Social and Emotional Learning in After School Programming Jennifer Miller 21 st Century Learning Community Summit January 21, 2013

Jennifer Miller, M.Ed. Senior Educational Consultant on SEL 19 years working on prevention/social competence promotion with educators Parent – family coaching Author, Confident Parents, Confident Kids 7 years guiding United Way and Toledo Public Schools in SEL Former Director, Safety, Health and Nutrition at Ohio Dept. of Education Former Director of Illinois Initiatives, CASEL Former Executive Director, Center for Peace Education, Cincinnati

Agenda  Greeting  Group Activity  Sharing  Agenda Review and Purpose  Video of “Breakfast Club” Program  What is SEL and why is it critical?  Practical Ideas for Integrating SEL  Discussion – Your Ideas  Resources, Thumbs Evaluation and Closing

Social and Emotional Learning Development of skills to promote and maintain positive, collaborative relationships and contribute to learning.

CASEL Framework for SEL (2) Provide Social and Emotional Competency Instruction Self-awareness Social awareness Self-management Relationship skills Responsible decision making Greater Attachment To School Less Risky Behavior, More Assets, & Positive Development Better Academic Performance and Success in School and Life (1) Create Learning Environments -Safe -Caring -Well-managed -Participatory CASEL, Safe and Sound, 2003

SEL Instruction social & emotional learning Self-awareness Social awareness Relationship Skills Responsible decision- making Self- management Forming positive relationships, working in teams, dealing effectively with conflict Making ethical, constructive choices about personal and social behavior Managing emotions and behaviors to achieve one’s goals Showing understanding and empathy for others Recognizing one’s emotions and values as well as one’s strengths and limitations

Unique opportunity in After School! All Students need to feel a sense of: Autonomy Belonging Competence

Impact of After School on Social Skills  Recent meta-analysis by CASEL (2007) studied 73 programs  39 programs met “SAFE” criteria: - sequenced (to build skills) - active (engaged learning) - focus (on personal and social skills) - explicit (target specific skills)

Findings  Youth in the 39 programs improved significantly in feelings of self confidence, school bonding and positive social behaviors, and school grades, and achievement test scores. Also reduced problem behaviors.  Programs that used evidence-based skill training were consistently successful.

Dare to Dream: Model SEL After School Program Focus on SEL and service learning Core daily components include: - snack, homework, community building, social-emotional skill building - service learning projects (3-4 per year) GPAs higher, Suspensions lower

Strategies  After school “meeting”  Cooperative games  Service learning – school and community (authentic practice)  Students as teachers  SEL lessons  Book studies  Program Leader Language and Discipline Practices – do they teach self-discipline?

Getting Started… What is one way you can envision integrating social and emotional learning into your after school programming? How can you deepen the social and emotional skill building practice opportunities and/or sense of community and connectedness in your program?

Closing…  Questions?  Contact info and resources