroughadifficult
experienceandaveryfewrequireateamapproachOnechallengeislackofaccessto
technologyAlthoughtheHYCheckInsystemalsoprovidespencilpaperversionstheweb
applicationallowsforamoreimmediateresponse
HowDidThisImpactYourProgramJustbysimplyknowingwhatastudentisexperiencingintheirdailylifeprovidesauniquebondStudentswhoexperienceatrusting
relationshipwilllettheadultknowwhentheyneedadviceAllowingthestudenttodecide
leadstoempowermentandindependenceAmazinglyrelationshipsbuildintrustwithonlya
fewstrategicstaffactions
TheoveralldifferenceintheprogramssincetheimplementationoftheHYCheckInAppis
improvedschoolclimateandstudentconnectednesstotheprogramInadditionstudents
havelearnedhowtobeawareoftheirfeelingsandneedsandhowtogetthoseneedsmet
Evidentiarydataisbeingprovidedtohelpstudentswithcounselingneedsresultingin
additionalresourcesfortheprogramDataisalsobeingprovidedtomakechangesbased
uponstudentinterestsandqualitiessuchasmindfulnessartsscienceandsportsactivities
18
Thestudentsdemonstrateincreasedpersonalempowermentandhigherlevelsoftrustin
theirrelationshipswithprogramstaffTheyexpressfeelingsafeconfidentandcaredfor
Theyaremotivatedtocheck-inbecauseitsconfidentialTheprogramisbetteratmeeting
thesocial-emotionalneedsofstudentsStudentsareopeningupabouttheirfeelings
thoughtsandexperiencesInadditiontoincreasinglevelsoftrustthishasresultedin
potentialconflictsbetweenstudentsbeinghandledproactivelyegbullyingperceived
slightsandgroupdrama
TargetAudienceAdultStaffToprepareadultstafftosuccessfullyusetheHelloYelloappstaffparticipateinthreetrainingsThefirsttrainingteachesstaffthefunctionandlogisticsof
usingthewebappandoptionalpaperformsItalsopreparestheminhowtoprovidean
introductorylessonforstudentsThesecondtrainingisfocusedonhowandwhento
respondtosubmissionsusingactualstudentsubmissionsfromtheschoolsiteas
examplesArangeofpossibleresponsesarereviewedanddiscussedfromquickgestural
promptstoemergencysituationswhenotherteammembersneedtobeinvolvedThefocus
isonhowclosingthelooprdquowithaninterpersonalresponsecreatespositivetrusting
relationshipsandhowtheadultresponsemotivatesstudentstocontinuecheckinginThethirdtrainingprovidesamodelforstaffonformingadatateamtoanalyzeresponsesand
createactionplansaswellasteachinghowtoelicitspecificdatafromstudentsbyusing
customizedwritingpromptsforstudents
TimeNeededFrequencyImplementingtheCheckInSystemrequiresthreeone-hourtrainingmodulesWeusuallysuggestthatthetrainingsbespreadoutover3monthsto
allowteamstogrowwitheachsuccessivestep
HowDidThisImpactYourProgramThestaffisabletomaximizeteachingopportunitieswhenstudentsletthemknowthesocialandemotionalissuestheyarefacingbefore
problemsdeveloptothepointofforcingadisciplinaryresponseTheyarealsoableto
demonstrateincreasingconfidenceinsupportingstudentsandareexcitedtoseethemselves
growingintheirroleasadultmentorsTheyhaveexpressedthattheyfeelmoreconnectedto
theirstudentsandhavemoreunderstandingandempathytowardthewholechildand
abletoserveaspositiveadultrolemodels
ChallengesEnsuringthatstaffhavetimetofollowthroughandmeeteachstudentssocial-emotionalandacademicneedsisafrequentlyexpressedconcernfortheCheckInsystem
Theappisdesignedtomakeiteasyforstafftocompletetheentirecommunicationloop
withouttakingtimeawayfromperformingregularduties
AdviceforstaffHaveanopenmindaboutrespondingtostudentneedsApersonmayhavetoletgoofstereotypesandbeliefsaboutchildbehaviorassociatedwiththeirown
experienceswithintheirfamiliescommunitiesandschoolstoacceptstudentdifferences
AlsobereadytogetfeedbackfromthestudentsInsomecasesthefeedbackispositiveand
encouragingbutitcanalsoexposeareasofimprovementforyourprogramHavinganopen
mindisessentialfortakingyourprogramtoahigherlevelofexcellence
ResourcesMaterialsYoucanlearnmoreabouttheRioLindoAfterSchoolprogramhereYoucanlearnmoreabouttheHelloYelloapphereYoucanviewalistofvideoshere
Teachinghowtopromptformorespecificinfobull Checkinprompts
bull TenwaystousetheCheck-Insystem
19
EXPANDEDLEARNINGPROGRAMAfter-SchoolAll-Starsisanationalafter-schoolworkforcedevelopmentprograminsupportingTitle1middleschoolyouthWestrivetohelpyouthcontinuetodevelopgrowthmindsetsafterschoolwhetherintheirinterpersonalsocialrelationshipsandorintheircareerexplorationWeaskthemhowtheycansupporteachotherandcontributetothecommunitiestheyareapartofWehelpguidethemtowardsapotentialpathofactiontotakeinbringingthemclosertoreachingtheirgoalsanddreamsContactPersonNamrataGuptaEDASASBayAreanamrataguptaafterschoolallstarsorgActivityPurposeThispracticepromotesself-awarenesssocialawarenessandteambuildingIntermsofcharacterbuildingitteachesmemberstobeindependentproactiveandproblem-solversaswellascollaborativeTheyadoptgrowthmindsetsanditincreasestheirsenseofself-efficacyTargetAudienceMiddleSchoolYouthActivityDescriptionYouthAdvisoryBoard-WehaveaYouthAdvisoryBoard(Yabbies)ateachofourschoolsitesthatiscomprisedofyouthleaderswhoworktogethertoenhancetheexperienceofourafterschoolprogramsEightstudentssitontheboard(four8thtwo7thandtwo6thgraders)TheyhelpoursitecoordinatorplaneventsandadvocatefortheirpeersWerecommendthataselectioncriteriaandapplicationbedevelopedsothatstudentsareclearoftheexpectationsofsittingontheboardAndthatstudentsfromdifferentsub-communitiesinyourprogramarescoutedtoapplyinanefforttoinsurethatallstudentsfeelrepresentedWealsorecommendlookingattheexistingstudentleadershipstructuresattheschool-sitetoensurethatdifferentstudentsarechosentolead-notonboththeStudentCouncilandYouthAdvisoryBoardTimeNeededFrequencyTheYouthAdvisoryBoardmeetsweeklyonWednesdaysfor45minutesSitecoordinatorshelptrainandsupportourYouthAdvisoryBoardmembersHowHasThisImpactedYourProgramOurYabbieshavehelpedbuildcultureandawarenessofourprogrambyinvitingstudentinputintoourprogrammingmodelandprovidingleadershipopportunitiestokeepourprogramrelevanttotheneedsanddesiresofourstudentcommunityResourcesMaterialsFromTemescalAssociatesndash
bull CreatingandSustainingaThrivingYouthAdvisoryCouncilbull YOUTHPOWERStartingaYouthAdvisoryCouncilbull AdvocatesforYouthTipsforCreatingEffectiveYouthAdvisoryCouncilsbull SanDiegoDistrictAttorneyndashCommunityProgramsAYouthAdvisoryBoard
Handbook
20
EXPANDEDLEARNINGPROGRAMWINGSForKidsoperatesdirectserviceprogramsinelementaryschoolsandserves1100amazingkidseverydaythroughourafterschoolprogramWeseektoempowerotherswith
socialemotionallearningbestpracticesthroughprofessionaldevelopmentworkshopsand
partnershipopportunitiesOurevidence-basedapproachfostersthemindsetskillsand
confidencechildrenneedtobehavewellmakegooddecisionsandbuildhealthy
relationships
ContactEmailhellowingsforkidsorgActivityPurposeIntegrationofSELthroughoutprogram
TargetAudienceK-5
ActivityDescriptionOurstafffirstexplicitlyteachthenmodeland
reinforceasocial-emotionalskilleachweekThisintentionalnamingofthe
socialemotionalskilloftheweekiskey
Nextkidslearnthenpracticeand
discussthenewskillsthroughprogram
activitiesAsanexampleletrsquosuseoneof
ourobjectivesintheself-management
competencymdashhelpingkidsfocustheir
attentioninwardinordertolimit
outwarddistraction
ThedaybeginswithCommunityUnitythecomingtogetherofallstaffandkidsingradesK-5forannouncementsandasocial-emotionalskill-buildinglessonThispartofthedayoffersan
opportunitytotalkinafocusedandactivewayabouttheweekrsquosobjectiveandengageina
brieffunactivitythatrelatestoitForexampleWINGSLeadersmayleadanexerciseon
activebreathingandtheprogramdirectorstartsafocusedlarge-groupdiscussionandasks
staffandkidstoshareexamplesofwhentheyhavegottendistracted
ChoiceTimeisanenrichmentactivitythatstudentsselecteachsemesterandwheresocial-emotionallessonsarewoveninDuringakickballgameforexampleaWINGSLeadermight
talkabouthowtoconcentrateonignoringtheshoutsfromthesidelinestobetterfocuson
thegameThisalsogiveskidsthechancetocontinuepracticingotherskillstheyrsquove
previouslylearnedsuchassharingsupportivecommentsafterabadkickandkeepinga
positiveattitudeeveniftheirteamislosingInthiswayChoiceTimeencourageskidsto
applybothnewandrecentlydevelopedsocialemotionalskills
TimeNeededFrequency3hoursperdayMonday-Fridaythroughouttheentireschoolyear
HowHasThisImpactedYourProgramWINGShasinstitutedathoroughevaluationoftheirprogramClickhereforaninterimreportoftheirRCTevaluation
ResourcesMaterialsForresourcesandfreematerialsclickhereHereisthelinkforourldquoADayintheLiferdquovideo
21
EXPANDEDLEARNINGPROGRAMThePOWERprogramatPioneerschoolisaprogramdesignedtoencouragetheindividualgrowthofeverychildthroughavarietyofdiverselearningstylesOurgoalisthe
developmentoftheWHOLEchildonewhohaslearnedtheskillsnecessarytosucceedina
varietyofacademicandphysicalactivitiesandonewhoappreciatesthevaluethateducation
andwellnessbringstotheirqualityoflife
ContactPersonErikaChavezEChavezduesdorg
Activity1PurposeSelf-awarenessself-regulationandsocialawareness
Activity1TargetAudience2nd-8thgrade
Activity1DescriptionIhavebeenpracticingmindfulnesswithmystudentsfor3yearsnowMindfulnessisamentalstateachievedbyfocusingonersquosownawarenessonthepresent
momentwhilecalmlyacknowledgingandacceptingonersquosfeelingsthoughtsandbodily
sensations
Ineededavisualwayformystudentstounderstandwhat
mindfulnesswasandthepurposeithadItallbeganwithan
activityfromMindfulnessinAfterschoolA16-SessionCurriculumthatinvolvedaprettyFijiwaterbottlefullwithwaterandglitterIshowedthemthestillwaterbottlewiththe
glitterrestingatthebottomofitIaskedthemiftheywereable
toseethroughthewaterbottleandofcoursetheirresponse
wasldquoyesrdquosincethewaterwasclearandcalm
AfterIshooktheentirewaterbottleIthenaskedthemagain
ldquocanyouseethroughthewaterbottlenowrdquoTheyall
respondedldquonordquowithsuchwonderintheireyesIthen
explainedtothemhowthatwaterbottlewasourbrainandthe
glitterrepresentedourthoughtsWhenIintroduced
mindfulnesstothemIexplainedhowitwasapowerfultoolto
helpuscalmthatglitterdowninourbrainssothatwecouldbe
abletoclearourwatersinordertomakewisedecisionsTheythenunderstoodhowitall
workedandtheywereallmotivatedtocalmtheirglitter[SeeJustBreathevideo]
Activity1TimeNeededFrequencyIwouldrecommendatleastaminimumof25-30minutesIliketoengagethestudentswhile
introducingthisnewconcepttothemandalsoansweranyquestionstheymighthave
Activity1HowDidThisImpactYourProgramBestpartisseeingthemtelloneanotherldquocalmyourglitteryouneedtorelaxandmake
betterchoicesrdquoIrsquoveseenthemgrabthewaterbottleandtakeittothatstudentsotheycanbe
remindedofwhatrsquosgoingonItrsquosseriouslyamazing
Activity1ResourcesMaterialsNewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
22
Activity2PurposeThepurposeofthismindfulnessactivityistocenterthekidsbacktoastateofawarenessitallowsthemtounwindandrelaxdownThisthenresultsinabetter
focuswhenreturningbacktoourlearningactivitiesandanimprovedbehavior
Activity2TargetAudience2nd-8thgrade
Activity2DescriptionIhavethemalllaydownonthefloor
withtheireyesclosedandfocus
ontheirbreathingAtfirstthere
wasoneortwostudentswho
couldnrsquotstaycalmbutwhatrsquos
newrightHoweverthosefew
studentswhocouldnrsquotseemto
settledownbegantoslowlysink
intotheactivity
Activity2TimeNeededFrequency15minutes
Activity2HowDidThisImpactYourProgramMindfulnesshasallowedusasagrouptocometogetherandformabondofunderstandingkindnessandsupportNowtheyevencometomeaskingifwecan
pleasemeditateEspeciallywhentheyrsquorehyperthatrsquoswhenIrealizetheyaskforitthemost
IrsquoveseensomestudentsmatureothersstrivingtobebetterandIrsquoveheardothersopenup
withveryintimatethingsthatwereweighingthemdown
Activity2ResourcesMaterialsChildrenguidedmeditationsandalsoMindfulGamesactivitycards(canbefoundonAmazon)
NewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
GreaterGoodScienceCenter
IwouldrecommendawaterbottlewithglitterandalsoaldquoMindfulnessBellrdquowhichhelps
incorporateabetterawarenesstotheirbreathing
23
EXPANDEDLEARNINGPROGRAMOaklandLeafprovidesintentionalprogrammingtosupportyouthrsquosphysicalsocialandemotionalwell-beingacademicsuccessandabilitytobeactiveandeffectiveleadersintheir
community
ContactPersonJohannaMasisProgramDirectorOaklandLeafFoundation
ActivityPurposeCyphersareusedasaspacetodointentionalcommunitybuildingintheformofhavingadiscussiononanytopicTheCypherismeanttoserveasanemotionally
safeplaceforeachparticipanttosaytheirpiecewithoutinterruptionorjudgment
TargetAudienceK-12grades
ActivityDescriptionParticipantsaregatheredina
circlefortheCypherTobreak
theicetheycanshareavalue
theywishbringtothefirstfew
CyphersPeopledonothaveto
speakbutareexpectedtohold
thetalkingpiecefor5-10
secondsbeforepassingthe
talkingpieceIfyouthare
reluctanttosharebecauseofthesocialdynamicsthenpassingshouldbeadjustedtomean
thatwewillcomebacktothemasopposedtonothearingfromthematallIfthereare
peopleabsentonthedayofaCypherthenaplaceisstillheldfortheminthecircle
MakesurethatifchairsareusedtheneveryonemusthaveachairIfyouaresittingonthe
floortheneveryonesitsonthefloorEveryoneshouldbeabletoseeeachotherSittinginthe
circlediminisheshierarchyandoverallpowerdynamicsIncludeacenterpiecewhereyouth
mayfocustheirattentionatalkingpiecethatcanbebroughtbythefacilitatorormadeby
thegroupandsomethingfromnature(aplantglassbowlofwater)toremindusthatwe
areconnectedtotheearthIhaveseenyouthbringatoyorapictureoftheirfamiliestothe
circleasanofferingtothegroupduringtheCypher
TimeNeededFrequencyCyphersareencouragedtohappenatleastonceaweekandmanyofourprogramscalendartheminsothatyouthknowwhentheywilloccur
HowDidThisImpactYourProgramThebenefitsofthispracticeincludeincreasedfamiliaritywithpeoplesstoriesempathybuildingideasharingharmrepairhealingforthe
individualwhoishurtingandcompassionbuildingWehaveseenthecultureofprograms
completelyshifttobemoreinclusivecommunicativeandforgivingasaresultof
implementingthesepracticesYoutheventuallycometonametheneedandwillrequesta
CypherorleadCyphersontheirownOurafterschoolstaffhavebeenaskedtoleadCyphers
duringtheregularschooldaybecausetheyhaveseenhowithasimpactedouryouthinsuch
positiveways
ResourcesMaterialsCommunitiesUnitedforRestorativeYouthJustice
SEEDSCultivatingcommunitytransformingconflict
RestorativeJusticeforOaklandYouth
LearninginAfterschoolampSummer(LIAS)Blog
RestorativeJusticeatOaklandrsquosFremontHighSchool(video)
24
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECoachingCorpsisanintermediaryorganizationthatbelievesthateveryyoungpersonlivinginunderservedcommunitiesdeservesatrainedcaringcoachWearebuildingamovement
ofcoachesacrossthecountrybypartneringwithafterschoolprogramsandrecruiting
volunteersAllourcoachesreceiveevidence-basedtraininginyouthdevelopmentcoaching
skillsandsocialemotionallearningaswellasongoingsupportthroughmentoring
ContactPersonSuzanneSillettDirectorofEducationandQualitysuzannescoachingcorpsorg
ActivityPurposeOurCoachingforCharactertrainingandsupportprogramspecificallyfocusesonfourcharacterattributes-persistenceoptimismself-regulationandempathy
TargetAudienceAdultStaff
ActivityDescriptionCoachingforCharacterbeginswithacoachparticipating
inour25hourtrainingInthistraining
coachesfirstlearnthefourPOSE
(persistenceoptimismself-regulationand
empathy)characterattributesandhowto
identifytheattributesintheirathletesNext
coachesareintroducedtothecharacter
buildingframeworkandparticipateina
coachingdemonstrationtofullyexperience
itinactionFinallycoachesapplythe
frameworkbyplanningtheirownpractice
sotheycanimmediatelygobacktotheir
teamandimplementthisnewknowledge
Weprovideoursupportvirtuallyinorderforcoachestobeabletoaccessitatanytimethat
isconvenientforthemWehaveanetworkofcoacheswhohaveattendedthetrainingwho
thenjoinourCoachingforCharacterFacebookgroupInthegroupcoachesgetsupportfrom
ourCoachDevelopmentStaffandalsocanconnectwithfellowcoachesWearecurrentlyin
theprocessofbuildingourownCoachPortalwherecoacheswillaccessmentoringsupport
