Program Structure: Overview of Program Structure Overview of Program Structure The afterschool program structure has a number of different components that are coordinated together to ensure that youth use academic time productively (see Section 2: A Guide to Academic Time), experience other forms of enrichment, and engage actively with social and emotional learning goals throughout the entire days (see Section 3: An Introduction to Social and Emotional Learning). Theme of the Day Social and emotional learning (SEL) enriches every aspect of a young person s life and will help him or her succeed holistically. It is therefore important to reinforce SEL throughout the entire program day. Every day of afterschool program is organized around a theme of the day, which is one of the five Social and Emotional Learning Core Competencies: self-awareness, selfmanagement, social awareness, relationship skills, and responsible decision-making (for elaboration, see Section 3: A Guide to Social and Emotional Enrichment). Since each core competency is composed of many different elements, every day will focus on one specific aspect of each core competency. Each day of the week will cover one of the five Core Competencies, covering all five by the end of the week. The theme of the day will be introduced at the beginning of programming, reinforced throughout all program activities including academic time, and finally reflected on at the end of programming. Staff and Youth Group Assignments Staff and youth should be assigned by the Site Coordinator to consistent groups for Academic Time and SEL Enrichment. Consistency in group assignments promotes a sense of constancy for youth and allows them to build relationships with specific staff members. These groups can be rotated after set intervals of time, e.g. 6 or 8 weeks. See the Staff and Youth Group Assignments sheet on page 34 of Section 1.
Program Structure: Theme of the Day The Theme of the Day The theme of the day will be introduced at the beginning of programming, reinforced throughout all program activities including academic time, and finally reflected on at the end of programming. General Program Time Allocation 15 min Site coordinator debriefs youth and introduces the theme of the day 1 hour Academic time (see Section 2: A Guide to Academic Time) 45 min Social and emotional enrichment time, which includes activities involving outside providers and other enrichment activities (See Section 3: A Guide to Social and Emotional Enrichment) 15 min Staff -led or youth-led reflection on the theme of the day Introducing the Theme of the Day During the introduction of the theme of the day, the Site Coordinator or another staff member will announce the core competency that will serve as the theme and explain what it means. It is effective to discuss the theme with an example of a way in which the core competency can be used. For example, if the theme of the day were self-management, the staff member could say: Today s theme is self-management. Part of self-management is how we decide to express our feelings. One day I got angry at one of my friends for not including me in his plan to see a movie. Instead of just shouting at my friend because I was angry, though, I decided to stop before I said anything and think about what I was going to say. Instead of starting a fight, I decided to explain to him that he really hurt my feelings for not including me. We talked about it and worked it out. Can everyone think about a time when you stopped and thought about how you were going to express your feelings before you did anything? Or a time when you should have? After a brief discussion of the aspect of the theme that will be the focus for the day, staff can play a short game with either the entire group of youth or with smaller groups. The game should reinforce the introduction of the theme. For example, for the above example of self-management, staff can facilitate a game where youth must hide a certain object behind their backs and the staff member must guess who has the object to get youth thinking about controlling how they express themselves. Reinforcing SEL during Academic Time Homework and academic enrichment provide many opportunities for reinforcing thinking about the theme of the day and the specific aspect that is the day s focus. For instance, completing assignments is an act of responsible decision-making and independently deciding to go to the
Program Structure: Theme of the Day book shelf rather than distract other youth is an act of self-management. Furthermore, examples of these core competencies can be found in assignments themselves: often in reading and history assignments, examples of characters or other figures who demonstrate core competencies can be pulled and discussed during the completion of an assignment. Reinforcing SEL during SEL Enrichment Time SEL enrichment time during the week is divided between days of explicit SEL enrichment activities and days of arts, culture, sports and recreation, and other forms of enrichment activities that still emphasize SEL. SEL enrichment time includes program activities that involve outside providers and activities that include enrichment in the arts, culture, sports and recreation, and other enrichment areas. These enrichment activities are important times to explore SEL and to reinforce the idea that SEL exists in all aspects of life. For example, a trip to the gym can include a discussion around how responsible decision-making affects health, and art enrichment can include a conversation around self-awareness and how art can allow us to explore and understand our emotions. Reflecting on the Theme of the Day At the end of the day, the staff should lead youth, either in the whole group or in smaller groups, in reflecting on the theme of the day. Reflection time encourages youth to think about how they used the theme throughout the day of programming and how they can continue to use it outside of programming. For reflection activities and constructing reflection questions, see Section 3: SEL Appendix A.
