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

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

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

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

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

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