discussiongroupsandresources
TimeNeededFrequency25hourtraining
HowDidThisImpactYourProgramldquoEvenafterjustonepracticetherehavebeenanumberofparentsofferinghighlycomplimentaryfeedbackfortheuseofskillsthatwe
receivedintheCoachingforCharactertrainingItwasalsoquiteenjoyabletoseetheplayers
respondingtotheuseoftheseskillsinsuchapositivefashionIamthankfultohavehadthe
opportunitytoexperiencetheCoachingforCharactertrainingandhavebeenutilizingitfor
morethanjustbasketballorsportsandincludedthoseskillsinourhomefamilylifeandin
otheraspectsofmylifeaswellrdquo-CoachampParentZactrainingparticipantChicoArea
RecreationDepartment
25
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECalSAChelpsbuildanout-of-schooltimeworkforce(suchasbeforeschoolafterschoolandsummerlearning)thatisfilledwithstrongmentorsandhighlyskilledpractitionerswhoreflectthecommunitiestheyserveThroughcollaborationandinnovationournetworkcreatesrippleeffectsofopportunityequityandtransformationthroughoutCaliforniabothforprofessionalsandtheyoungpeopletheyserveContactPersonSelenaLevyProgramManagerslevycalsacorgActivityPurposeThispracticecontributestostaffandyouthsinterpersonalskillsItcreatesanopportunityforeveryonetolearnmoreaboutoneanotherandcreatecommunityTargetAudienceThispracticecanbeappliedtobothyouthandadultsActivityDescriptionRegularCheckInsisanintentionalspacecreatedforstaffandyouthtosharehowtheyareshowingupinthatspaceParticipantstypicallysitorstandinacircleduringthecheckinWetypicallyaskforavolunteertostartandthenchooseadirectionforustogointhatorder(rightorleft)TheinformationsharedallowseveryoneintheroomtounderstandwhatmaybegoingonforthemandhonorthateachindividualmaybecomingintothespacewithvaryinglifeexperiencesThisallowseveryonetoseeeachothermorewhollyandcreatesafetyforpeopletobeauthenticinthespaceWerecommendcreatinganopportunityforeveryonetoleadthecheck-in(FromTemescalAssociatesItisrecommendedthateachspeakerholdsatalkingpiecesuchasafeatheroritemchosenbythegroupThetalkingpieceisheldbythepersonspeakingandthenpassedaroundthecircleThosenotholdingthetalkingpieceareengagedinactivelistening)TimeNeededFrequencyThepracticeofregularcheck-inscanbebeforethestartofprogramorameetingandlast10-15minutesHowDidThisImpactYourProgramWersquoveseenyouthprovidersbetterabletorespondtoyouthrsquosneedsorbehaviorsbasedonunderstandinghowtheyareshowingupinprogramsSimilarlywersquoveseensupervisorsbetterabletosupporttheirstaffwhentheyaremorefullyawareofwhatastaffpersonisbringingintotheprogramItalsohelpscreateasafeandsupportiveenvironmentwhenspaceiscreatedforfolkstoshareaboutwhatishappeningintheirlifeandhowitrsquosimpactinghowtheyareshowingupintheirworkandorprogramResourcesMaterialsLearninginAfterschoolampSummer(LIAS)Blog-ThePowerofSharingCirclesLearninginAfterschoolampSummer(LIAS)Blog-SharingCirclesCyphersTeachingRestorativePracticeswithClassroomCircles-ThisisacomprehensivecurriculumguidethatoffersanoverviewpromptslessonplansandotherresourcesWhatisMorningMeetingMorningMeetingBookSamplePromptingQuestionsTopicsforCirclesTribesLearningCommunity-Thiswebsiteoffersanumberofusefulbooksandotherresources
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
17
EXPANDEDLEARNINGPROGRAMRioLindoAfterSchoolProgramwascreatedthroughpartnershipsbetweenschoolsandlocalcommunityresourcestoprovideliteracyacademicenrichmentandsafeconstructive
alternativesforstudentsingrades2ndndash5thgrade
ContactPersonBrandonSportelathelloyelloteamgmailcom
ActivityPurposeProvideeverystudentwithaconfidentiallineofcommunicationtoatleastonetrustedadultinourprogramResearchshowsthateverystudentmusthaveatleastone
adultintheirlivesthattheycantrusttoreachtheirpotentialforpositivegrowthand
achievementInadditionthepracticeofidentifyingandbeingawareoffeelingssupportsthe
studentsabilityforemotionalregulationreasoningandusingresourcestogettheirneeds
met
TargetAudienceStudentsingrades2ndndash5thgrade
TimeNeededFrequencyTheCheckInSystemisversatileandcanbeimplementedtomeettheuniqueneedsofeachsiteStudentsareabletocheckinwhenevertheywantandmany
sitesalsohavearegularlyscheduledcheckin2-5timesperweekWerecommendstudents
beencouragedtocheckinduringtheirregularschooldaybutnotfromhome
ActivityDescriptionUsingtheHelloYello(HY)CheckInAppwehave
successfullyprovidedeverystudent
withaconfidentiallineof
communicationtoatleastonetrusted
adultinourprogramsStudentsnow
haveavoiceintheirprogramming
safetyandachievementByallowing
studentstobeheardwehaveensured
thateachchildhasanadultmentor
thattheycancontactatanytimeto
expresstheirdailyexperiences
strugglesandaccomplishments
Mostofthecheckinsubmissionsneedonlyasilentgestureorafewwordsofencouragement
toclosetheloopSeveraltypicallyresultinabriefone-on-onetalktosortthroughadifficult
experienceandaveryfewrequireateamapproachOnechallengeislackofaccessto
technologyAlthoughtheHYCheckInsystemalsoprovidespencilpaperversionstheweb
applicationallowsforamoreimmediateresponse
HowDidThisImpactYourProgramJustbysimplyknowingwhatastudentisexperiencingintheirdailylifeprovidesauniquebondStudentswhoexperienceatrusting
relationshipwilllettheadultknowwhentheyneedadviceAllowingthestudenttodecide
leadstoempowermentandindependenceAmazinglyrelationshipsbuildintrustwithonlya
fewstrategicstaffactions
TheoveralldifferenceintheprogramssincetheimplementationoftheHYCheckInAppis
improvedschoolclimateandstudentconnectednesstotheprogramInadditionstudents
havelearnedhowtobeawareoftheirfeelingsandneedsandhowtogetthoseneedsmet
Evidentiarydataisbeingprovidedtohelpstudentswithcounselingneedsresultingin
additionalresourcesfortheprogramDataisalsobeingprovidedtomakechangesbased
uponstudentinterestsandqualitiessuchasmindfulnessartsscienceandsportsactivities
18
Thestudentsdemonstrateincreasedpersonalempowermentandhigherlevelsoftrustin
theirrelationshipswithprogramstaffTheyexpressfeelingsafeconfidentandcaredfor
Theyaremotivatedtocheck-inbecauseitsconfidentialTheprogramisbetteratmeeting
thesocial-emotionalneedsofstudentsStudentsareopeningupabouttheirfeelings
thoughtsandexperiencesInadditiontoincreasinglevelsoftrustthishasresultedin
potentialconflictsbetweenstudentsbeinghandledproactivelyegbullyingperceived
slightsandgroupdrama
TargetAudienceAdultStaffToprepareadultstafftosuccessfullyusetheHelloYelloappstaffparticipateinthreetrainingsThefirsttrainingteachesstaffthefunctionandlogisticsof
usingthewebappandoptionalpaperformsItalsopreparestheminhowtoprovidean
introductorylessonforstudentsThesecondtrainingisfocusedonhowandwhento
respondtosubmissionsusingactualstudentsubmissionsfromtheschoolsiteas
examplesArangeofpossibleresponsesarereviewedanddiscussedfromquickgestural
promptstoemergencysituationswhenotherteammembersneedtobeinvolvedThefocus
isonhowclosingthelooprdquowithaninterpersonalresponsecreatespositivetrusting
relationshipsandhowtheadultresponsemotivatesstudentstocontinuecheckinginThethirdtrainingprovidesamodelforstaffonformingadatateamtoanalyzeresponsesand
createactionplansaswellasteachinghowtoelicitspecificdatafromstudentsbyusing
customizedwritingpromptsforstudents
TimeNeededFrequencyImplementingtheCheckInSystemrequiresthreeone-hourtrainingmodulesWeusuallysuggestthatthetrainingsbespreadoutover3monthsto
allowteamstogrowwitheachsuccessivestep
HowDidThisImpactYourProgramThestaffisabletomaximizeteachingopportunitieswhenstudentsletthemknowthesocialandemotionalissuestheyarefacingbefore
problemsdeveloptothepointofforcingadisciplinaryresponseTheyarealsoableto
demonstrateincreasingconfidenceinsupportingstudentsandareexcitedtoseethemselves
growingintheirroleasadultmentorsTheyhaveexpressedthattheyfeelmoreconnectedto
theirstudentsandhavemoreunderstandingandempathytowardthewholechildand
abletoserveaspositiveadultrolemodels
ChallengesEnsuringthatstaffhavetimetofollowthroughandmeeteachstudentssocial-emotionalandacademicneedsisafrequentlyexpressedconcernfortheCheckInsystem
Theappisdesignedtomakeiteasyforstafftocompletetheentirecommunicationloop
withouttakingtimeawayfromperformingregularduties
AdviceforstaffHaveanopenmindaboutrespondingtostudentneedsApersonmayhavetoletgoofstereotypesandbeliefsaboutchildbehaviorassociatedwiththeirown
experienceswithintheirfamiliescommunitiesandschoolstoacceptstudentdifferences
AlsobereadytogetfeedbackfromthestudentsInsomecasesthefeedbackispositiveand
encouragingbutitcanalsoexposeareasofimprovementforyourprogramHavinganopen
mindisessentialfortakingyourprogramtoahigherlevelofexcellence
ResourcesMaterialsYoucanlearnmoreabouttheRioLindoAfterSchoolprogramhereYoucanlearnmoreabouttheHelloYelloapphereYoucanviewalistofvideoshere
Teachinghowtopromptformorespecificinfobull Checkinprompts
bull TenwaystousetheCheck-Insystem
19
EXPANDEDLEARNINGPROGRAMAfter-SchoolAll-Starsisanationalafter-schoolworkforcedevelopmentprograminsupportingTitle1middleschoolyouthWestrivetohelpyouthcontinuetodevelopgrowthmindsetsafterschoolwhetherintheirinterpersonalsocialrelationshipsandorintheircareerexplorationWeaskthemhowtheycansupporteachotherandcontributetothecommunitiestheyareapartofWehelpguidethemtowardsapotentialpathofactiontotakeinbringingthemclosertoreachingtheirgoalsanddreamsContactPersonNamrataGuptaEDASASBayAreanamrataguptaafterschoolallstarsorgActivityPurposeThispracticepromotesself-awarenesssocialawarenessandteambuildingIntermsofcharacterbuildingitteachesmemberstobeindependentproactiveandproblem-solversaswellascollaborativeTheyadoptgrowthmindsetsanditincreasestheirsenseofself-efficacyTargetAudienceMiddleSchoolYouthActivityDescriptionYouthAdvisoryBoard-WehaveaYouthAdvisoryBoard(Yabbies)ateachofourschoolsitesthatiscomprisedofyouthleaderswhoworktogethertoenhancetheexperienceofourafterschoolprogramsEightstudentssitontheboard(four8thtwo7thandtwo6thgraders)TheyhelpoursitecoordinatorplaneventsandadvocatefortheirpeersWerecommendthataselectioncriteriaandapplicationbedevelopedsothatstudentsareclearoftheexpectationsofsittingontheboardAndthatstudentsfromdifferentsub-communitiesinyourprogramarescoutedtoapplyinanefforttoinsurethatallstudentsfeelrepresentedWealsorecommendlookingattheexistingstudentleadershipstructuresattheschool-sitetoensurethatdifferentstudentsarechosentolead-notonboththeStudentCouncilandYouthAdvisoryBoardTimeNeededFrequencyTheYouthAdvisoryBoardmeetsweeklyonWednesdaysfor45minutesSitecoordinatorshelptrainandsupportourYouthAdvisoryBoardmembersHowHasThisImpactedYourProgramOurYabbieshavehelpedbuildcultureandawarenessofourprogrambyinvitingstudentinputintoourprogrammingmodelandprovidingleadershipopportunitiestokeepourprogramrelevanttotheneedsanddesiresofourstudentcommunityResourcesMaterialsFromTemescalAssociatesndash
bull CreatingandSustainingaThrivingYouthAdvisoryCouncilbull YOUTHPOWERStartingaYouthAdvisoryCouncilbull AdvocatesforYouthTipsforCreatingEffectiveYouthAdvisoryCouncilsbull SanDiegoDistrictAttorneyndashCommunityProgramsAYouthAdvisoryBoard
Handbook
20
EXPANDEDLEARNINGPROGRAMWINGSForKidsoperatesdirectserviceprogramsinelementaryschoolsandserves1100amazingkidseverydaythroughourafterschoolprogramWeseektoempowerotherswith
socialemotionallearningbestpracticesthroughprofessionaldevelopmentworkshopsand
partnershipopportunitiesOurevidence-basedapproachfostersthemindsetskillsand
confidencechildrenneedtobehavewellmakegooddecisionsandbuildhealthy
relationships
ContactEmailhellowingsforkidsorgActivityPurposeIntegrationofSELthroughoutprogram
TargetAudienceK-5
ActivityDescriptionOurstafffirstexplicitlyteachthenmodeland
reinforceasocial-emotionalskilleachweekThisintentionalnamingofthe
socialemotionalskilloftheweekiskey
Nextkidslearnthenpracticeand
discussthenewskillsthroughprogram
activitiesAsanexampleletrsquosuseoneof
ourobjectivesintheself-management
competencymdashhelpingkidsfocustheir
attentioninwardinordertolimit
outwarddistraction
ThedaybeginswithCommunityUnitythecomingtogetherofallstaffandkidsingradesK-5forannouncementsandasocial-emotionalskill-buildinglessonThispartofthedayoffersan
opportunitytotalkinafocusedandactivewayabouttheweekrsquosobjectiveandengageina
brieffunactivitythatrelatestoitForexampleWINGSLeadersmayleadanexerciseon
activebreathingandtheprogramdirectorstartsafocusedlarge-groupdiscussionandasks
staffandkidstoshareexamplesofwhentheyhavegottendistracted
ChoiceTimeisanenrichmentactivitythatstudentsselecteachsemesterandwheresocial-emotionallessonsarewoveninDuringakickballgameforexampleaWINGSLeadermight
talkabouthowtoconcentrateonignoringtheshoutsfromthesidelinestobetterfocuson
thegameThisalsogiveskidsthechancetocontinuepracticingotherskillstheyrsquove
previouslylearnedsuchassharingsupportivecommentsafterabadkickandkeepinga
positiveattitudeeveniftheirteamislosingInthiswayChoiceTimeencourageskidsto
applybothnewandrecentlydevelopedsocialemotionalskills
TimeNeededFrequency3hoursperdayMonday-Fridaythroughouttheentireschoolyear
HowHasThisImpactedYourProgramWINGShasinstitutedathoroughevaluationoftheirprogramClickhereforaninterimreportoftheirRCTevaluation
ResourcesMaterialsForresourcesandfreematerialsclickhereHereisthelinkforourldquoADayintheLiferdquovideo
21
EXPANDEDLEARNINGPROGRAMThePOWERprogramatPioneerschoolisaprogramdesignedtoencouragetheindividualgrowthofeverychildthroughavarietyofdiverselearningstylesOurgoalisthe
developmentoftheWHOLEchildonewhohaslearnedtheskillsnecessarytosucceedina
varietyofacademicandphysicalactivitiesandonewhoappreciatesthevaluethateducation
andwellnessbringstotheirqualityoflife
ContactPersonErikaChavezEChavezduesdorg
Activity1PurposeSelf-awarenessself-regulationandsocialawareness
Activity1TargetAudience2nd-8thgrade
Activity1DescriptionIhavebeenpracticingmindfulnesswithmystudentsfor3yearsnowMindfulnessisamentalstateachievedbyfocusingonersquosownawarenessonthepresent
momentwhilecalmlyacknowledgingandacceptingonersquosfeelingsthoughtsandbodily
sensations
Ineededavisualwayformystudentstounderstandwhat
mindfulnesswasandthepurposeithadItallbeganwithan
activityfromMindfulnessinAfterschoolA16-SessionCurriculumthatinvolvedaprettyFijiwaterbottlefullwithwaterandglitterIshowedthemthestillwaterbottlewiththe
glitterrestingatthebottomofitIaskedthemiftheywereable
toseethroughthewaterbottleandofcoursetheirresponse
wasldquoyesrdquosincethewaterwasclearandcalm
AfterIshooktheentirewaterbottleIthenaskedthemagain
ldquocanyouseethroughthewaterbottlenowrdquoTheyall
respondedldquonordquowithsuchwonderintheireyesIthen
explainedtothemhowthatwaterbottlewasourbrainandthe
glitterrepresentedourthoughtsWhenIintroduced
mindfulnesstothemIexplainedhowitwasapowerfultoolto
helpuscalmthatglitterdowninourbrainssothatwecouldbe
abletoclearourwatersinordertomakewisedecisionsTheythenunderstoodhowitall
workedandtheywereallmotivatedtocalmtheirglitter[SeeJustBreathevideo]
Activity1TimeNeededFrequencyIwouldrecommendatleastaminimumof25-30minutesIliketoengagethestudentswhile
introducingthisnewconcepttothemandalsoansweranyquestionstheymighthave
Activity1HowDidThisImpactYourProgramBestpartisseeingthemtelloneanotherldquocalmyourglitteryouneedtorelaxandmake
betterchoicesrdquoIrsquoveseenthemgrabthewaterbottleandtakeittothatstudentsotheycanbe
remindedofwhatrsquosgoingonItrsquosseriouslyamazing
Activity1ResourcesMaterialsNewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
22
Activity2PurposeThepurposeofthismindfulnessactivityistocenterthekidsbacktoastateofawarenessitallowsthemtounwindandrelaxdownThisthenresultsinabetter
focuswhenreturningbacktoourlearningactivitiesandanimprovedbehavior
Activity2TargetAudience2nd-8thgrade
Activity2DescriptionIhavethemalllaydownonthefloor
withtheireyesclosedandfocus
ontheirbreathingAtfirstthere
wasoneortwostudentswho
couldnrsquotstaycalmbutwhatrsquos
newrightHoweverthosefew
studentswhocouldnrsquotseemto