Program Structure: Choosing a Theme of the Day Choosing a Theme of the Day One of the five Core Competencies for Social and Emotional Learning will serve as the Theme of the Day for each day of the week. To choose a Theme of the Day, focus on one sub-topic within each of the five Core Competencies for the day: I. Self-Awareness accurately assess one s feelings, interests, values, and strengths; maintain a well-grounded sense of self-confidence; and make informed and well thought out decisions. II. Self-Management regulate one s emotions to handle stress, control impulses, and persevere in overcoming obstacles; establish and work towards personal and academic goals; and express emotions appropriately. III. Social Awareness take the perspective of and empathize with others; recognize and appreciate individual and group similarities and differences; and recognize and use family, school, and community resources. IV. Relationship skills establish and maintain healthy and rewarding relationships based on cooperation; resist inappropriate social pressure; and prevent, manage, and resolve interpersonal conflict; seek help when needed V. Responsible Decision-Making make decisions based on consideration of ethical standards, safety concerns, appropriate social norms, respect for others, and likely consequences of various actions; apply decision-making skills to academic and social situations; and contribute to the wellbeing of one s school and community.
Program Structure: Overview of Program Schedule Overview of Program Schedule District 65 Sites ( Oakton, Nichols, Washington, Chute) 3:35-3:45pm Check-in and sign-in 3:45-4:00pm Introduction of the Theme of the Day/ Announcements/ Snack 4:00-5:00pm Academic Time 5:00-6:00pm Social/ Emotional Enrichment and Reflection on the Theme of the Day 6:00-6:15pm Clean Up/ Youth go home District 202 (Evanston Township High School) **Mondays ONLY** 2:35-3:00pm Check In/Sign-in/Introduction to the Theme of the Day 3:00-4:00pm Academic Time/ Homework 4:00-5:00pm Social/ Emotional Enrichment Activities 5:15-5:35pm Clean Up/ Youth go home Tuesday-Friday 3:35-4:00pm Check In/Sign-in/Introduction to the Theme of the Day 4:00-5:00pm Academic Time/ Homework 5:00-6:00pm Social/ Emotional Enrichment and Reflection on the Theme of the Day 6:15-6:35pm Clean Up/ Youth go home
Program Structure: Afterschool Daily Role Assignments Afterschool Daily Role Assignments 2012-2013 Date: Pre-Program Preparation Checklist Site Coordinator/FT Staff Leading Checklist: Confirm all staff are present and assigned or re-assign as is appropriate Review the day s schedule, curriculum, and theme Update staff on any changes to schedule, space, curriculum or otherwise Clarify any logistics/ answer questions Identify issues related to special or ongoing needs of youth Provide feedback and reminders re staff interaction with youth, data collection or reporting requirements, etc. Youth Arrival Role Escorting youth from school to site Staff Members Supervising arrival Supervising attendance Supervising snack No-show phone calls Introduction Activity What is the Theme of the Day? What is the introduction activity? Staff facilitating introduction activity Today s Goals By the end of today, youth will be able to: 4:00 5:00 pm Academic Time Homework Room 1 Homework Room 2 Academic Enrichment Room Staff facilitator(s): Staff facilitator(s): Staff facilitator(s):
Program Structure: Afterschool Daily Role Assignments Enrichment activity: Supplies needed: Supplies needed: Supplies needed: 5:00 5:45 pm SEL Time SEL Room 1 SEL Room 2 SEL Room 3 Staff facilitator(s): Staff facilitator(s): Staff facilitator(s): Enrichment activity: Enrichment activity: Enrichment activity: Supplies needed: Supplies needed: Supplies needed: 5:45 6:00 pm Reflection Reflection Reflection activity Staff facilitating reflection activity 6:00 pm Clean-up and Pick-up Role Supervising clean- up Staff Members Supervising pick- up
Program Structure: Afterschool Daily Role Assignments Supervising staff debrief Mentor Y.O.U.th Role Keep track of youth meeting mentors for that day Call mentors if youth are not in programming by 4:15 pm Make sure mentor/mentee pairs do not leave vicinity of program site Make sure mentor/mentee pairs have left/been picked up before locking program site Staff Members Post-Program Checklist Site Coordinator/FT Staff Leading Checklist: Reflections on the day s activities; what worked, what could be improved (note below) Noted victories and challenges of any participants Staff have completed and tabulated point distribution Peer-to-peer feedback, problem solving, and consultation Information sharing, incident reporting, notes for next day s staff Looking forward: staff needs or updates for the next week Staff comments on today s program:
Program Structure: Youth and Daily Group Assignments Youth and Staff Daily Group Assignments Staff and youth should be assigned to consistent daily groups for academic time and SEL enrichment in order to help foster relationships and to help youth build skills. At least 2 staff members/work study students should be assigned to each group of youth. Assigning youth to specific groups with consistent staff members also helps to ensure that all staff know where each youth is during the program day. These groups can rotate on a regular basis, e.g. 6 or 8 weeks. Group assignments should be posted so that everyone can access them. GROUP 1 Staff names: Academic Time Homework groups GROUP 2 Staff names: GROUP 3 Staff names:
