Intro Slides Celeste Janssen Institute for Youth Success January - PowerPoint PPT Presentation

Intro Slides Celeste Janssen Institute for Youth Success January 2019

Landscape of Quality in OST Different ways to advance quality The following are examples of quality improvement systems that states, afterschool networks, government organizations (e.g., child and family services) or other organizations. Quality Quality Core Rating & Credential Assessment + + + Standards & Knowledge & + Improvement System Tools Guidelines Competencies System (American Institute for Research, 2017)

Landscape of Quality – K-12 Example Processes to ensure quality in Oregon public schools Educator Performance MAPS + Standards of ESSA Educator + + + and + accreditation Accreditation Metrics Licensure Appraisal process System

How to Effectively Transfer Knowledge to Practice Knowledge Transfer to Skill Attainment Level Practice Training with Theory and Discussion 10% 5% 0% Training with Theory, Discussion, and 30% 20% 0% Demonstration Training with Theory, Discussion, 60% 60% 5% Demonstration, and Feedback 95% Training with Theory, Discussion, 95% 99% Demonstration, and Feedback and Coaching (Joyce and Showers, 2002)

Continuous Improvement Cycle 5 Key Practices for Continuous Improvement 50 % 50 4 2 5 1 3 Site managers High & clear In-service training Tools to assess Opportunities who are expectations by to build performance for staff in focused on and for staff professional and feedback decision-making improving on performance knowledge and quality skills (Smith, Akiva, Sugar, Devaney, Lo, Frank, 2013; available at : http://cypq.org/sites/cypq.org/files/ExecutiveSummary2.29.pdf

Why Youth Programs Do What They Do The Theory that Guides You Celeste Janssen Institute for Youth Success January 2019

Putting Together a High Quality Youth Program Attachment Theory Youth Voice Restorative Relationship Practice building Culturally- Skill Responsive Building Practice

Celeste’s Disclaimers We’ve got lots of people with expertise in this room Many theories were developed by academics (and they are biased) These theories are overlapping & they build upon each other Youth development is “interdisciplinary” There is no “best” program. Every program is different. You’ll see a lot of “yes, we do that” throughout this presentation. You’ll see a lot of “I’m not sure” or “maybe” or “not yet, but we’re working on it” I’m going through a lot, fast, and I’m missing a lot.

Theoretical Basis to the Youth Program Quality Assessment

Pyramid of Instructional Quality Domains assessed by the Youth Program Quality Assessment Interaction Lead and mentor; Be Engagement in small groups; Plan; Make choices; Reflect partner with adults; Drink Experience belonging Photos Supportive Safe Environment Environment Psychological and Encouragement; emotional safety; Reframing Conflict; Skill Program space and building; Session flow; furniture; Emergency Active engagement; procedures; Healthy Welcoming atmosphere food and drinks; Physically safe environment

2002 Approach to Quality In 2002, the National Research Council identified eight qualities as key features of youth development programs: 1. Physical and psychological safety 2. Appropriate structure 3. Supportive relationships 4. Opportunities to belong 5. Positive social norms 6. Support for efficacy and mattering 7. Opportunities for skill building 8. Integration of family, school and community efforts (Eccles and Gootman, 2002; available at https://files.eric.ed.gov/fulltext/ED505368.pdf

2002 Approach to Quality In 2002, the National Research Council identified eight qualities as key features of youth development programs: Designing 1. Physical and psychological safety Culturally-Responsive 2. Appropriate structure Organized 3. Supportive relationships After-School Activities 4. Opportunities to belong (2017) 5. Positive social norms 6. Support for efficacy and mattering 7. Opportunities for skill building 8. Integration of family, school and community efforts (Eccles and Gootman, 2002; available at https://files.eric.ed.gov/fulltext/ED505368.pdf

Quality Learning Environments Matter . . . a Lot 50 45 40 35 Mean Math Improvement 30 25 20 15 10 5 0 Low Quality Medium Quality High Quality Data from Seattle Public Schools Summer Learning Programs