settledownbegantoslowlysink
intotheactivity
Activity2TimeNeededFrequency15minutes
Activity2HowDidThisImpactYourProgramMindfulnesshasallowedusasagrouptocometogetherandformabondofunderstandingkindnessandsupportNowtheyevencometomeaskingifwecan
pleasemeditateEspeciallywhentheyrsquorehyperthatrsquoswhenIrealizetheyaskforitthemost
IrsquoveseensomestudentsmatureothersstrivingtobebetterandIrsquoveheardothersopenup
withveryintimatethingsthatwereweighingthemdown
Activity2ResourcesMaterialsChildrenguidedmeditationsandalsoMindfulGamesactivitycards(canbefoundonAmazon)
NewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
GreaterGoodScienceCenter
IwouldrecommendawaterbottlewithglitterandalsoaldquoMindfulnessBellrdquowhichhelps
incorporateabetterawarenesstotheirbreathing
23
EXPANDEDLEARNINGPROGRAMOaklandLeafprovidesintentionalprogrammingtosupportyouthrsquosphysicalsocialandemotionalwell-beingacademicsuccessandabilitytobeactiveandeffectiveleadersintheir
community
ContactPersonJohannaMasisProgramDirectorOaklandLeafFoundation
ActivityPurposeCyphersareusedasaspacetodointentionalcommunitybuildingintheformofhavingadiscussiononanytopicTheCypherismeanttoserveasanemotionally
safeplaceforeachparticipanttosaytheirpiecewithoutinterruptionorjudgment
TargetAudienceK-12grades
ActivityDescriptionParticipantsaregatheredina
circlefortheCypherTobreak
theicetheycanshareavalue
theywishbringtothefirstfew
CyphersPeopledonothaveto
speakbutareexpectedtohold
thetalkingpiecefor5-10
secondsbeforepassingthe
talkingpieceIfyouthare
reluctanttosharebecauseofthesocialdynamicsthenpassingshouldbeadjustedtomean
thatwewillcomebacktothemasopposedtonothearingfromthematallIfthereare
peopleabsentonthedayofaCypherthenaplaceisstillheldfortheminthecircle
MakesurethatifchairsareusedtheneveryonemusthaveachairIfyouaresittingonthe
floortheneveryonesitsonthefloorEveryoneshouldbeabletoseeeachotherSittinginthe
circlediminisheshierarchyandoverallpowerdynamicsIncludeacenterpiecewhereyouth
mayfocustheirattentionatalkingpiecethatcanbebroughtbythefacilitatorormadeby
thegroupandsomethingfromnature(aplantglassbowlofwater)toremindusthatwe
areconnectedtotheearthIhaveseenyouthbringatoyorapictureoftheirfamiliestothe
circleasanofferingtothegroupduringtheCypher
TimeNeededFrequencyCyphersareencouragedtohappenatleastonceaweekandmanyofourprogramscalendartheminsothatyouthknowwhentheywilloccur
HowDidThisImpactYourProgramThebenefitsofthispracticeincludeincreasedfamiliaritywithpeoplesstoriesempathybuildingideasharingharmrepairhealingforthe
individualwhoishurtingandcompassionbuildingWehaveseenthecultureofprograms
completelyshifttobemoreinclusivecommunicativeandforgivingasaresultof
implementingthesepracticesYoutheventuallycometonametheneedandwillrequesta
CypherorleadCyphersontheirownOurafterschoolstaffhavebeenaskedtoleadCyphers
duringtheregularschooldaybecausetheyhaveseenhowithasimpactedouryouthinsuch
positiveways
ResourcesMaterialsCommunitiesUnitedforRestorativeYouthJustice
SEEDSCultivatingcommunitytransformingconflict
RestorativeJusticeforOaklandYouth
LearninginAfterschoolampSummer(LIAS)Blog
RestorativeJusticeatOaklandrsquosFremontHighSchool(video)
24
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECoachingCorpsisanintermediaryorganizationthatbelievesthateveryyoungpersonlivinginunderservedcommunitiesdeservesatrainedcaringcoachWearebuildingamovement
ofcoachesacrossthecountrybypartneringwithafterschoolprogramsandrecruiting
volunteersAllourcoachesreceiveevidence-basedtraininginyouthdevelopmentcoaching
skillsandsocialemotionallearningaswellasongoingsupportthroughmentoring
ContactPersonSuzanneSillettDirectorofEducationandQualitysuzannescoachingcorpsorg
ActivityPurposeOurCoachingforCharactertrainingandsupportprogramspecificallyfocusesonfourcharacterattributes-persistenceoptimismself-regulationandempathy
TargetAudienceAdultStaff
ActivityDescriptionCoachingforCharacterbeginswithacoachparticipating
inour25hourtrainingInthistraining
coachesfirstlearnthefourPOSE
(persistenceoptimismself-regulationand
empathy)characterattributesandhowto
identifytheattributesintheirathletesNext
coachesareintroducedtothecharacter
buildingframeworkandparticipateina
coachingdemonstrationtofullyexperience
itinactionFinallycoachesapplythe
frameworkbyplanningtheirownpractice
sotheycanimmediatelygobacktotheir
teamandimplementthisnewknowledge
Weprovideoursupportvirtuallyinorderforcoachestobeabletoaccessitatanytimethat
isconvenientforthemWehaveanetworkofcoacheswhohaveattendedthetrainingwho
thenjoinourCoachingforCharacterFacebookgroupInthegroupcoachesgetsupportfrom
ourCoachDevelopmentStaffandalsocanconnectwithfellowcoachesWearecurrentlyin
theprocessofbuildingourownCoachPortalwherecoacheswillaccessmentoringsupport
discussiongroupsandresources
TimeNeededFrequency25hourtraining
HowDidThisImpactYourProgramldquoEvenafterjustonepracticetherehavebeenanumberofparentsofferinghighlycomplimentaryfeedbackfortheuseofskillsthatwe
receivedintheCoachingforCharactertrainingItwasalsoquiteenjoyabletoseetheplayers
respondingtotheuseoftheseskillsinsuchapositivefashionIamthankfultohavehadthe
opportunitytoexperiencetheCoachingforCharactertrainingandhavebeenutilizingitfor
morethanjustbasketballorsportsandincludedthoseskillsinourhomefamilylifeandin
otheraspectsofmylifeaswellrdquo-CoachampParentZactrainingparticipantChicoArea
RecreationDepartment
25
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECalSAChelpsbuildanout-of-schooltimeworkforce(suchasbeforeschoolafterschoolandsummerlearning)thatisfilledwithstrongmentorsandhighlyskilledpractitionerswhoreflectthecommunitiestheyserveThroughcollaborationandinnovationournetworkcreatesrippleeffectsofopportunityequityandtransformationthroughoutCaliforniabothforprofessionalsandtheyoungpeopletheyserveContactPersonSelenaLevyProgramManagerslevycalsacorgActivityPurposeThispracticecontributestostaffandyouthsinterpersonalskillsItcreatesanopportunityforeveryonetolearnmoreaboutoneanotherandcreatecommunityTargetAudienceThispracticecanbeappliedtobothyouthandadultsActivityDescriptionRegularCheckInsisanintentionalspacecreatedforstaffandyouthtosharehowtheyareshowingupinthatspaceParticipantstypicallysitorstandinacircleduringthecheckinWetypicallyaskforavolunteertostartandthenchooseadirectionforustogointhatorder(rightorleft)TheinformationsharedallowseveryoneintheroomtounderstandwhatmaybegoingonforthemandhonorthateachindividualmaybecomingintothespacewithvaryinglifeexperiencesThisallowseveryonetoseeeachothermorewhollyandcreatesafetyforpeopletobeauthenticinthespaceWerecommendcreatinganopportunityforeveryonetoleadthecheck-in(FromTemescalAssociatesItisrecommendedthateachspeakerholdsatalkingpiecesuchasafeatheroritemchosenbythegroupThetalkingpieceisheldbythepersonspeakingandthenpassedaroundthecircleThosenotholdingthetalkingpieceareengagedinactivelistening)TimeNeededFrequencyThepracticeofregularcheck-inscanbebeforethestartofprogramorameetingandlast10-15minutesHowDidThisImpactYourProgramWersquoveseenyouthprovidersbetterabletorespondtoyouthrsquosneedsorbehaviorsbasedonunderstandinghowtheyareshowingupinprogramsSimilarlywersquoveseensupervisorsbetterabletosupporttheirstaffwhentheyaremorefullyawareofwhatastaffpersonisbringingintotheprogramItalsohelpscreateasafeandsupportiveenvironmentwhenspaceiscreatedforfolkstoshareaboutwhatishappeningintheirlifeandhowitrsquosimpactinghowtheyareshowingupintheirworkandorprogramResourcesMaterialsLearninginAfterschoolampSummer(LIAS)Blog-ThePowerofSharingCirclesLearninginAfterschoolampSummer(LIAS)Blog-SharingCirclesCyphersTeachingRestorativePracticeswithClassroomCircles-ThisisacomprehensivecurriculumguidethatoffersanoverviewpromptslessonplansandotherresourcesWhatisMorningMeetingMorningMeetingBookSamplePromptingQuestionsTopicsforCirclesTribesLearningCommunity-Thiswebsiteoffersanumberofusefulbooksandotherresources
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
18
Thestudentsdemonstrateincreasedpersonalempowermentandhigherlevelsoftrustin
theirrelationshipswithprogramstaffTheyexpressfeelingsafeconfidentandcaredfor
Theyaremotivatedtocheck-inbecauseitsconfidentialTheprogramisbetteratmeeting
thesocial-emotionalneedsofstudentsStudentsareopeningupabouttheirfeelings
thoughtsandexperiencesInadditiontoincreasinglevelsoftrustthishasresultedin
potentialconflictsbetweenstudentsbeinghandledproactivelyegbullyingperceived
slightsandgroupdrama
TargetAudienceAdultStaffToprepareadultstafftosuccessfullyusetheHelloYelloappstaffparticipateinthreetrainingsThefirsttrainingteachesstaffthefunctionandlogisticsof
usingthewebappandoptionalpaperformsItalsopreparestheminhowtoprovidean
introductorylessonforstudentsThesecondtrainingisfocusedonhowandwhento
respondtosubmissionsusingactualstudentsubmissionsfromtheschoolsiteas
examplesArangeofpossibleresponsesarereviewedanddiscussedfromquickgestural
promptstoemergencysituationswhenotherteammembersneedtobeinvolvedThefocus
isonhowclosingthelooprdquowithaninterpersonalresponsecreatespositivetrusting
relationshipsandhowtheadultresponsemotivatesstudentstocontinuecheckinginThethirdtrainingprovidesamodelforstaffonformingadatateamtoanalyzeresponsesand
createactionplansaswellasteachinghowtoelicitspecificdatafromstudentsbyusing
customizedwritingpromptsforstudents
TimeNeededFrequencyImplementingtheCheckInSystemrequiresthreeone-hourtrainingmodulesWeusuallysuggestthatthetrainingsbespreadoutover3monthsto
allowteamstogrowwitheachsuccessivestep
HowDidThisImpactYourProgramThestaffisabletomaximizeteachingopportunitieswhenstudentsletthemknowthesocialandemotionalissuestheyarefacingbefore
problemsdeveloptothepointofforcingadisciplinaryresponseTheyarealsoableto
demonstrateincreasingconfidenceinsupportingstudentsandareexcitedtoseethemselves
growingintheirroleasadultmentorsTheyhaveexpressedthattheyfeelmoreconnectedto
theirstudentsandhavemoreunderstandingandempathytowardthewholechildand
abletoserveaspositiveadultrolemodels
ChallengesEnsuringthatstaffhavetimetofollowthroughandmeeteachstudentssocial-emotionalandacademicneedsisafrequentlyexpressedconcernfortheCheckInsystem
Theappisdesignedtomakeiteasyforstafftocompletetheentirecommunicationloop
withouttakingtimeawayfromperformingregularduties
AdviceforstaffHaveanopenmindaboutrespondingtostudentneedsApersonmayhavetoletgoofstereotypesandbeliefsaboutchildbehaviorassociatedwiththeirown
experienceswithintheirfamiliescommunitiesandschoolstoacceptstudentdifferences
AlsobereadytogetfeedbackfromthestudentsInsomecasesthefeedbackispositiveand
encouragingbutitcanalsoexposeareasofimprovementforyourprogramHavinganopen
mindisessentialfortakingyourprogramtoahigherlevelofexcellence
ResourcesMaterialsYoucanlearnmoreabouttheRioLindoAfterSchoolprogramhereYoucanlearnmoreabouttheHelloYelloapphereYoucanviewalistofvideoshere
Teachinghowtopromptformorespecificinfobull Checkinprompts
bull TenwaystousetheCheck-Insystem
19
EXPANDEDLEARNINGPROGRAMAfter-SchoolAll-Starsisanationalafter-schoolworkforcedevelopmentprograminsupportingTitle1middleschoolyouthWestrivetohelpyouthcontinuetodevelopgrowthmindsetsafterschoolwhetherintheirinterpersonalsocialrelationshipsandorintheircareerexplorationWeaskthemhowtheycansupporteachotherandcontributetothecommunitiestheyareapartofWehelpguidethemtowardsapotentialpathofactiontotakeinbringingthemclosertoreachingtheirgoalsanddreamsContactPersonNamrataGuptaEDASASBayAreanamrataguptaafterschoolallstarsorgActivityPurposeThispracticepromotesself-awarenesssocialawarenessandteambuildingIntermsofcharacterbuildingitteachesmemberstobeindependentproactiveandproblem-solversaswellascollaborativeTheyadoptgrowthmindsetsanditincreasestheirsenseofself-efficacyTargetAudienceMiddleSchoolYouthActivityDescriptionYouthAdvisoryBoard-WehaveaYouthAdvisoryBoard(Yabbies)ateachofourschoolsitesthatiscomprisedofyouthleaderswhoworktogethertoenhancetheexperienceofourafterschoolprogramsEightstudentssitontheboard(four8thtwo7thandtwo6thgraders)TheyhelpoursitecoordinatorplaneventsandadvocatefortheirpeersWerecommendthataselectioncriteriaandapplicationbedevelopedsothatstudentsareclearoftheexpectationsofsittingontheboardAndthatstudentsfromdifferentsub-communitiesinyourprogramarescoutedtoapplyinanefforttoinsurethatallstudentsfeelrepresentedWealsorecommendlookingattheexistingstudentleadershipstructuresattheschool-sitetoensurethatdifferentstudentsarechosentolead-notonboththeStudentCouncilandYouthAdvisoryBoardTimeNeededFrequencyTheYouthAdvisoryBoardmeetsweeklyonWednesdaysfor45minutesSitecoordinatorshelptrainandsupportourYouthAdvisoryBoardmembersHowHasThisImpactedYourProgramOurYabbieshavehelpedbuildcultureandawarenessofourprogrambyinvitingstudentinputintoourprogrammingmodelandprovidingleadershipopportunitiestokeepourprogramrelevanttotheneedsanddesiresofourstudentcommunityResourcesMaterialsFromTemescalAssociatesndash
bull CreatingandSustainingaThrivingYouthAdvisoryCouncilbull YOUTHPOWERStartingaYouthAdvisoryCouncilbull AdvocatesforYouthTipsforCreatingEffectiveYouthAdvisoryCouncilsbull SanDiegoDistrictAttorneyndashCommunityProgramsAYouthAdvisoryBoard
Handbook
20
EXPANDEDLEARNINGPROGRAMWINGSForKidsoperatesdirectserviceprogramsinelementaryschoolsandserves1100amazingkidseverydaythroughourafterschoolprogramWeseektoempowerotherswith
socialemotionallearningbestpracticesthroughprofessionaldevelopmentworkshopsand
partnershipopportunitiesOurevidence-basedapproachfostersthemindsetskillsand
confidencechildrenneedtobehavewellmakegooddecisionsandbuildhealthy
relationships
ContactEmailhellowingsforkidsorgActivityPurposeIntegrationofSELthroughoutprogram
TargetAudienceK-5
ActivityDescriptionOurstafffirstexplicitlyteachthenmodeland
reinforceasocial-emotionalskilleachweekThisintentionalnamingofthe
socialemotionalskilloftheweekiskey
Nextkidslearnthenpracticeand
discussthenewskillsthroughprogram
activitiesAsanexampleletrsquosuseoneof
ourobjectivesintheself-management
competencymdashhelpingkidsfocustheir
attentioninwardinordertolimit
outwarddistraction
ThedaybeginswithCommunityUnitythecomingtogetherofallstaffandkidsingradesK-5forannouncementsandasocial-emotionalskill-buildinglessonThispartofthedayoffersan
opportunitytotalkinafocusedandactivewayabouttheweekrsquosobjectiveandengageina
brieffunactivitythatrelatestoitForexampleWINGSLeadersmayleadanexerciseon
activebreathingandtheprogramdirectorstartsafocusedlarge-groupdiscussionandasks
staffandkidstoshareexamplesofwhentheyhavegottendistracted
ChoiceTimeisanenrichmentactivitythatstudentsselecteachsemesterandwheresocial-emotionallessonsarewoveninDuringakickballgameforexampleaWINGSLeadermight
talkabouthowtoconcentrateonignoringtheshoutsfromthesidelinestobetterfocuson
thegameThisalsogiveskidsthechancetocontinuepracticingotherskillstheyrsquove
previouslylearnedsuchassharingsupportivecommentsafterabadkickandkeepinga
positiveattitudeeveniftheirteamislosingInthiswayChoiceTimeencourageskidsto
applybothnewandrecentlydevelopedsocialemotionalskills
TimeNeededFrequency3hoursperdayMonday-Fridaythroughouttheentireschoolyear
HowHasThisImpactedYourProgramWINGShasinstitutedathoroughevaluationoftheirprogramClickhereforaninterimreportoftheirRCTevaluation
ResourcesMaterialsForresourcesandfreematerialsclickhereHereisthelinkforourldquoADayintheLiferdquovideo
21
EXPANDEDLEARNINGPROGRAMThePOWERprogramatPioneerschoolisaprogramdesignedtoencouragetheindividualgrowthofeverychildthroughavarietyofdiverselearningstylesOurgoalisthe
developmentoftheWHOLEchildonewhohaslearnedtheskillsnecessarytosucceedina
varietyofacademicandphysicalactivitiesandonewhoappreciatesthevaluethateducation
andwellnessbringstotheirqualityoflife
ContactPersonErikaChavezEChavezduesdorg
Activity1PurposeSelf-awarenessself-regulationandsocialawareness