Program Structure: Youth and Daily Group Assignments GROUP 1 Staff names: Social and Emotional Learning Enrichment Groups GROUP 2 Staff names: GROUP 3 Staff names:
Program Structure: Youth and Daily Group Assignments DURING PROGRAM TIME Delegated Responsibilities and Descriptions Escorting Youth from School to Site If walking from a school to a separate program site, chaperone and escort youth at all times Make sure that all youth are always within sight of a staff member Make sure that youth are engaging in safe behavior on the way to the program site Supervising youth arrival: Remind youth to sign in on the Y.O.U. attendance form Direct youth to get settled and be prepared for the start of program Check-in: Check in with individual youth as they arrive, addressing each youth by name As needed, prepare a check-in activity for youth to participate in Supervising snack: Obtain the snacks and bring them to the program area Make sure that each youth takes only one snack and drink Mark each youth on the snack sheet as s/he takes the snack Return the snack sheet to the binder Return the binder to its designated space or to the Site Coordinator Youth attendance and no-show phone calls: Supervise youth sign-in when they come in the door Make sure that all youth are accounted for Make note of youth who have not arrived for programming As delegated, make a phone call to the parent/guardian of each youth who has not arrived and has not given notice Return completed attendance forms to respective binders/folders Facilitating introduction activity: Choose an aspect of the designated core competency for the day to serve as the Theme of the Day Choose an introductory activity that the whole group can do together or broken up into smaller groups Introduce the Theme of the Day to all the youth Facilitate the introductory activity Supervising academic time: Ensure that all youth are completing school assignments, prioritizing assignments that are due sooner
Program Structure: Youth and Daily Group Assignments For youth who do not have homework or school assignments, make sure that they are occupied with another academic activity Ensure that all youth are behaving in a manner that is conducive to everyone s concentration Supervising SEL enrichment time: As assigned, prepare an enrichment activity for a group of youth (can be selected from the manual) Ensure that all youth are on task and actively participating in a safe and constructive manner Facilitating reflection and clean-up: Prepare a reflection activity and reflection questions for the Theme of the Day Guide youth in leading components of the reflection, if planned Organize youth into a big group or several small groups to complete reflection activity Organize youth to clean up the areas that were used that day Make sure that youth have all of their belongings and are ready for pick-up Supervising youth pick-up: Stand outside the site with the youth to wait for pick-up Make sure that EVERY youth has been picked up and accounted for before coming back inside Supervising Mentor Y.O.U.th pair: Make sure that you have up-to-date schedules and contact information, which will be provided by the Mentor Y.O.U.th Coordinator, for the mentor/mentee pair If the mentee is not present for mentoring, notify the mentor as early as possible If the mentor/mentee pair leave, make sure that they stay within the vicinity of the site Do not leave the site until the mentor/mentee pair have finished mentoring and both have left or have been picked up Contact the Mentor Y.O.U.th Coordinator for any questions or concerns (your Site Coordinator will have his/her contact information) Debrief: Following each day of programming, all direct-service staff should debrief about the day. Debrief should typically last 30 minutes. During debrief time, it is suggested that staff: Discuss the highs and lows of each day, focusing on student behavior, academic time, and the days activities. This is a time to communicate amongst staff regarding areas that are going particularly well in addition to concerns and areas for improvement in regards to programming. Share incidents that may have occurred during the program day. Debrief is a great opportunity for staff to remain on the same page regarding any events that occurred that day. Conduct meaningful conversation around student performance and devise continuous success plans for youth.
Program Structure: Youth and Daily Group Assignments Reflect on the day with the goal of making the next day better than the previous. OUTSIDE OF PROGRAM TIME Parental Engagement When possible, meet and communicate with family members of Y.O.U. youth during pick-up Make phone calls and other outreach efforts for family events During Family Nights and other events, interact with families, and get to know them Communicate regularly with parents/guardians about Y.O.U. youth s progress School Communications and Relationships (For more information, see Section 4: School Communications) Work with advocates/allies of Y.O.U. from the school, to enhance collaborative efforts Develop and adhere to school-y.o.u. agreements about shared use of space and resources Create and maintain systems of communication with school staff about the progress of Y.O.U. youth Identify and fulfill opportunities to observe, participate in, and support the school day Plan and coordinate events where Y.O.U. and the school can collaborate