Human Development During Mid-Adolescence & Adolescence

What is Human Development? Growth and changes across the lifespan, including physical, cognitive, social, intellectual, perceptual, personality and emotional growth. --American Psychology Association

Stages or Phases of Development Researchers and theorists have proposed many different stages and there is no agreement on “the” stages. Some examples: • Piaget: 4 stages of cognitive development • Erickson: 8 stages of psychosocial development • Hedegaard: 3 stages of motives for development in childhood

Denham’s Stages of Social Emotional Development Level Developmental Tasks Middle and Form closer relationships with peers of both genders • high school Manage increasingly complex academic content and tasks with increasing • independence from adults Effectively manage transitions to middle and high school • Increase independence from adults • Begin preparing for adult roles • Develop an ethical value system that allows for responsible decision-making and • responsible behavior toward others Denham (2015)

Attachment Theory Infant Behavior Adult Narrative John Bowbly studied Secure Secure infants and based on their responses, found Avoidant Dismissing four primary types of attachment behavior. Ambivalent Preoccupied Children, youth, and Disorganized/ Unresolved/ adults react to Disoriented Disorganized relationships through their attachment lens. Daniel Siegel, M.D. (2010)

How Theory Shows Up In OST Practice Program Program Program Design Implementation Evaluation Activities, staff development, materials, evaluation outputs and outcomes focused on: • identity building, independence, peer interactions • attachment, attunement

Starting Out Off Track Doesn’t Mean You Stay Off Track … and vice versa Key y Det eterminan erminants ts of Be Being ng “On Track” Famil ily Forma mati tion: on: Marriage, Delayed parenthood, Maternal education & employment Normal birthweight babies s Early y chil ildhood dhood (0-5) 5): Reading & math skills Social behavior s Mid iddl dle c e chil ildhood: dhood: (5-11) 1) Reading & math skills Social-emotional skills s Ado dolescen escence ce (11-19): 9): High school grad w/c+ No convictions, No children s Young g Adu dults ts (19-29): 29): Live independently P.S. degree or above poverty income s

Kids Born to Less Advantaged Families are Less Likely to be On Track at each Life Stage

Social & Emotional Development

Non-Cognitive Skills 21 st Century Skills Deeper Learning College and Career Readiness Soft Skills Academic Mindsets

Character Student Agency Emotional Intelligence Nonacademic Skills Employability Skills

Social Emotional Development Emerges Over Time Become Pro-social & 3 More Cooperation Sophisticated Conflict Resolution 2 Emerge Understanding Planning, Empathy & Next Social Cues Organizing, Perspective- Setting Goals Taking Emotion & Cognitive Flexibility Behavior Management 1 Response Inhibition Emerge First Emotion Attention Control & Grow Basic Social Knowledge & Significantly Engagement Working Memory Expression Emotion Cognitive Social Domain Domain Domain Jones & Bailey, 2012.

What is Social Emotional Development Slide Credit: Harvard Graduate School of Education. EASEL lab. Belief Ecology Skills/Competencies Beliefs/ Know- Character Emotion Social Cognitive ledge of Personality /Values Self & Identity Optimism, Understanding Managing & Emotion Ethical, Self-efficacy, gratitude, social cues, social shifting knowledge and performance, growth mindset, openness, perspective attention, expression, intellectual, and agency, self- enthusiasm, zest taking, prosocial controlling emotion & civic values esteem, self- behavior, conflict impulses, behavioral knowledge, resolution, social planning & goal regulation, purpose problem solving setting, critical empathy thinking

Other SEL Frameworks

Other SEL Frameworks

Example: Specific Domain Self-efficacy may be especially important for traditionally underserved students, such as those from historically marginalized race/ethnicities and girls in STEM. • Collective self-efficacy helps such students by supporting them to work with others to create changes that benefit the larger community. • Woods’ research suggests African American students may need to be explicitly told they are able and capable of succeeding in school — even if this kind of feedback may not be helpful for white students because it provokes a fixed mindset about ability.