Activity1TargetAudience2nd-8thgrade
Activity1DescriptionIhavebeenpracticingmindfulnesswithmystudentsfor3yearsnowMindfulnessisamentalstateachievedbyfocusingonersquosownawarenessonthepresent
momentwhilecalmlyacknowledgingandacceptingonersquosfeelingsthoughtsandbodily
sensations
Ineededavisualwayformystudentstounderstandwhat
mindfulnesswasandthepurposeithadItallbeganwithan
activityfromMindfulnessinAfterschoolA16-SessionCurriculumthatinvolvedaprettyFijiwaterbottlefullwithwaterandglitterIshowedthemthestillwaterbottlewiththe
glitterrestingatthebottomofitIaskedthemiftheywereable
toseethroughthewaterbottleandofcoursetheirresponse
wasldquoyesrdquosincethewaterwasclearandcalm
AfterIshooktheentirewaterbottleIthenaskedthemagain
ldquocanyouseethroughthewaterbottlenowrdquoTheyall
respondedldquonordquowithsuchwonderintheireyesIthen
explainedtothemhowthatwaterbottlewasourbrainandthe
glitterrepresentedourthoughtsWhenIintroduced
mindfulnesstothemIexplainedhowitwasapowerfultoolto
helpuscalmthatglitterdowninourbrainssothatwecouldbe
abletoclearourwatersinordertomakewisedecisionsTheythenunderstoodhowitall
workedandtheywereallmotivatedtocalmtheirglitter[SeeJustBreathevideo]
Activity1TimeNeededFrequencyIwouldrecommendatleastaminimumof25-30minutesIliketoengagethestudentswhile
introducingthisnewconcepttothemandalsoansweranyquestionstheymighthave
Activity1HowDidThisImpactYourProgramBestpartisseeingthemtelloneanotherldquocalmyourglitteryouneedtorelaxandmake
betterchoicesrdquoIrsquoveseenthemgrabthewaterbottleandtakeittothatstudentsotheycanbe
remindedofwhatrsquosgoingonItrsquosseriouslyamazing
Activity1ResourcesMaterialsNewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
22
Activity2PurposeThepurposeofthismindfulnessactivityistocenterthekidsbacktoastateofawarenessitallowsthemtounwindandrelaxdownThisthenresultsinabetter
focuswhenreturningbacktoourlearningactivitiesandanimprovedbehavior
Activity2TargetAudience2nd-8thgrade
Activity2DescriptionIhavethemalllaydownonthefloor
withtheireyesclosedandfocus
ontheirbreathingAtfirstthere
wasoneortwostudentswho
couldnrsquotstaycalmbutwhatrsquos
newrightHoweverthosefew
studentswhocouldnrsquotseemto
settledownbegantoslowlysink
intotheactivity
Activity2TimeNeededFrequency15minutes
Activity2HowDidThisImpactYourProgramMindfulnesshasallowedusasagrouptocometogetherandformabondofunderstandingkindnessandsupportNowtheyevencometomeaskingifwecan
pleasemeditateEspeciallywhentheyrsquorehyperthatrsquoswhenIrealizetheyaskforitthemost
IrsquoveseensomestudentsmatureothersstrivingtobebetterandIrsquoveheardothersopenup
withveryintimatethingsthatwereweighingthemdown
Activity2ResourcesMaterialsChildrenguidedmeditationsandalsoMindfulGamesactivitycards(canbefoundonAmazon)
NewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
GreaterGoodScienceCenter
IwouldrecommendawaterbottlewithglitterandalsoaldquoMindfulnessBellrdquowhichhelps
incorporateabetterawarenesstotheirbreathing
23
EXPANDEDLEARNINGPROGRAMOaklandLeafprovidesintentionalprogrammingtosupportyouthrsquosphysicalsocialandemotionalwell-beingacademicsuccessandabilitytobeactiveandeffectiveleadersintheir
community
ContactPersonJohannaMasisProgramDirectorOaklandLeafFoundation
ActivityPurposeCyphersareusedasaspacetodointentionalcommunitybuildingintheformofhavingadiscussiononanytopicTheCypherismeanttoserveasanemotionally
safeplaceforeachparticipanttosaytheirpiecewithoutinterruptionorjudgment
TargetAudienceK-12grades
ActivityDescriptionParticipantsaregatheredina
circlefortheCypherTobreak
theicetheycanshareavalue
theywishbringtothefirstfew
CyphersPeopledonothaveto
speakbutareexpectedtohold
thetalkingpiecefor5-10
secondsbeforepassingthe
talkingpieceIfyouthare
reluctanttosharebecauseofthesocialdynamicsthenpassingshouldbeadjustedtomean
thatwewillcomebacktothemasopposedtonothearingfromthematallIfthereare
peopleabsentonthedayofaCypherthenaplaceisstillheldfortheminthecircle
MakesurethatifchairsareusedtheneveryonemusthaveachairIfyouaresittingonthe
floortheneveryonesitsonthefloorEveryoneshouldbeabletoseeeachotherSittinginthe
circlediminisheshierarchyandoverallpowerdynamicsIncludeacenterpiecewhereyouth
mayfocustheirattentionatalkingpiecethatcanbebroughtbythefacilitatorormadeby
thegroupandsomethingfromnature(aplantglassbowlofwater)toremindusthatwe
areconnectedtotheearthIhaveseenyouthbringatoyorapictureoftheirfamiliestothe
circleasanofferingtothegroupduringtheCypher
TimeNeededFrequencyCyphersareencouragedtohappenatleastonceaweekandmanyofourprogramscalendartheminsothatyouthknowwhentheywilloccur
HowDidThisImpactYourProgramThebenefitsofthispracticeincludeincreasedfamiliaritywithpeoplesstoriesempathybuildingideasharingharmrepairhealingforthe
individualwhoishurtingandcompassionbuildingWehaveseenthecultureofprograms
completelyshifttobemoreinclusivecommunicativeandforgivingasaresultof
implementingthesepracticesYoutheventuallycometonametheneedandwillrequesta
CypherorleadCyphersontheirownOurafterschoolstaffhavebeenaskedtoleadCyphers
duringtheregularschooldaybecausetheyhaveseenhowithasimpactedouryouthinsuch
positiveways
ResourcesMaterialsCommunitiesUnitedforRestorativeYouthJustice
SEEDSCultivatingcommunitytransformingconflict
RestorativeJusticeforOaklandYouth
LearninginAfterschoolampSummer(LIAS)Blog
RestorativeJusticeatOaklandrsquosFremontHighSchool(video)
24
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECoachingCorpsisanintermediaryorganizationthatbelievesthateveryyoungpersonlivinginunderservedcommunitiesdeservesatrainedcaringcoachWearebuildingamovement
ofcoachesacrossthecountrybypartneringwithafterschoolprogramsandrecruiting
volunteersAllourcoachesreceiveevidence-basedtraininginyouthdevelopmentcoaching
skillsandsocialemotionallearningaswellasongoingsupportthroughmentoring
ContactPersonSuzanneSillettDirectorofEducationandQualitysuzannescoachingcorpsorg
ActivityPurposeOurCoachingforCharactertrainingandsupportprogramspecificallyfocusesonfourcharacterattributes-persistenceoptimismself-regulationandempathy
TargetAudienceAdultStaff
ActivityDescriptionCoachingforCharacterbeginswithacoachparticipating
inour25hourtrainingInthistraining
coachesfirstlearnthefourPOSE
(persistenceoptimismself-regulationand
empathy)characterattributesandhowto
identifytheattributesintheirathletesNext
coachesareintroducedtothecharacter
buildingframeworkandparticipateina
coachingdemonstrationtofullyexperience
itinactionFinallycoachesapplythe
frameworkbyplanningtheirownpractice
sotheycanimmediatelygobacktotheir
teamandimplementthisnewknowledge
Weprovideoursupportvirtuallyinorderforcoachestobeabletoaccessitatanytimethat
isconvenientforthemWehaveanetworkofcoacheswhohaveattendedthetrainingwho
thenjoinourCoachingforCharacterFacebookgroupInthegroupcoachesgetsupportfrom
ourCoachDevelopmentStaffandalsocanconnectwithfellowcoachesWearecurrentlyin
theprocessofbuildingourownCoachPortalwherecoacheswillaccessmentoringsupport
discussiongroupsandresources
TimeNeededFrequency25hourtraining
HowDidThisImpactYourProgramldquoEvenafterjustonepracticetherehavebeenanumberofparentsofferinghighlycomplimentaryfeedbackfortheuseofskillsthatwe
receivedintheCoachingforCharactertrainingItwasalsoquiteenjoyabletoseetheplayers
respondingtotheuseoftheseskillsinsuchapositivefashionIamthankfultohavehadthe
opportunitytoexperiencetheCoachingforCharactertrainingandhavebeenutilizingitfor
morethanjustbasketballorsportsandincludedthoseskillsinourhomefamilylifeandin
otheraspectsofmylifeaswellrdquo-CoachampParentZactrainingparticipantChicoArea
RecreationDepartment
25
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECalSAChelpsbuildanout-of-schooltimeworkforce(suchasbeforeschoolafterschoolandsummerlearning)thatisfilledwithstrongmentorsandhighlyskilledpractitionerswhoreflectthecommunitiestheyserveThroughcollaborationandinnovationournetworkcreatesrippleeffectsofopportunityequityandtransformationthroughoutCaliforniabothforprofessionalsandtheyoungpeopletheyserveContactPersonSelenaLevyProgramManagerslevycalsacorgActivityPurposeThispracticecontributestostaffandyouthsinterpersonalskillsItcreatesanopportunityforeveryonetolearnmoreaboutoneanotherandcreatecommunityTargetAudienceThispracticecanbeappliedtobothyouthandadultsActivityDescriptionRegularCheckInsisanintentionalspacecreatedforstaffandyouthtosharehowtheyareshowingupinthatspaceParticipantstypicallysitorstandinacircleduringthecheckinWetypicallyaskforavolunteertostartandthenchooseadirectionforustogointhatorder(rightorleft)TheinformationsharedallowseveryoneintheroomtounderstandwhatmaybegoingonforthemandhonorthateachindividualmaybecomingintothespacewithvaryinglifeexperiencesThisallowseveryonetoseeeachothermorewhollyandcreatesafetyforpeopletobeauthenticinthespaceWerecommendcreatinganopportunityforeveryonetoleadthecheck-in(FromTemescalAssociatesItisrecommendedthateachspeakerholdsatalkingpiecesuchasafeatheroritemchosenbythegroupThetalkingpieceisheldbythepersonspeakingandthenpassedaroundthecircleThosenotholdingthetalkingpieceareengagedinactivelistening)TimeNeededFrequencyThepracticeofregularcheck-inscanbebeforethestartofprogramorameetingandlast10-15minutesHowDidThisImpactYourProgramWersquoveseenyouthprovidersbetterabletorespondtoyouthrsquosneedsorbehaviorsbasedonunderstandinghowtheyareshowingupinprogramsSimilarlywersquoveseensupervisorsbetterabletosupporttheirstaffwhentheyaremorefullyawareofwhatastaffpersonisbringingintotheprogramItalsohelpscreateasafeandsupportiveenvironmentwhenspaceiscreatedforfolkstoshareaboutwhatishappeningintheirlifeandhowitrsquosimpactinghowtheyareshowingupintheirworkandorprogramResourcesMaterialsLearninginAfterschoolampSummer(LIAS)Blog-ThePowerofSharingCirclesLearninginAfterschoolampSummer(LIAS)Blog-SharingCirclesCyphersTeachingRestorativePracticeswithClassroomCircles-ThisisacomprehensivecurriculumguidethatoffersanoverviewpromptslessonplansandotherresourcesWhatisMorningMeetingMorningMeetingBookSamplePromptingQuestionsTopicsforCirclesTribesLearningCommunity-Thiswebsiteoffersanumberofusefulbooksandotherresources
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
19
EXPANDEDLEARNINGPROGRAMAfter-SchoolAll-Starsisanationalafter-schoolworkforcedevelopmentprograminsupportingTitle1middleschoolyouthWestrivetohelpyouthcontinuetodevelopgrowthmindsetsafterschoolwhetherintheirinterpersonalsocialrelationshipsandorintheircareerexplorationWeaskthemhowtheycansupporteachotherandcontributetothecommunitiestheyareapartofWehelpguidethemtowardsapotentialpathofactiontotakeinbringingthemclosertoreachingtheirgoalsanddreamsContactPersonNamrataGuptaEDASASBayAreanamrataguptaafterschoolallstarsorgActivityPurposeThispracticepromotesself-awarenesssocialawarenessandteambuildingIntermsofcharacterbuildingitteachesmemberstobeindependentproactiveandproblem-solversaswellascollaborativeTheyadoptgrowthmindsetsanditincreasestheirsenseofself-efficacyTargetAudienceMiddleSchoolYouthActivityDescriptionYouthAdvisoryBoard-WehaveaYouthAdvisoryBoard(Yabbies)ateachofourschoolsitesthatiscomprisedofyouthleaderswhoworktogethertoenhancetheexperienceofourafterschoolprogramsEightstudentssitontheboard(four8thtwo7thandtwo6thgraders)TheyhelpoursitecoordinatorplaneventsandadvocatefortheirpeersWerecommendthataselectioncriteriaandapplicationbedevelopedsothatstudentsareclearoftheexpectationsofsittingontheboardAndthatstudentsfromdifferentsub-communitiesinyourprogramarescoutedtoapplyinanefforttoinsurethatallstudentsfeelrepresentedWealsorecommendlookingattheexistingstudentleadershipstructuresattheschool-sitetoensurethatdifferentstudentsarechosentolead-notonboththeStudentCouncilandYouthAdvisoryBoardTimeNeededFrequencyTheYouthAdvisoryBoardmeetsweeklyonWednesdaysfor45minutesSitecoordinatorshelptrainandsupportourYouthAdvisoryBoardmembersHowHasThisImpactedYourProgramOurYabbieshavehelpedbuildcultureandawarenessofourprogrambyinvitingstudentinputintoourprogrammingmodelandprovidingleadershipopportunitiestokeepourprogramrelevanttotheneedsanddesiresofourstudentcommunityResourcesMaterialsFromTemescalAssociatesndash
bull CreatingandSustainingaThrivingYouthAdvisoryCouncilbull YOUTHPOWERStartingaYouthAdvisoryCouncilbull AdvocatesforYouthTipsforCreatingEffectiveYouthAdvisoryCouncilsbull SanDiegoDistrictAttorneyndashCommunityProgramsAYouthAdvisoryBoard
Handbook
20
EXPANDEDLEARNINGPROGRAMWINGSForKidsoperatesdirectserviceprogramsinelementaryschoolsandserves1100amazingkidseverydaythroughourafterschoolprogramWeseektoempowerotherswith
socialemotionallearningbestpracticesthroughprofessionaldevelopmentworkshopsand
partnershipopportunitiesOurevidence-basedapproachfostersthemindsetskillsand
confidencechildrenneedtobehavewellmakegooddecisionsandbuildhealthy
relationships
ContactEmailhellowingsforkidsorgActivityPurposeIntegrationofSELthroughoutprogram
TargetAudienceK-5
ActivityDescriptionOurstafffirstexplicitlyteachthenmodeland
reinforceasocial-emotionalskilleachweekThisintentionalnamingofthe
socialemotionalskilloftheweekiskey
Nextkidslearnthenpracticeand
discussthenewskillsthroughprogram
activitiesAsanexampleletrsquosuseoneof
ourobjectivesintheself-management
competencymdashhelpingkidsfocustheir
attentioninwardinordertolimit
outwarddistraction
ThedaybeginswithCommunityUnitythecomingtogetherofallstaffandkidsingradesK-5forannouncementsandasocial-emotionalskill-buildinglessonThispartofthedayoffersan
opportunitytotalkinafocusedandactivewayabouttheweekrsquosobjectiveandengageina
brieffunactivitythatrelatestoitForexampleWINGSLeadersmayleadanexerciseon
activebreathingandtheprogramdirectorstartsafocusedlarge-groupdiscussionandasks
staffandkidstoshareexamplesofwhentheyhavegottendistracted
ChoiceTimeisanenrichmentactivitythatstudentsselecteachsemesterandwheresocial-emotionallessonsarewoveninDuringakickballgameforexampleaWINGSLeadermight
talkabouthowtoconcentrateonignoringtheshoutsfromthesidelinestobetterfocuson
thegameThisalsogiveskidsthechancetocontinuepracticingotherskillstheyrsquove
previouslylearnedsuchassharingsupportivecommentsafterabadkickandkeepinga
positiveattitudeeveniftheirteamislosingInthiswayChoiceTimeencourageskidsto
applybothnewandrecentlydevelopedsocialemotionalskills
TimeNeededFrequency3hoursperdayMonday-Fridaythroughouttheentireschoolyear
HowHasThisImpactedYourProgramWINGShasinstitutedathoroughevaluationoftheirprogramClickhereforaninterimreportoftheirRCTevaluation
ResourcesMaterialsForresourcesandfreematerialsclickhereHereisthelinkforourldquoADayintheLiferdquovideo
21
EXPANDEDLEARNINGPROGRAMThePOWERprogramatPioneerschoolisaprogramdesignedtoencouragetheindividualgrowthofeverychildthroughavarietyofdiverselearningstylesOurgoalisthe
developmentoftheWHOLEchildonewhohaslearnedtheskillsnecessarytosucceedina
varietyofacademicandphysicalactivitiesandonewhoappreciatesthevaluethateducation
andwellnessbringstotheirqualityoflife
ContactPersonErikaChavezEChavezduesdorg
Activity1PurposeSelf-awarenessself-regulationandsocialawareness
Activity1TargetAudience2nd-8thgrade
Activity1DescriptionIhavebeenpracticingmindfulnesswithmystudentsfor3yearsnowMindfulnessisamentalstateachievedbyfocusingonersquosownawarenessonthepresent
momentwhilecalmlyacknowledgingandacceptingonersquosfeelingsthoughtsandbodily
sensations
Ineededavisualwayformystudentstounderstandwhat
mindfulnesswasandthepurposeithadItallbeganwithan
activityfromMindfulnessinAfterschoolA16-SessionCurriculumthatinvolvedaprettyFijiwaterbottlefullwithwaterandglitterIshowedthemthestillwaterbottlewiththe
glitterrestingatthebottomofitIaskedthemiftheywereable
toseethroughthewaterbottleandofcoursetheirresponse
wasldquoyesrdquosincethewaterwasclearandcalm
AfterIshooktheentirewaterbottleIthenaskedthemagain
ldquocanyouseethroughthewaterbottlenowrdquoTheyall
respondedldquonordquowithsuchwonderintheireyesIthen
explainedtothemhowthatwaterbottlewasourbrainandthe
glitterrepresentedourthoughtsWhenIintroduced
mindfulnesstothemIexplainedhowitwasapowerfultoolto
helpuscalmthatglitterdowninourbrainssothatwecouldbe
abletoclearourwatersinordertomakewisedecisionsTheythenunderstoodhowitall
workedandtheywereallmotivatedtocalmtheirglitter[SeeJustBreathevideo]
Activity1TimeNeededFrequencyIwouldrecommendatleastaminimumof25-30minutesIliketoengagethestudentswhile
introducingthisnewconcepttothemandalsoansweranyquestionstheymighthave
Activity1HowDidThisImpactYourProgramBestpartisseeingthemtelloneanotherldquocalmyourglitteryouneedtorelaxandmake
betterchoicesrdquoIrsquoveseenthemgrabthewaterbottleandtakeittothatstudentsotheycanbe
remindedofwhatrsquosgoingonItrsquosseriouslyamazing
Activity1ResourcesMaterialsNewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
22
Activity2PurposeThepurposeofthismindfulnessactivityistocenterthekidsbacktoastateofawarenessitallowsthemtounwindandrelaxdownThisthenresultsinabetter
focuswhenreturningbacktoourlearningactivitiesandanimprovedbehavior
Activity2TargetAudience2nd-8thgrade
Activity2DescriptionIhavethemalllaydownonthefloor
withtheireyesclosedandfocus
ontheirbreathingAtfirstthere
wasoneortwostudentswho
couldnrsquotstaycalmbutwhatrsquos
newrightHoweverthosefew
studentswhocouldnrsquotseemto
settledownbegantoslowlysink
intotheactivity
Activity2TimeNeededFrequency15minutes
Activity2HowDidThisImpactYourProgramMindfulnesshasallowedusasagrouptocometogetherandformabondofunderstandingkindnessandsupportNowtheyevencometomeaskingifwecan
pleasemeditateEspeciallywhentheyrsquorehyperthatrsquoswhenIrealizetheyaskforitthemost
IrsquoveseensomestudentsmatureothersstrivingtobebetterandIrsquoveheardothersopenup
withveryintimatethingsthatwereweighingthemdown
Activity2ResourcesMaterialsChildrenguidedmeditationsandalsoMindfulGamesactivitycards(canbefoundonAmazon)
NewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
GreaterGoodScienceCenter
IwouldrecommendawaterbottlewithglitterandalsoaldquoMindfulnessBellrdquowhichhelps
incorporateabetterawarenesstotheirbreathing
23
EXPANDEDLEARNINGPROGRAMOaklandLeafprovidesintentionalprogrammingtosupportyouthrsquosphysicalsocialandemotionalwell-beingacademicsuccessandabilitytobeactiveandeffectiveleadersintheir
community
ContactPersonJohannaMasisProgramDirectorOaklandLeafFoundation
ActivityPurposeCyphersareusedasaspacetodointentionalcommunitybuildingintheformofhavingadiscussiononanytopicTheCypherismeanttoserveasanemotionally
safeplaceforeachparticipanttosaytheirpiecewithoutinterruptionorjudgment
TargetAudienceK-12grades
ActivityDescriptionParticipantsaregatheredina
circlefortheCypherTobreak
theicetheycanshareavalue
theywishbringtothefirstfew
CyphersPeopledonothaveto
speakbutareexpectedtohold
thetalkingpiecefor5-10
secondsbeforepassingthe
talkingpieceIfyouthare
reluctanttosharebecauseofthesocialdynamicsthenpassingshouldbeadjustedtomean
thatwewillcomebacktothemasopposedtonothearingfromthematallIfthereare
peopleabsentonthedayofaCypherthenaplaceisstillheldfortheminthecircle
MakesurethatifchairsareusedtheneveryonemusthaveachairIfyouaresittingonthe
floortheneveryonesitsonthefloorEveryoneshouldbeabletoseeeachotherSittinginthe
circlediminisheshierarchyandoverallpowerdynamicsIncludeacenterpiecewhereyouth
mayfocustheirattentionatalkingpiecethatcanbebroughtbythefacilitatorormadeby
thegroupandsomethingfromnature(aplantglassbowlofwater)toremindusthatwe
areconnectedtotheearthIhaveseenyouthbringatoyorapictureoftheirfamiliestothe
circleasanofferingtothegroupduringtheCypher
TimeNeededFrequencyCyphersareencouragedtohappenatleastonceaweekandmanyofourprogramscalendartheminsothatyouthknowwhentheywilloccur
HowDidThisImpactYourProgramThebenefitsofthispracticeincludeincreasedfamiliaritywithpeoplesstoriesempathybuildingideasharingharmrepairhealingforthe
individualwhoishurtingandcompassionbuildingWehaveseenthecultureofprograms
completelyshifttobemoreinclusivecommunicativeandforgivingasaresultof
implementingthesepracticesYoutheventuallycometonametheneedandwillrequesta
CypherorleadCyphersontheirownOurafterschoolstaffhavebeenaskedtoleadCyphers
duringtheregularschooldaybecausetheyhaveseenhowithasimpactedouryouthinsuch
positiveways
ResourcesMaterialsCommunitiesUnitedforRestorativeYouthJustice
SEEDSCultivatingcommunitytransformingconflict
RestorativeJusticeforOaklandYouth
LearninginAfterschoolampSummer(LIAS)Blog
RestorativeJusticeatOaklandrsquosFremontHighSchool(video)
24
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECoachingCorpsisanintermediaryorganizationthatbelievesthateveryyoungpersonlivinginunderservedcommunitiesdeservesatrainedcaringcoachWearebuildingamovement
ofcoachesacrossthecountrybypartneringwithafterschoolprogramsandrecruiting
volunteersAllourcoachesreceiveevidence-basedtraininginyouthdevelopmentcoaching
skillsandsocialemotionallearningaswellasongoingsupportthroughmentoring
ContactPersonSuzanneSillettDirectorofEducationandQualitysuzannescoachingcorpsorg
ActivityPurposeOurCoachingforCharactertrainingandsupportprogramspecificallyfocusesonfourcharacterattributes-persistenceoptimismself-regulationandempathy
TargetAudienceAdultStaff
ActivityDescriptionCoachingforCharacterbeginswithacoachparticipating
inour25hourtrainingInthistraining
coachesfirstlearnthefourPOSE
(persistenceoptimismself-regulationand
empathy)characterattributesandhowto
identifytheattributesintheirathletesNext
coachesareintroducedtothecharacter
buildingframeworkandparticipateina
coachingdemonstrationtofullyexperience
itinactionFinallycoachesapplythe
frameworkbyplanningtheirownpractice
sotheycanimmediatelygobacktotheir
teamandimplementthisnewknowledge
Weprovideoursupportvirtuallyinorderforcoachestobeabletoaccessitatanytimethat
isconvenientforthemWehaveanetworkofcoacheswhohaveattendedthetrainingwho
thenjoinourCoachingforCharacterFacebookgroupInthegroupcoachesgetsupportfrom
ourCoachDevelopmentStaffandalsocanconnectwithfellowcoachesWearecurrentlyin
theprocessofbuildingourownCoachPortalwherecoacheswillaccessmentoringsupport
discussiongroupsandresources
TimeNeededFrequency25hourtraining
HowDidThisImpactYourProgramldquoEvenafterjustonepracticetherehavebeenanumberofparentsofferinghighlycomplimentaryfeedbackfortheuseofskillsthatwe
receivedintheCoachingforCharactertrainingItwasalsoquiteenjoyabletoseetheplayers
respondingtotheuseoftheseskillsinsuchapositivefashionIamthankfultohavehadthe
opportunitytoexperiencetheCoachingforCharactertrainingandhavebeenutilizingitfor
morethanjustbasketballorsportsandincludedthoseskillsinourhomefamilylifeandin
otheraspectsofmylifeaswellrdquo-CoachampParentZactrainingparticipantChicoArea
RecreationDepartment
25
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECalSAChelpsbuildanout-of-schooltimeworkforce(suchasbeforeschoolafterschoolandsummerlearning)thatisfilledwithstrongmentorsandhighlyskilledpractitionerswhoreflectthecommunitiestheyserveThroughcollaborationandinnovationournetworkcreatesrippleeffectsofopportunityequityandtransformationthroughoutCaliforniabothforprofessionalsandtheyoungpeopletheyserveContactPersonSelenaLevyProgramManagerslevycalsacorgActivityPurposeThispracticecontributestostaffandyouthsinterpersonalskillsItcreatesanopportunityforeveryonetolearnmoreaboutoneanotherandcreatecommunityTargetAudienceThispracticecanbeappliedtobothyouthandadultsActivityDescriptionRegularCheckInsisanintentionalspacecreatedforstaffandyouthtosharehowtheyareshowingupinthatspaceParticipantstypicallysitorstandinacircleduringthecheckinWetypicallyaskforavolunteertostartandthenchooseadirectionforustogointhatorder(rightorleft)TheinformationsharedallowseveryoneintheroomtounderstandwhatmaybegoingonforthemandhonorthateachindividualmaybecomingintothespacewithvaryinglifeexperiencesThisallowseveryonetoseeeachothermorewhollyandcreatesafetyforpeopletobeauthenticinthespaceWerecommendcreatinganopportunityforeveryonetoleadthecheck-in(FromTemescalAssociatesItisrecommendedthateachspeakerholdsatalkingpiecesuchasafeatheroritemchosenbythegroupThetalkingpieceisheldbythepersonspeakingandthenpassedaroundthecircleThosenotholdingthetalkingpieceareengagedinactivelistening)TimeNeededFrequencyThepracticeofregularcheck-inscanbebeforethestartofprogramorameetingandlast10-15minutesHowDidThisImpactYourProgramWersquoveseenyouthprovidersbetterabletorespondtoyouthrsquosneedsorbehaviorsbasedonunderstandinghowtheyareshowingupinprogramsSimilarlywersquoveseensupervisorsbetterabletosupporttheirstaffwhentheyaremorefullyawareofwhatastaffpersonisbringingintotheprogramItalsohelpscreateasafeandsupportiveenvironmentwhenspaceiscreatedforfolkstoshareaboutwhatishappeningintheirlifeandhowitrsquosimpactinghowtheyareshowingupintheirworkandorprogramResourcesMaterialsLearninginAfterschoolampSummer(LIAS)Blog-ThePowerofSharingCirclesLearninginAfterschoolampSummer(LIAS)Blog-SharingCirclesCyphersTeachingRestorativePracticeswithClassroomCircles-ThisisacomprehensivecurriculumguidethatoffersanoverviewpromptslessonplansandotherresourcesWhatisMorningMeetingMorningMeetingBookSamplePromptingQuestionsTopicsforCirclesTribesLearningCommunity-Thiswebsiteoffersanumberofusefulbooksandotherresources
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
20
EXPANDEDLEARNINGPROGRAMWINGSForKidsoperatesdirectserviceprogramsinelementaryschoolsandserves1100amazingkidseverydaythroughourafterschoolprogramWeseektoempowerotherswith
socialemotionallearningbestpracticesthroughprofessionaldevelopmentworkshopsand
partnershipopportunitiesOurevidence-basedapproachfostersthemindsetskillsand
confidencechildrenneedtobehavewellmakegooddecisionsandbuildhealthy
relationships
ContactEmailhellowingsforkidsorgActivityPurposeIntegrationofSELthroughoutprogram
TargetAudienceK-5
ActivityDescriptionOurstafffirstexplicitlyteachthenmodeland
reinforceasocial-emotionalskilleachweekThisintentionalnamingofthe
socialemotionalskilloftheweekiskey
Nextkidslearnthenpracticeand
discussthenewskillsthroughprogram
activitiesAsanexampleletrsquosuseoneof
ourobjectivesintheself-management
competencymdashhelpingkidsfocustheir
attentioninwardinordertolimit
outwarddistraction
ThedaybeginswithCommunityUnitythecomingtogetherofallstaffandkidsingradesK-5forannouncementsandasocial-emotionalskill-buildinglessonThispartofthedayoffersan
opportunitytotalkinafocusedandactivewayabouttheweekrsquosobjectiveandengageina
brieffunactivitythatrelatestoitForexampleWINGSLeadersmayleadanexerciseon
activebreathingandtheprogramdirectorstartsafocusedlarge-groupdiscussionandasks
staffandkidstoshareexamplesofwhentheyhavegottendistracted
ChoiceTimeisanenrichmentactivitythatstudentsselecteachsemesterandwheresocial-emotionallessonsarewoveninDuringakickballgameforexampleaWINGSLeadermight
talkabouthowtoconcentrateonignoringtheshoutsfromthesidelinestobetterfocuson
thegameThisalsogiveskidsthechancetocontinuepracticingotherskillstheyrsquove
previouslylearnedsuchassharingsupportivecommentsafterabadkickandkeepinga
positiveattitudeeveniftheirteamislosingInthiswayChoiceTimeencourageskidsto
applybothnewandrecentlydevelopedsocialemotionalskills
TimeNeededFrequency3hoursperdayMonday-Fridaythroughouttheentireschoolyear
HowHasThisImpactedYourProgramWINGShasinstitutedathoroughevaluationoftheirprogramClickhereforaninterimreportoftheirRCTevaluation
ResourcesMaterialsForresourcesandfreematerialsclickhereHereisthelinkforourldquoADayintheLiferdquovideo
21
EXPANDEDLEARNINGPROGRAMThePOWERprogramatPioneerschoolisaprogramdesignedtoencouragetheindividualgrowthofeverychildthroughavarietyofdiverselearningstylesOurgoalisthe
developmentoftheWHOLEchildonewhohaslearnedtheskillsnecessarytosucceedina
varietyofacademicandphysicalactivitiesandonewhoappreciatesthevaluethateducation
andwellnessbringstotheirqualityoflife
ContactPersonErikaChavezEChavezduesdorg
Activity1PurposeSelf-awarenessself-regulationandsocialawareness
Activity1TargetAudience2nd-8thgrade
Activity1DescriptionIhavebeenpracticingmindfulnesswithmystudentsfor3yearsnowMindfulnessisamentalstateachievedbyfocusingonersquosownawarenessonthepresent
momentwhilecalmlyacknowledgingandacceptingonersquosfeelingsthoughtsandbodily
sensations
Ineededavisualwayformystudentstounderstandwhat
mindfulnesswasandthepurposeithadItallbeganwithan
activityfromMindfulnessinAfterschoolA16-SessionCurriculumthatinvolvedaprettyFijiwaterbottlefullwithwaterandglitterIshowedthemthestillwaterbottlewiththe
glitterrestingatthebottomofitIaskedthemiftheywereable
toseethroughthewaterbottleandofcoursetheirresponse
wasldquoyesrdquosincethewaterwasclearandcalm
AfterIshooktheentirewaterbottleIthenaskedthemagain
ldquocanyouseethroughthewaterbottlenowrdquoTheyall
respondedldquonordquowithsuchwonderintheireyesIthen
explainedtothemhowthatwaterbottlewasourbrainandthe
glitterrepresentedourthoughtsWhenIintroduced
mindfulnesstothemIexplainedhowitwasapowerfultoolto
helpuscalmthatglitterdowninourbrainssothatwecouldbe
abletoclearourwatersinordertomakewisedecisionsTheythenunderstoodhowitall
workedandtheywereallmotivatedtocalmtheirglitter[SeeJustBreathevideo]
Activity1TimeNeededFrequencyIwouldrecommendatleastaminimumof25-30minutesIliketoengagethestudentswhile
introducingthisnewconcepttothemandalsoansweranyquestionstheymighthave
Activity1HowDidThisImpactYourProgramBestpartisseeingthemtelloneanotherldquocalmyourglitteryouneedtorelaxandmake
betterchoicesrdquoIrsquoveseenthemgrabthewaterbottleandtakeittothatstudentsotheycanbe
remindedofwhatrsquosgoingonItrsquosseriouslyamazing
Activity1ResourcesMaterialsNewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
22
Activity2PurposeThepurposeofthismindfulnessactivityistocenterthekidsbacktoastateofawarenessitallowsthemtounwindandrelaxdownThisthenresultsinabetter
focuswhenreturningbacktoourlearningactivitiesandanimprovedbehavior
Activity2TargetAudience2nd-8thgrade
Activity2DescriptionIhavethemalllaydownonthefloor
withtheireyesclosedandfocus
ontheirbreathingAtfirstthere
wasoneortwostudentswho
couldnrsquotstaycalmbutwhatrsquos
newrightHoweverthosefew
studentswhocouldnrsquotseemto
settledownbegantoslowlysink
intotheactivity
Activity2TimeNeededFrequency15minutes
Activity2HowDidThisImpactYourProgramMindfulnesshasallowedusasagrouptocometogetherandformabondofunderstandingkindnessandsupportNowtheyevencometomeaskingifwecan
pleasemeditateEspeciallywhentheyrsquorehyperthatrsquoswhenIrealizetheyaskforitthemost
IrsquoveseensomestudentsmatureothersstrivingtobebetterandIrsquoveheardothersopenup
withveryintimatethingsthatwereweighingthemdown
Activity2ResourcesMaterialsChildrenguidedmeditationsandalsoMindfulGamesactivitycards(canbefoundonAmazon)
NewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
GreaterGoodScienceCenter
IwouldrecommendawaterbottlewithglitterandalsoaldquoMindfulnessBellrdquowhichhelps
incorporateabetterawarenesstotheirbreathing
23
EXPANDEDLEARNINGPROGRAMOaklandLeafprovidesintentionalprogrammingtosupportyouthrsquosphysicalsocialandemotionalwell-beingacademicsuccessandabilitytobeactiveandeffectiveleadersintheir
community
ContactPersonJohannaMasisProgramDirectorOaklandLeafFoundation
ActivityPurposeCyphersareusedasaspacetodointentionalcommunitybuildingintheformofhavingadiscussiononanytopicTheCypherismeanttoserveasanemotionally
safeplaceforeachparticipanttosaytheirpiecewithoutinterruptionorjudgment
TargetAudienceK-12grades
ActivityDescriptionParticipantsaregatheredina
circlefortheCypherTobreak
theicetheycanshareavalue
theywishbringtothefirstfew
CyphersPeopledonothaveto
speakbutareexpectedtohold
thetalkingpiecefor5-10
secondsbeforepassingthe
talkingpieceIfyouthare
reluctanttosharebecauseofthesocialdynamicsthenpassingshouldbeadjustedtomean
thatwewillcomebacktothemasopposedtonothearingfromthematallIfthereare
peopleabsentonthedayofaCypherthenaplaceisstillheldfortheminthecircle
MakesurethatifchairsareusedtheneveryonemusthaveachairIfyouaresittingonthe
floortheneveryonesitsonthefloorEveryoneshouldbeabletoseeeachotherSittinginthe
circlediminisheshierarchyandoverallpowerdynamicsIncludeacenterpiecewhereyouth
mayfocustheirattentionatalkingpiecethatcanbebroughtbythefacilitatorormadeby
thegroupandsomethingfromnature(aplantglassbowlofwater)toremindusthatwe
areconnectedtotheearthIhaveseenyouthbringatoyorapictureoftheirfamiliestothe
circleasanofferingtothegroupduringtheCypher
TimeNeededFrequencyCyphersareencouragedtohappenatleastonceaweekandmanyofourprogramscalendartheminsothatyouthknowwhentheywilloccur
HowDidThisImpactYourProgramThebenefitsofthispracticeincludeincreasedfamiliaritywithpeoplesstoriesempathybuildingideasharingharmrepairhealingforthe
individualwhoishurtingandcompassionbuildingWehaveseenthecultureofprograms
completelyshifttobemoreinclusivecommunicativeandforgivingasaresultof
implementingthesepracticesYoutheventuallycometonametheneedandwillrequesta
CypherorleadCyphersontheirownOurafterschoolstaffhavebeenaskedtoleadCyphers
duringtheregularschooldaybecausetheyhaveseenhowithasimpactedouryouthinsuch
positiveways
ResourcesMaterialsCommunitiesUnitedforRestorativeYouthJustice
SEEDSCultivatingcommunitytransformingconflict
RestorativeJusticeforOaklandYouth
LearninginAfterschoolampSummer(LIAS)Blog
RestorativeJusticeatOaklandrsquosFremontHighSchool(video)
24
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECoachingCorpsisanintermediaryorganizationthatbelievesthateveryyoungpersonlivinginunderservedcommunitiesdeservesatrainedcaringcoachWearebuildingamovement
ofcoachesacrossthecountrybypartneringwithafterschoolprogramsandrecruiting
volunteersAllourcoachesreceiveevidence-basedtraininginyouthdevelopmentcoaching
skillsandsocialemotionallearningaswellasongoingsupportthroughmentoring
ContactPersonSuzanneSillettDirectorofEducationandQualitysuzannescoachingcorpsorg
ActivityPurposeOurCoachingforCharactertrainingandsupportprogramspecificallyfocusesonfourcharacterattributes-persistenceoptimismself-regulationandempathy
TargetAudienceAdultStaff
ActivityDescriptionCoachingforCharacterbeginswithacoachparticipating
inour25hourtrainingInthistraining
coachesfirstlearnthefourPOSE
(persistenceoptimismself-regulationand
empathy)characterattributesandhowto
identifytheattributesintheirathletesNext
coachesareintroducedtothecharacter
buildingframeworkandparticipateina
coachingdemonstrationtofullyexperience
itinactionFinallycoachesapplythe
frameworkbyplanningtheirownpractice
sotheycanimmediatelygobacktotheir
teamandimplementthisnewknowledge
Weprovideoursupportvirtuallyinorderforcoachestobeabletoaccessitatanytimethat
isconvenientforthemWehaveanetworkofcoacheswhohaveattendedthetrainingwho
thenjoinourCoachingforCharacterFacebookgroupInthegroupcoachesgetsupportfrom
ourCoachDevelopmentStaffandalsocanconnectwithfellowcoachesWearecurrentlyin
theprocessofbuildingourownCoachPortalwherecoacheswillaccessmentoringsupport
discussiongroupsandresources
TimeNeededFrequency25hourtraining
HowDidThisImpactYourProgramldquoEvenafterjustonepracticetherehavebeenanumberofparentsofferinghighlycomplimentaryfeedbackfortheuseofskillsthatwe
receivedintheCoachingforCharactertrainingItwasalsoquiteenjoyabletoseetheplayers
respondingtotheuseoftheseskillsinsuchapositivefashionIamthankfultohavehadthe
opportunitytoexperiencetheCoachingforCharactertrainingandhavebeenutilizingitfor
morethanjustbasketballorsportsandincludedthoseskillsinourhomefamilylifeandin
otheraspectsofmylifeaswellrdquo-CoachampParentZactrainingparticipantChicoArea
RecreationDepartment
25
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECalSAChelpsbuildanout-of-schooltimeworkforce(suchasbeforeschoolafterschoolandsummerlearning)thatisfilledwithstrongmentorsandhighlyskilledpractitionerswhoreflectthecommunitiestheyserveThroughcollaborationandinnovationournetworkcreatesrippleeffectsofopportunityequityandtransformationthroughoutCaliforniabothforprofessionalsandtheyoungpeopletheyserveContactPersonSelenaLevyProgramManagerslevycalsacorgActivityPurposeThispracticecontributestostaffandyouthsinterpersonalskillsItcreatesanopportunityforeveryonetolearnmoreaboutoneanotherandcreatecommunityTargetAudienceThispracticecanbeappliedtobothyouthandadultsActivityDescriptionRegularCheckInsisanintentionalspacecreatedforstaffandyouthtosharehowtheyareshowingupinthatspaceParticipantstypicallysitorstandinacircleduringthecheckinWetypicallyaskforavolunteertostartandthenchooseadirectionforustogointhatorder(rightorleft)TheinformationsharedallowseveryoneintheroomtounderstandwhatmaybegoingonforthemandhonorthateachindividualmaybecomingintothespacewithvaryinglifeexperiencesThisallowseveryonetoseeeachothermorewhollyandcreatesafetyforpeopletobeauthenticinthespaceWerecommendcreatinganopportunityforeveryonetoleadthecheck-in(FromTemescalAssociatesItisrecommendedthateachspeakerholdsatalkingpiecesuchasafeatheroritemchosenbythegroupThetalkingpieceisheldbythepersonspeakingandthenpassedaroundthecircleThosenotholdingthetalkingpieceareengagedinactivelistening)TimeNeededFrequencyThepracticeofregularcheck-inscanbebeforethestartofprogramorameetingandlast10-15minutesHowDidThisImpactYourProgramWersquoveseenyouthprovidersbetterabletorespondtoyouthrsquosneedsorbehaviorsbasedonunderstandinghowtheyareshowingupinprogramsSimilarlywersquoveseensupervisorsbetterabletosupporttheirstaffwhentheyaremorefullyawareofwhatastaffpersonisbringingintotheprogramItalsohelpscreateasafeandsupportiveenvironmentwhenspaceiscreatedforfolkstoshareaboutwhatishappeningintheirlifeandhowitrsquosimpactinghowtheyareshowingupintheirworkandorprogramResourcesMaterialsLearninginAfterschoolampSummer(LIAS)Blog-ThePowerofSharingCirclesLearninginAfterschoolampSummer(LIAS)Blog-SharingCirclesCyphersTeachingRestorativePracticeswithClassroomCircles-ThisisacomprehensivecurriculumguidethatoffersanoverviewpromptslessonplansandotherresourcesWhatisMorningMeetingMorningMeetingBookSamplePromptingQuestionsTopicsforCirclesTribesLearningCommunity-Thiswebsiteoffersanumberofusefulbooksandotherresources
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
21
EXPANDEDLEARNINGPROGRAMThePOWERprogramatPioneerschoolisaprogramdesignedtoencouragetheindividualgrowthofeverychildthroughavarietyofdiverselearningstylesOurgoalisthe
developmentoftheWHOLEchildonewhohaslearnedtheskillsnecessarytosucceedina
varietyofacademicandphysicalactivitiesandonewhoappreciatesthevaluethateducation
andwellnessbringstotheirqualityoflife
ContactPersonErikaChavezEChavezduesdorg
Activity1PurposeSelf-awarenessself-regulationandsocialawareness
Activity1TargetAudience2nd-8thgrade
Activity1DescriptionIhavebeenpracticingmindfulnesswithmystudentsfor3yearsnowMindfulnessisamentalstateachievedbyfocusingonersquosownawarenessonthepresent
momentwhilecalmlyacknowledgingandacceptingonersquosfeelingsthoughtsandbodily
sensations
Ineededavisualwayformystudentstounderstandwhat
mindfulnesswasandthepurposeithadItallbeganwithan
activityfromMindfulnessinAfterschoolA16-SessionCurriculumthatinvolvedaprettyFijiwaterbottlefullwithwaterandglitterIshowedthemthestillwaterbottlewiththe
glitterrestingatthebottomofitIaskedthemiftheywereable
toseethroughthewaterbottleandofcoursetheirresponse
wasldquoyesrdquosincethewaterwasclearandcalm
AfterIshooktheentirewaterbottleIthenaskedthemagain
ldquocanyouseethroughthewaterbottlenowrdquoTheyall
respondedldquonordquowithsuchwonderintheireyesIthen
explainedtothemhowthatwaterbottlewasourbrainandthe
glitterrepresentedourthoughtsWhenIintroduced
mindfulnesstothemIexplainedhowitwasapowerfultoolto
helpuscalmthatglitterdowninourbrainssothatwecouldbe
abletoclearourwatersinordertomakewisedecisionsTheythenunderstoodhowitall
workedandtheywereallmotivatedtocalmtheirglitter[SeeJustBreathevideo]
Activity1TimeNeededFrequencyIwouldrecommendatleastaminimumof25-30minutesIliketoengagethestudentswhile
introducingthisnewconcepttothemandalsoansweranyquestionstheymighthave
Activity1HowDidThisImpactYourProgramBestpartisseeingthemtelloneanotherldquocalmyourglitteryouneedtorelaxandmake
betterchoicesrdquoIrsquoveseenthemgrabthewaterbottleandtakeittothatstudentsotheycanbe
remindedofwhatrsquosgoingonItrsquosseriouslyamazing
Activity1ResourcesMaterialsNewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
22
Activity2PurposeThepurposeofthismindfulnessactivityistocenterthekidsbacktoastateofawarenessitallowsthemtounwindandrelaxdownThisthenresultsinabetter
focuswhenreturningbacktoourlearningactivitiesandanimprovedbehavior
Activity2TargetAudience2nd-8thgrade
Activity2DescriptionIhavethemalllaydownonthefloor
withtheireyesclosedandfocus
ontheirbreathingAtfirstthere
wasoneortwostudentswho
couldnrsquotstaycalmbutwhatrsquos
newrightHoweverthosefew
studentswhocouldnrsquotseemto
settledownbegantoslowlysink
intotheactivity
Activity2TimeNeededFrequency15minutes
Activity2HowDidThisImpactYourProgramMindfulnesshasallowedusasagrouptocometogetherandformabondofunderstandingkindnessandsupportNowtheyevencometomeaskingifwecan
pleasemeditateEspeciallywhentheyrsquorehyperthatrsquoswhenIrealizetheyaskforitthemost
IrsquoveseensomestudentsmatureothersstrivingtobebetterandIrsquoveheardothersopenup
withveryintimatethingsthatwereweighingthemdown
Activity2ResourcesMaterialsChildrenguidedmeditationsandalsoMindfulGamesactivitycards(canbefoundonAmazon)
NewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
GreaterGoodScienceCenter
IwouldrecommendawaterbottlewithglitterandalsoaldquoMindfulnessBellrdquowhichhelps
incorporateabetterawarenesstotheirbreathing
23
EXPANDEDLEARNINGPROGRAMOaklandLeafprovidesintentionalprogrammingtosupportyouthrsquosphysicalsocialandemotionalwell-beingacademicsuccessandabilitytobeactiveandeffectiveleadersintheir
community
ContactPersonJohannaMasisProgramDirectorOaklandLeafFoundation
ActivityPurposeCyphersareusedasaspacetodointentionalcommunitybuildingintheformofhavingadiscussiononanytopicTheCypherismeanttoserveasanemotionally
safeplaceforeachparticipanttosaytheirpiecewithoutinterruptionorjudgment
TargetAudienceK-12grades
ActivityDescriptionParticipantsaregatheredina
circlefortheCypherTobreak
theicetheycanshareavalue
theywishbringtothefirstfew
CyphersPeopledonothaveto
speakbutareexpectedtohold
thetalkingpiecefor5-10
secondsbeforepassingthe
talkingpieceIfyouthare
reluctanttosharebecauseofthesocialdynamicsthenpassingshouldbeadjustedtomean
thatwewillcomebacktothemasopposedtonothearingfromthematallIfthereare
peopleabsentonthedayofaCypherthenaplaceisstillheldfortheminthecircle
MakesurethatifchairsareusedtheneveryonemusthaveachairIfyouaresittingonthe
floortheneveryonesitsonthefloorEveryoneshouldbeabletoseeeachotherSittinginthe
circlediminisheshierarchyandoverallpowerdynamicsIncludeacenterpiecewhereyouth
mayfocustheirattentionatalkingpiecethatcanbebroughtbythefacilitatorormadeby
thegroupandsomethingfromnature(aplantglassbowlofwater)toremindusthatwe
areconnectedtotheearthIhaveseenyouthbringatoyorapictureoftheirfamiliestothe
circleasanofferingtothegroupduringtheCypher
TimeNeededFrequencyCyphersareencouragedtohappenatleastonceaweekandmanyofourprogramscalendartheminsothatyouthknowwhentheywilloccur
HowDidThisImpactYourProgramThebenefitsofthispracticeincludeincreasedfamiliaritywithpeoplesstoriesempathybuildingideasharingharmrepairhealingforthe
individualwhoishurtingandcompassionbuildingWehaveseenthecultureofprograms
completelyshifttobemoreinclusivecommunicativeandforgivingasaresultof
implementingthesepracticesYoutheventuallycometonametheneedandwillrequesta
CypherorleadCyphersontheirownOurafterschoolstaffhavebeenaskedtoleadCyphers
duringtheregularschooldaybecausetheyhaveseenhowithasimpactedouryouthinsuch
positiveways
ResourcesMaterialsCommunitiesUnitedforRestorativeYouthJustice
SEEDSCultivatingcommunitytransformingconflict
RestorativeJusticeforOaklandYouth
LearninginAfterschoolampSummer(LIAS)Blog
RestorativeJusticeatOaklandrsquosFremontHighSchool(video)
24
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECoachingCorpsisanintermediaryorganizationthatbelievesthateveryyoungpersonlivinginunderservedcommunitiesdeservesatrainedcaringcoachWearebuildingamovement
ofcoachesacrossthecountrybypartneringwithafterschoolprogramsandrecruiting
volunteersAllourcoachesreceiveevidence-basedtraininginyouthdevelopmentcoaching
skillsandsocialemotionallearningaswellasongoingsupportthroughmentoring
ContactPersonSuzanneSillettDirectorofEducationandQualitysuzannescoachingcorpsorg
ActivityPurposeOurCoachingforCharactertrainingandsupportprogramspecificallyfocusesonfourcharacterattributes-persistenceoptimismself-regulationandempathy
TargetAudienceAdultStaff
ActivityDescriptionCoachingforCharacterbeginswithacoachparticipating
inour25hourtrainingInthistraining
coachesfirstlearnthefourPOSE
(persistenceoptimismself-regulationand
empathy)characterattributesandhowto
identifytheattributesintheirathletesNext
coachesareintroducedtothecharacter
buildingframeworkandparticipateina
coachingdemonstrationtofullyexperience
itinactionFinallycoachesapplythe
frameworkbyplanningtheirownpractice
sotheycanimmediatelygobacktotheir
teamandimplementthisnewknowledge
Weprovideoursupportvirtuallyinorderforcoachestobeabletoaccessitatanytimethat
isconvenientforthemWehaveanetworkofcoacheswhohaveattendedthetrainingwho
thenjoinourCoachingforCharacterFacebookgroupInthegroupcoachesgetsupportfrom
ourCoachDevelopmentStaffandalsocanconnectwithfellowcoachesWearecurrentlyin
theprocessofbuildingourownCoachPortalwherecoacheswillaccessmentoringsupport
discussiongroupsandresources
TimeNeededFrequency25hourtraining
HowDidThisImpactYourProgramldquoEvenafterjustonepracticetherehavebeenanumberofparentsofferinghighlycomplimentaryfeedbackfortheuseofskillsthatwe
receivedintheCoachingforCharactertrainingItwasalsoquiteenjoyabletoseetheplayers
respondingtotheuseoftheseskillsinsuchapositivefashionIamthankfultohavehadthe
opportunitytoexperiencetheCoachingforCharactertrainingandhavebeenutilizingitfor
morethanjustbasketballorsportsandincludedthoseskillsinourhomefamilylifeandin
otheraspectsofmylifeaswellrdquo-CoachampParentZactrainingparticipantChicoArea
RecreationDepartment
25
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECalSAChelpsbuildanout-of-schooltimeworkforce(suchasbeforeschoolafterschoolandsummerlearning)thatisfilledwithstrongmentorsandhighlyskilledpractitionerswhoreflectthecommunitiestheyserveThroughcollaborationandinnovationournetworkcreatesrippleeffectsofopportunityequityandtransformationthroughoutCaliforniabothforprofessionalsandtheyoungpeopletheyserveContactPersonSelenaLevyProgramManagerslevycalsacorgActivityPurposeThispracticecontributestostaffandyouthsinterpersonalskillsItcreatesanopportunityforeveryonetolearnmoreaboutoneanotherandcreatecommunityTargetAudienceThispracticecanbeappliedtobothyouthandadultsActivityDescriptionRegularCheckInsisanintentionalspacecreatedforstaffandyouthtosharehowtheyareshowingupinthatspaceParticipantstypicallysitorstandinacircleduringthecheckinWetypicallyaskforavolunteertostartandthenchooseadirectionforustogointhatorder(rightorleft)TheinformationsharedallowseveryoneintheroomtounderstandwhatmaybegoingonforthemandhonorthateachindividualmaybecomingintothespacewithvaryinglifeexperiencesThisallowseveryonetoseeeachothermorewhollyandcreatesafetyforpeopletobeauthenticinthespaceWerecommendcreatinganopportunityforeveryonetoleadthecheck-in(FromTemescalAssociatesItisrecommendedthateachspeakerholdsatalkingpiecesuchasafeatheroritemchosenbythegroupThetalkingpieceisheldbythepersonspeakingandthenpassedaroundthecircleThosenotholdingthetalkingpieceareengagedinactivelistening)TimeNeededFrequencyThepracticeofregularcheck-inscanbebeforethestartofprogramorameetingandlast10-15minutesHowDidThisImpactYourProgramWersquoveseenyouthprovidersbetterabletorespondtoyouthrsquosneedsorbehaviorsbasedonunderstandinghowtheyareshowingupinprogramsSimilarlywersquoveseensupervisorsbetterabletosupporttheirstaffwhentheyaremorefullyawareofwhatastaffpersonisbringingintotheprogramItalsohelpscreateasafeandsupportiveenvironmentwhenspaceiscreatedforfolkstoshareaboutwhatishappeningintheirlifeandhowitrsquosimpactinghowtheyareshowingupintheirworkandorprogramResourcesMaterialsLearninginAfterschoolampSummer(LIAS)Blog-ThePowerofSharingCirclesLearninginAfterschoolampSummer(LIAS)Blog-SharingCirclesCyphersTeachingRestorativePracticeswithClassroomCircles-ThisisacomprehensivecurriculumguidethatoffersanoverviewpromptslessonplansandotherresourcesWhatisMorningMeetingMorningMeetingBookSamplePromptingQuestionsTopicsforCirclesTribesLearningCommunity-Thiswebsiteoffersanumberofusefulbooksandotherresources
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
22
Activity2PurposeThepurposeofthismindfulnessactivityistocenterthekidsbacktoastateofawarenessitallowsthemtounwindandrelaxdownThisthenresultsinabetter
focuswhenreturningbacktoourlearningactivitiesandanimprovedbehavior
Activity2TargetAudience2nd-8thgrade
Activity2DescriptionIhavethemalllaydownonthefloor
withtheireyesclosedandfocus
ontheirbreathingAtfirstthere
wasoneortwostudentswho
couldnrsquotstaycalmbutwhatrsquos
newrightHoweverthosefew
studentswhocouldnrsquotseemto
settledownbegantoslowlysink
intotheactivity
Activity2TimeNeededFrequency15minutes
Activity2HowDidThisImpactYourProgramMindfulnesshasallowedusasagrouptocometogetherandformabondofunderstandingkindnessandsupportNowtheyevencometomeaskingifwecan
pleasemeditateEspeciallywhentheyrsquorehyperthatrsquoswhenIrealizetheyaskforitthemost
IrsquoveseensomestudentsmatureothersstrivingtobebetterandIrsquoveheardothersopenup
withveryintimatethingsthatwereweighingthemdown
Activity2ResourcesMaterialsChildrenguidedmeditationsandalsoMindfulGamesactivitycards(canbefoundonAmazon)
NewHorizon-MeditationampRelaxingMusic
MindfulnessinAfterschoolA16-SessionCurriculum
InnerExplorer
GreaterGoodScienceCenter
IwouldrecommendawaterbottlewithglitterandalsoaldquoMindfulnessBellrdquowhichhelps
incorporateabetterawarenesstotheirbreathing
23
EXPANDEDLEARNINGPROGRAMOaklandLeafprovidesintentionalprogrammingtosupportyouthrsquosphysicalsocialandemotionalwell-beingacademicsuccessandabilitytobeactiveandeffectiveleadersintheir
community
ContactPersonJohannaMasisProgramDirectorOaklandLeafFoundation
ActivityPurposeCyphersareusedasaspacetodointentionalcommunitybuildingintheformofhavingadiscussiononanytopicTheCypherismeanttoserveasanemotionally
safeplaceforeachparticipanttosaytheirpiecewithoutinterruptionorjudgment
TargetAudienceK-12grades
ActivityDescriptionParticipantsaregatheredina
circlefortheCypherTobreak
theicetheycanshareavalue
theywishbringtothefirstfew
CyphersPeopledonothaveto
speakbutareexpectedtohold
thetalkingpiecefor5-10
secondsbeforepassingthe
talkingpieceIfyouthare
reluctanttosharebecauseofthesocialdynamicsthenpassingshouldbeadjustedtomean
thatwewillcomebacktothemasopposedtonothearingfromthematallIfthereare
peopleabsentonthedayofaCypherthenaplaceisstillheldfortheminthecircle
MakesurethatifchairsareusedtheneveryonemusthaveachairIfyouaresittingonthe
floortheneveryonesitsonthefloorEveryoneshouldbeabletoseeeachotherSittinginthe
circlediminisheshierarchyandoverallpowerdynamicsIncludeacenterpiecewhereyouth
mayfocustheirattentionatalkingpiecethatcanbebroughtbythefacilitatorormadeby
thegroupandsomethingfromnature(aplantglassbowlofwater)toremindusthatwe
areconnectedtotheearthIhaveseenyouthbringatoyorapictureoftheirfamiliestothe
circleasanofferingtothegroupduringtheCypher
TimeNeededFrequencyCyphersareencouragedtohappenatleastonceaweekandmanyofourprogramscalendartheminsothatyouthknowwhentheywilloccur
HowDidThisImpactYourProgramThebenefitsofthispracticeincludeincreasedfamiliaritywithpeoplesstoriesempathybuildingideasharingharmrepairhealingforthe
individualwhoishurtingandcompassionbuildingWehaveseenthecultureofprograms
completelyshifttobemoreinclusivecommunicativeandforgivingasaresultof
implementingthesepracticesYoutheventuallycometonametheneedandwillrequesta
CypherorleadCyphersontheirownOurafterschoolstaffhavebeenaskedtoleadCyphers
duringtheregularschooldaybecausetheyhaveseenhowithasimpactedouryouthinsuch
positiveways
ResourcesMaterialsCommunitiesUnitedforRestorativeYouthJustice
SEEDSCultivatingcommunitytransformingconflict
RestorativeJusticeforOaklandYouth
LearninginAfterschoolampSummer(LIAS)Blog
RestorativeJusticeatOaklandrsquosFremontHighSchool(video)
24
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECoachingCorpsisanintermediaryorganizationthatbelievesthateveryyoungpersonlivinginunderservedcommunitiesdeservesatrainedcaringcoachWearebuildingamovement
ofcoachesacrossthecountrybypartneringwithafterschoolprogramsandrecruiting
volunteersAllourcoachesreceiveevidence-basedtraininginyouthdevelopmentcoaching
skillsandsocialemotionallearningaswellasongoingsupportthroughmentoring
ContactPersonSuzanneSillettDirectorofEducationandQualitysuzannescoachingcorpsorg
ActivityPurposeOurCoachingforCharactertrainingandsupportprogramspecificallyfocusesonfourcharacterattributes-persistenceoptimismself-regulationandempathy
TargetAudienceAdultStaff
ActivityDescriptionCoachingforCharacterbeginswithacoachparticipating
inour25hourtrainingInthistraining
coachesfirstlearnthefourPOSE
(persistenceoptimismself-regulationand
empathy)characterattributesandhowto
identifytheattributesintheirathletesNext
coachesareintroducedtothecharacter
buildingframeworkandparticipateina
coachingdemonstrationtofullyexperience
itinactionFinallycoachesapplythe
frameworkbyplanningtheirownpractice
sotheycanimmediatelygobacktotheir
teamandimplementthisnewknowledge
Weprovideoursupportvirtuallyinorderforcoachestobeabletoaccessitatanytimethat
isconvenientforthemWehaveanetworkofcoacheswhohaveattendedthetrainingwho
thenjoinourCoachingforCharacterFacebookgroupInthegroupcoachesgetsupportfrom
ourCoachDevelopmentStaffandalsocanconnectwithfellowcoachesWearecurrentlyin
theprocessofbuildingourownCoachPortalwherecoacheswillaccessmentoringsupport
discussiongroupsandresources
TimeNeededFrequency25hourtraining
HowDidThisImpactYourProgramldquoEvenafterjustonepracticetherehavebeenanumberofparentsofferinghighlycomplimentaryfeedbackfortheuseofskillsthatwe
receivedintheCoachingforCharactertrainingItwasalsoquiteenjoyabletoseetheplayers
respondingtotheuseoftheseskillsinsuchapositivefashionIamthankfultohavehadthe
opportunitytoexperiencetheCoachingforCharactertrainingandhavebeenutilizingitfor
morethanjustbasketballorsportsandincludedthoseskillsinourhomefamilylifeandin
otheraspectsofmylifeaswellrdquo-CoachampParentZactrainingparticipantChicoArea
RecreationDepartment
25
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECalSAChelpsbuildanout-of-schooltimeworkforce(suchasbeforeschoolafterschoolandsummerlearning)thatisfilledwithstrongmentorsandhighlyskilledpractitionerswhoreflectthecommunitiestheyserveThroughcollaborationandinnovationournetworkcreatesrippleeffectsofopportunityequityandtransformationthroughoutCaliforniabothforprofessionalsandtheyoungpeopletheyserveContactPersonSelenaLevyProgramManagerslevycalsacorgActivityPurposeThispracticecontributestostaffandyouthsinterpersonalskillsItcreatesanopportunityforeveryonetolearnmoreaboutoneanotherandcreatecommunityTargetAudienceThispracticecanbeappliedtobothyouthandadultsActivityDescriptionRegularCheckInsisanintentionalspacecreatedforstaffandyouthtosharehowtheyareshowingupinthatspaceParticipantstypicallysitorstandinacircleduringthecheckinWetypicallyaskforavolunteertostartandthenchooseadirectionforustogointhatorder(rightorleft)TheinformationsharedallowseveryoneintheroomtounderstandwhatmaybegoingonforthemandhonorthateachindividualmaybecomingintothespacewithvaryinglifeexperiencesThisallowseveryonetoseeeachothermorewhollyandcreatesafetyforpeopletobeauthenticinthespaceWerecommendcreatinganopportunityforeveryonetoleadthecheck-in(FromTemescalAssociatesItisrecommendedthateachspeakerholdsatalkingpiecesuchasafeatheroritemchosenbythegroupThetalkingpieceisheldbythepersonspeakingandthenpassedaroundthecircleThosenotholdingthetalkingpieceareengagedinactivelistening)TimeNeededFrequencyThepracticeofregularcheck-inscanbebeforethestartofprogramorameetingandlast10-15minutesHowDidThisImpactYourProgramWersquoveseenyouthprovidersbetterabletorespondtoyouthrsquosneedsorbehaviorsbasedonunderstandinghowtheyareshowingupinprogramsSimilarlywersquoveseensupervisorsbetterabletosupporttheirstaffwhentheyaremorefullyawareofwhatastaffpersonisbringingintotheprogramItalsohelpscreateasafeandsupportiveenvironmentwhenspaceiscreatedforfolkstoshareaboutwhatishappeningintheirlifeandhowitrsquosimpactinghowtheyareshowingupintheirworkandorprogramResourcesMaterialsLearninginAfterschoolampSummer(LIAS)Blog-ThePowerofSharingCirclesLearninginAfterschoolampSummer(LIAS)Blog-SharingCirclesCyphersTeachingRestorativePracticeswithClassroomCircles-ThisisacomprehensivecurriculumguidethatoffersanoverviewpromptslessonplansandotherresourcesWhatisMorningMeetingMorningMeetingBookSamplePromptingQuestionsTopicsforCirclesTribesLearningCommunity-Thiswebsiteoffersanumberofusefulbooksandotherresources
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
23
EXPANDEDLEARNINGPROGRAMOaklandLeafprovidesintentionalprogrammingtosupportyouthrsquosphysicalsocialandemotionalwell-beingacademicsuccessandabilitytobeactiveandeffectiveleadersintheir
community
ContactPersonJohannaMasisProgramDirectorOaklandLeafFoundation
ActivityPurposeCyphersareusedasaspacetodointentionalcommunitybuildingintheformofhavingadiscussiononanytopicTheCypherismeanttoserveasanemotionally
safeplaceforeachparticipanttosaytheirpiecewithoutinterruptionorjudgment
TargetAudienceK-12grades
ActivityDescriptionParticipantsaregatheredina
circlefortheCypherTobreak
theicetheycanshareavalue
theywishbringtothefirstfew
CyphersPeopledonothaveto
speakbutareexpectedtohold
thetalkingpiecefor5-10
secondsbeforepassingthe
talkingpieceIfyouthare
reluctanttosharebecauseofthesocialdynamicsthenpassingshouldbeadjustedtomean
thatwewillcomebacktothemasopposedtonothearingfromthematallIfthereare
peopleabsentonthedayofaCypherthenaplaceisstillheldfortheminthecircle
MakesurethatifchairsareusedtheneveryonemusthaveachairIfyouaresittingonthe
floortheneveryonesitsonthefloorEveryoneshouldbeabletoseeeachotherSittinginthe
circlediminisheshierarchyandoverallpowerdynamicsIncludeacenterpiecewhereyouth
mayfocustheirattentionatalkingpiecethatcanbebroughtbythefacilitatorormadeby
thegroupandsomethingfromnature(aplantglassbowlofwater)toremindusthatwe
areconnectedtotheearthIhaveseenyouthbringatoyorapictureoftheirfamiliestothe
circleasanofferingtothegroupduringtheCypher
TimeNeededFrequencyCyphersareencouragedtohappenatleastonceaweekandmanyofourprogramscalendartheminsothatyouthknowwhentheywilloccur
HowDidThisImpactYourProgramThebenefitsofthispracticeincludeincreasedfamiliaritywithpeoplesstoriesempathybuildingideasharingharmrepairhealingforthe
individualwhoishurtingandcompassionbuildingWehaveseenthecultureofprograms
completelyshifttobemoreinclusivecommunicativeandforgivingasaresultof
implementingthesepracticesYoutheventuallycometonametheneedandwillrequesta
CypherorleadCyphersontheirownOurafterschoolstaffhavebeenaskedtoleadCyphers
duringtheregularschooldaybecausetheyhaveseenhowithasimpactedouryouthinsuch
positiveways
ResourcesMaterialsCommunitiesUnitedforRestorativeYouthJustice
SEEDSCultivatingcommunitytransformingconflict
RestorativeJusticeforOaklandYouth
LearninginAfterschoolampSummer(LIAS)Blog
RestorativeJusticeatOaklandrsquosFremontHighSchool(video)
24
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECoachingCorpsisanintermediaryorganizationthatbelievesthateveryyoungpersonlivinginunderservedcommunitiesdeservesatrainedcaringcoachWearebuildingamovement
ofcoachesacrossthecountrybypartneringwithafterschoolprogramsandrecruiting
volunteersAllourcoachesreceiveevidence-basedtraininginyouthdevelopmentcoaching
skillsandsocialemotionallearningaswellasongoingsupportthroughmentoring
ContactPersonSuzanneSillettDirectorofEducationandQualitysuzannescoachingcorpsorg
ActivityPurposeOurCoachingforCharactertrainingandsupportprogramspecificallyfocusesonfourcharacterattributes-persistenceoptimismself-regulationandempathy
TargetAudienceAdultStaff
ActivityDescriptionCoachingforCharacterbeginswithacoachparticipating
inour25hourtrainingInthistraining
coachesfirstlearnthefourPOSE
(persistenceoptimismself-regulationand
empathy)characterattributesandhowto
identifytheattributesintheirathletesNext
coachesareintroducedtothecharacter
buildingframeworkandparticipateina
coachingdemonstrationtofullyexperience
itinactionFinallycoachesapplythe
frameworkbyplanningtheirownpractice
sotheycanimmediatelygobacktotheir
teamandimplementthisnewknowledge
Weprovideoursupportvirtuallyinorderforcoachestobeabletoaccessitatanytimethat
isconvenientforthemWehaveanetworkofcoacheswhohaveattendedthetrainingwho
thenjoinourCoachingforCharacterFacebookgroupInthegroupcoachesgetsupportfrom
ourCoachDevelopmentStaffandalsocanconnectwithfellowcoachesWearecurrentlyin
theprocessofbuildingourownCoachPortalwherecoacheswillaccessmentoringsupport
discussiongroupsandresources
TimeNeededFrequency25hourtraining
HowDidThisImpactYourProgramldquoEvenafterjustonepracticetherehavebeenanumberofparentsofferinghighlycomplimentaryfeedbackfortheuseofskillsthatwe
receivedintheCoachingforCharactertrainingItwasalsoquiteenjoyabletoseetheplayers
respondingtotheuseoftheseskillsinsuchapositivefashionIamthankfultohavehadthe
opportunitytoexperiencetheCoachingforCharactertrainingandhavebeenutilizingitfor
morethanjustbasketballorsportsandincludedthoseskillsinourhomefamilylifeandin
otheraspectsofmylifeaswellrdquo-CoachampParentZactrainingparticipantChicoArea
RecreationDepartment
25
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECalSAChelpsbuildanout-of-schooltimeworkforce(suchasbeforeschoolafterschoolandsummerlearning)thatisfilledwithstrongmentorsandhighlyskilledpractitionerswhoreflectthecommunitiestheyserveThroughcollaborationandinnovationournetworkcreatesrippleeffectsofopportunityequityandtransformationthroughoutCaliforniabothforprofessionalsandtheyoungpeopletheyserveContactPersonSelenaLevyProgramManagerslevycalsacorgActivityPurposeThispracticecontributestostaffandyouthsinterpersonalskillsItcreatesanopportunityforeveryonetolearnmoreaboutoneanotherandcreatecommunityTargetAudienceThispracticecanbeappliedtobothyouthandadultsActivityDescriptionRegularCheckInsisanintentionalspacecreatedforstaffandyouthtosharehowtheyareshowingupinthatspaceParticipantstypicallysitorstandinacircleduringthecheckinWetypicallyaskforavolunteertostartandthenchooseadirectionforustogointhatorder(rightorleft)TheinformationsharedallowseveryoneintheroomtounderstandwhatmaybegoingonforthemandhonorthateachindividualmaybecomingintothespacewithvaryinglifeexperiencesThisallowseveryonetoseeeachothermorewhollyandcreatesafetyforpeopletobeauthenticinthespaceWerecommendcreatinganopportunityforeveryonetoleadthecheck-in(FromTemescalAssociatesItisrecommendedthateachspeakerholdsatalkingpiecesuchasafeatheroritemchosenbythegroupThetalkingpieceisheldbythepersonspeakingandthenpassedaroundthecircleThosenotholdingthetalkingpieceareengagedinactivelistening)TimeNeededFrequencyThepracticeofregularcheck-inscanbebeforethestartofprogramorameetingandlast10-15minutesHowDidThisImpactYourProgramWersquoveseenyouthprovidersbetterabletorespondtoyouthrsquosneedsorbehaviorsbasedonunderstandinghowtheyareshowingupinprogramsSimilarlywersquoveseensupervisorsbetterabletosupporttheirstaffwhentheyaremorefullyawareofwhatastaffpersonisbringingintotheprogramItalsohelpscreateasafeandsupportiveenvironmentwhenspaceiscreatedforfolkstoshareaboutwhatishappeningintheirlifeandhowitrsquosimpactinghowtheyareshowingupintheirworkandorprogramResourcesMaterialsLearninginAfterschoolampSummer(LIAS)Blog-ThePowerofSharingCirclesLearninginAfterschoolampSummer(LIAS)Blog-SharingCirclesCyphersTeachingRestorativePracticeswithClassroomCircles-ThisisacomprehensivecurriculumguidethatoffersanoverviewpromptslessonplansandotherresourcesWhatisMorningMeetingMorningMeetingBookSamplePromptingQuestionsTopicsforCirclesTribesLearningCommunity-Thiswebsiteoffersanumberofusefulbooksandotherresources
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
24
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECoachingCorpsisanintermediaryorganizationthatbelievesthateveryyoungpersonlivinginunderservedcommunitiesdeservesatrainedcaringcoachWearebuildingamovement
ofcoachesacrossthecountrybypartneringwithafterschoolprogramsandrecruiting
volunteersAllourcoachesreceiveevidence-basedtraininginyouthdevelopmentcoaching
skillsandsocialemotionallearningaswellasongoingsupportthroughmentoring
ContactPersonSuzanneSillettDirectorofEducationandQualitysuzannescoachingcorpsorg
ActivityPurposeOurCoachingforCharactertrainingandsupportprogramspecificallyfocusesonfourcharacterattributes-persistenceoptimismself-regulationandempathy
TargetAudienceAdultStaff
ActivityDescriptionCoachingforCharacterbeginswithacoachparticipating
inour25hourtrainingInthistraining
coachesfirstlearnthefourPOSE
(persistenceoptimismself-regulationand
empathy)characterattributesandhowto
identifytheattributesintheirathletesNext
coachesareintroducedtothecharacter
buildingframeworkandparticipateina
coachingdemonstrationtofullyexperience
itinactionFinallycoachesapplythe
frameworkbyplanningtheirownpractice
sotheycanimmediatelygobacktotheir
teamandimplementthisnewknowledge
Weprovideoursupportvirtuallyinorderforcoachestobeabletoaccessitatanytimethat
isconvenientforthemWehaveanetworkofcoacheswhohaveattendedthetrainingwho
thenjoinourCoachingforCharacterFacebookgroupInthegroupcoachesgetsupportfrom
ourCoachDevelopmentStaffandalsocanconnectwithfellowcoachesWearecurrentlyin
theprocessofbuildingourownCoachPortalwherecoacheswillaccessmentoringsupport
discussiongroupsandresources
TimeNeededFrequency25hourtraining
HowDidThisImpactYourProgramldquoEvenafterjustonepracticetherehavebeenanumberofparentsofferinghighlycomplimentaryfeedbackfortheuseofskillsthatwe
receivedintheCoachingforCharactertrainingItwasalsoquiteenjoyabletoseetheplayers
respondingtotheuseoftheseskillsinsuchapositivefashionIamthankfultohavehadthe
opportunitytoexperiencetheCoachingforCharactertrainingandhavebeenutilizingitfor
morethanjustbasketballorsportsandincludedthoseskillsinourhomefamilylifeandin
otheraspectsofmylifeaswellrdquo-CoachampParentZactrainingparticipantChicoArea
RecreationDepartment
25
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECalSAChelpsbuildanout-of-schooltimeworkforce(suchasbeforeschoolafterschoolandsummerlearning)thatisfilledwithstrongmentorsandhighlyskilledpractitionerswhoreflectthecommunitiestheyserveThroughcollaborationandinnovationournetworkcreatesrippleeffectsofopportunityequityandtransformationthroughoutCaliforniabothforprofessionalsandtheyoungpeopletheyserveContactPersonSelenaLevyProgramManagerslevycalsacorgActivityPurposeThispracticecontributestostaffandyouthsinterpersonalskillsItcreatesanopportunityforeveryonetolearnmoreaboutoneanotherandcreatecommunityTargetAudienceThispracticecanbeappliedtobothyouthandadultsActivityDescriptionRegularCheckInsisanintentionalspacecreatedforstaffandyouthtosharehowtheyareshowingupinthatspaceParticipantstypicallysitorstandinacircleduringthecheckinWetypicallyaskforavolunteertostartandthenchooseadirectionforustogointhatorder(rightorleft)TheinformationsharedallowseveryoneintheroomtounderstandwhatmaybegoingonforthemandhonorthateachindividualmaybecomingintothespacewithvaryinglifeexperiencesThisallowseveryonetoseeeachothermorewhollyandcreatesafetyforpeopletobeauthenticinthespaceWerecommendcreatinganopportunityforeveryonetoleadthecheck-in(FromTemescalAssociatesItisrecommendedthateachspeakerholdsatalkingpiecesuchasafeatheroritemchosenbythegroupThetalkingpieceisheldbythepersonspeakingandthenpassedaroundthecircleThosenotholdingthetalkingpieceareengagedinactivelistening)TimeNeededFrequencyThepracticeofregularcheck-inscanbebeforethestartofprogramorameetingandlast10-15minutesHowDidThisImpactYourProgramWersquoveseenyouthprovidersbetterabletorespondtoyouthrsquosneedsorbehaviorsbasedonunderstandinghowtheyareshowingupinprogramsSimilarlywersquoveseensupervisorsbetterabletosupporttheirstaffwhentheyaremorefullyawareofwhatastaffpersonisbringingintotheprogramItalsohelpscreateasafeandsupportiveenvironmentwhenspaceiscreatedforfolkstoshareaboutwhatishappeningintheirlifeandhowitrsquosimpactinghowtheyareshowingupintheirworkandorprogramResourcesMaterialsLearninginAfterschoolampSummer(LIAS)Blog-ThePowerofSharingCirclesLearninginAfterschoolampSummer(LIAS)Blog-SharingCirclesCyphersTeachingRestorativePracticeswithClassroomCircles-ThisisacomprehensivecurriculumguidethatoffersanoverviewpromptslessonplansandotherresourcesWhatisMorningMeetingMorningMeetingBookSamplePromptingQuestionsTopicsforCirclesTribesLearningCommunity-Thiswebsiteoffersanumberofusefulbooksandotherresources
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
25
ORGANIZATIONOFFERINGTRAININGANDASSISTANCECalSAChelpsbuildanout-of-schooltimeworkforce(suchasbeforeschoolafterschoolandsummerlearning)thatisfilledwithstrongmentorsandhighlyskilledpractitionerswhoreflectthecommunitiestheyserveThroughcollaborationandinnovationournetworkcreatesrippleeffectsofopportunityequityandtransformationthroughoutCaliforniabothforprofessionalsandtheyoungpeopletheyserveContactPersonSelenaLevyProgramManagerslevycalsacorgActivityPurposeThispracticecontributestostaffandyouthsinterpersonalskillsItcreatesanopportunityforeveryonetolearnmoreaboutoneanotherandcreatecommunityTargetAudienceThispracticecanbeappliedtobothyouthandadultsActivityDescriptionRegularCheckInsisanintentionalspacecreatedforstaffandyouthtosharehowtheyareshowingupinthatspaceParticipantstypicallysitorstandinacircleduringthecheckinWetypicallyaskforavolunteertostartandthenchooseadirectionforustogointhatorder(rightorleft)TheinformationsharedallowseveryoneintheroomtounderstandwhatmaybegoingonforthemandhonorthateachindividualmaybecomingintothespacewithvaryinglifeexperiencesThisallowseveryonetoseeeachothermorewhollyandcreatesafetyforpeopletobeauthenticinthespaceWerecommendcreatinganopportunityforeveryonetoleadthecheck-in(FromTemescalAssociatesItisrecommendedthateachspeakerholdsatalkingpiecesuchasafeatheroritemchosenbythegroupThetalkingpieceisheldbythepersonspeakingandthenpassedaroundthecircleThosenotholdingthetalkingpieceareengagedinactivelistening)TimeNeededFrequencyThepracticeofregularcheck-inscanbebeforethestartofprogramorameetingandlast10-15minutesHowDidThisImpactYourProgramWersquoveseenyouthprovidersbetterabletorespondtoyouthrsquosneedsorbehaviorsbasedonunderstandinghowtheyareshowingupinprogramsSimilarlywersquoveseensupervisorsbetterabletosupporttheirstaffwhentheyaremorefullyawareofwhatastaffpersonisbringingintotheprogramItalsohelpscreateasafeandsupportiveenvironmentwhenspaceiscreatedforfolkstoshareaboutwhatishappeningintheirlifeandhowitrsquosimpactinghowtheyareshowingupintheirworkandorprogramResourcesMaterialsLearninginAfterschoolampSummer(LIAS)Blog-ThePowerofSharingCirclesLearninginAfterschoolampSummer(LIAS)Blog-SharingCirclesCyphersTeachingRestorativePracticeswithClassroomCircles-ThisisacomprehensivecurriculumguidethatoffersanoverviewpromptslessonplansandotherresourcesWhatisMorningMeetingMorningMeetingBookSamplePromptingQuestionsTopicsforCirclesTribesLearningCommunity-Thiswebsiteoffersanumberofusefulbooksandotherresources
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
26
ORGANIZATIONOFFERINGTRAININGANDASSISTANCETheGreaterGoodScienceCenteratUCBerkeley(GGSC)sponsorsgroundbreakingscientificdiscoveriesmdashandturnsthemintostoriestipsandtoolsforahappierlifeandmore
compassionatesocietyNotonlydoesitfostergroundbreakingscientificresearchintosocial
andemotionalwell-beingitalsohelpspeopleapplythisresearchtotheirpersonaland
professionallivesNoteThismaterialoriginallyappearedonGreaterGoodinActionaproductoftheGreaterGoodScienceCenteratUCBerkeley
ContactEmailgreaterberkeleyedu
Activity1PurposeBeyondhelpingstudentsrecognizethegoodThreeGoodThingsinvitesthemtoreflectonhowtheyhelpbringitaboutfosteringasenseofpersonalcontrol
Activity1TargetAudienceAges8-11butitcanbeadaptedtootheragegroups
Activity1DescriptionThreeGoodThingsInthisactivityguidestudentstocompletetheThreeGood
ThingspracticeExplaintostudentsthattheywillbe
keepingadiaryforaweekinwhichtheywillrecord
threegoodthingsthathappenedtothemeachday
andanexplanationofhowtheyachievedor
contributedtothegoodthingsTrytoencouragethem
toreallythinkdeeplyaboutthesepositivethings
Firstaskstudentstothinkaboutldquothreegoodthings
thathavehappenedtoyoutodayrdquoIftheyarehaving
difficultyfocusingtheirattentiononpositiveexperiencesyoucanpromptthembydirecting
themtosituationswheretheytriedtheirbestovercameadifficultyhelpedapeerina
certainwayordidwellinclass(Youcanalsosuggestaquickbrainstormingsessioninpairs
orgroupsofthree)Somepossiblepromptsinclude
bull ldquoThinkaboutwhenyouhelpedafriendtodayrdquo
bull ldquoThinkaboutwhenyoudidsomethingniceforsomeoneorsomeonedidsomething
niceforyourdquo
bull ldquoThinkaboutwhenyoutriedyourbestatsomethingtodayrdquo
bull ldquoThinkaboutsomethingyoudidthatmadeyoufeelreallygoodaboutyourselfrdquo
bull ldquoThinkaboutadifficultsituationthatworkedoutwellintheendrdquo
Thenaskthestudentstowritedownwhattheydidineachinstancethatcontributedtothe
ldquogoodthingrdquoForafullwriteupofthisactivityitsfullimpactandrelevantresearchclick
hereIfthereistimeafterstudentshavewrittentheirthreegoodthingsandtheir
explanationsintheirdiariestheycantalkaboutoneofthegoodthingsthathappenedto
themwithapeerThiswillhopefullyencouragethemtofocusonwhythegoodthing
happenedandreinforcepositivethinking
Activity1TimeNeededFrequencyThisactivityisdesignedtotakeoneweekbutthiscanbeamendedTimeneededperdayis30minutes
Activity1HowDidThisImpactYourProgramBywritingdowngoodthingsthathappentothemeachdaystudentsareeffectivelypracticinghowtorememberandrecall
positiveexperiencesThiscouldhelppositivememoriescometomindmoreeasilyand
spontaneouslyresearchersspeculateManypositiveexperiencesinvolveotherpeopleso
ThreeGoodThingsmayalsoremindstudentsofthefunsupportiveandkindpeopleintheir
life
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
27
Activity1ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
Activity2PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity2TargetAudienceThisactivityissuitableforstudentsingrades3-12althoughyoumaychoosetoadapttheinstructionsforyoungeragegroups
Activity2DescriptionGratitudeLetterInthisactivityyouwillguidestudentstocompletetheGratitudeLetterpracticewheretheywritealetterofthanksandthentryto
deliveritinperson
Tointroducetheactivitythefollowingscriptmaybe
helpful
MosteveryoneenjoysthanksforajobwelldoneorforafavordoneforafriendandmostofusremembertosayldquothankyourdquotoothersButsometimesourldquothankyourdquoissaidsocasuallyorquicklythatitisnearlymeaninglessInthisactivityyouwillhavetheopportunitytoexpress
yourgratitudeinaverythoughtfulmannerThinkofthepeoplemdashparentsfriendscoachesteammatesandsoonmdashwhohavebeenespeciallykindtoyoubutwhomyouhaveneverproperlythankedChooseonepersonyoucouldmeetindividuallyforaface-to-facemeetinginthenextweekYourtaskistowriteagratitudeletter(aletterofthanks)tothisindividualanddeliveritinpersonThelettershouldbespecificaboutwhatheorshedidthataffectedyourlifeMakeitsingItisimportantthatyoumeethimorherinpersonDonrsquottellthispersonhoweveraboutthepurposeofthismeetingThisactivityismuchmorefunwhenitisasurprisetothepersonyouarethanking
Activity2TimeNeededFrequencyInstudiesstudentsworkedontheirGratitudeLettersforaboutanhourspreadacrossfivedifferentdaysinatwo-weekperiodThewriting
couldalsobecompletedonasingleday
Activity2HowDidThisImpactYourProgramWhenwersquoregratefultowardothersweexperiencemanybenefitsNotonlydowefocusonandsavorthegoodthingsinourlifebut
wealsorealizethatsomeonecaredaboutusenoughtoprovideitforusThatcaninspireus
tofeelbetteraboutourselvesaswellasstrengtheningourrelationshiptothatperson
Activity2ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
28
Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere
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Activity3PurposeAssistyoungpeopleinbecomingawareofandexpressinggratitude
Activity3TargetAudienceGrades6-7butitcanbeadaptedtootheragegroups
Activity3DescriptionGratitudeJournalWhileitrsquosimportanttoanalyzeandlearnfrombadeventssometimeswecanthinktoomuchaboutwhatgoeswrongandnotenoughabout
whatgoesrightinourlivesAgratitudejournalforcesourselvestopayattentiontothegood
thingsinlifewemightotherwisetakeforgrantedInthatwaywestarttobecomemore
attunedtotheeverydaysourcesofpleasurearoundusmdashandtheemotionaltoneofourlife
canshiftinprofoundwaysWhatrsquosmoreactuallywritingabouttheseeventsiskeyResearch
suggeststranslatingthoughtsintoconcretelanguagemakesusmoreawareofthem
deepeningtheiremotionalimpact
InthisactivityyouwillguidestudentstocompletetheGratitudeJournalpracticewhere
theymakealistofthingstheyfeelgratefulfor
Tointroducetheactivitythefollowingpromptmay
behelpfulGratefulorthankfulisthefeelingwegetwhensomethinggoodhappenstousManyofusfeelgratefulforfamilyfriendsorpetsFeelinggratefulcouldalsocomefromatimewhensomeonehelpedyouAnexamplecouldbethatyouwerehavingdifficultyunderstandingyourhomeworkYouaskedyourolderbrotherorsisteroraparenttohelpyouTheyspentsometimewithyouhelpingyoutounderstandtheassignmentThinkbackoverthepastdayandwritedownuptofivethingsinyourlifethatyouaregratefulorthankfulforNoteWhenteachingaboutgratitudeinaschoolsettingitisimportanttokeepinmindthatstudentsdifferintermsofcultureracesocioeconomicstatusandreligiousbackground
Thismaymeanthattheyalsodifferinthewaytheyexpressandpracticegratitudeincluding
verbalexpressionsgesturesactsofkindnessorcaringritualsorgiftsWelcoming
discussionoftheseandotherdifferenceswilldeepenstudentsunderstandingofgratitude
Inadditiontheexperienceofgratitudemaybechallengingforchildrenfacingpersonal
strugglescommunitysufferingorsystemicinequalityRatherthansimplyencouragingthem
toldquolookonthebrightsiderdquoresearchersJeffreyFrohandGiacomoBonosuggestlistening
deeplyempathizingandacknowledgingtheirfeelingsThiscanhelpthemcultivate
resiliencewhichmdashalongwithotherqualitieslikeself-compassionandhopemdashcouldhelp
planttheseedsforgratefulness
Activity3TimeNeededFrequency20-30minutesdailyforatleastoneweek
Activity3HowDidThisImpactYourProgramStudentswhohavetriedoutthisactivitytendtoexpresstheirgratitudeforavarietyofthingsincludingfriendsandfamilytheir
teachersandschoolandbasicneedslikefoodandclothing
Activity3ResourcesMaterialsForafullwriteupofthisactivityitsfullimpactandrelevantresearchclickhere