CDLI_Guidebook_18_Final_Print

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SOCIAL & EMOTIONAL LEARNING PROGRAM QUALITY ASSESSMENT (SEL PQA) What does the data tell us? What does this tool measure? The SEL PQA builds on the foundation of the Youth and School-Age PQA, centered on continuous quality improvement. High quality youth programs, as assessed by the Youth and School-Age PQAs, can provide opportunities for youth to learn and practice emerging social emotional skills such as empathy, teamwork, and problem solving. ORGANIZATION LEVEL PROGRAM LEVEL YOUTH DEVELOPMENT LEADER LEVEL Capacity Assessment Algorhythm Adult Survey Self Reflection Algorhythm Youth Survey or PEAR Survey External & Internal Observation (SEL PQA) Program Reflection How does this tool define SEL? Drawing on research, the Youth and School-Age PQAs have been extended to make the SEL emphasis more explicit and articulate the deeper and expanded repertoire of instructional practices that support SEL skills. These include practices that more intentionally support the development of emotion management, empathy, problem solving and mindfulness. Emotion Management: Emotion Management is "the ability to be aware of, and constructively handle, both positive and challenging emotions." Important practices that support emotion management include naming and validating emotions and encouraging youth to think about causes and consequences of emotions. Empathy: Empathy is "the ability to see things from others' perspectives, to suspend judgment, actively listen, and recognize how different values, life opportunities, and obstacles have shaped others." To support the development of empathy, staff can support and express valuing difference among people, provide a safe emotional space, coach and model empathetic listening, and provide opportunities to focus conversations around understanding each other's perspectives, emotions and experiences. Teamwork: Teamwork is "the ability to collaborate and coordinate action with others." When staff practices include ample opportunities to discuss and work together in groups toward shared goals, youth learn to effectively communicate and support effective group work. Responsibility: Responsibility is the "disposition and ability to reliably meet commitments and fulfill obligations of challenging roles." To help youth grow in responsibility, staff must share control with them. Youth must be given sufficiently challenging roles or tasks with both an obligation to the group and a combination of support, accountability and empowerment suited to individual needs. Initiative: Initiative is the "capacity to take action, sustain motivation, and preserve through challenge toward an identified goal." Staff can support initiative by creating opportunities for youth to choose what is motivating them, experience moderate challenge and struggle, and experience the satisfaction of achievement that comes from hard work and perseverance. Problem Solving: Problem solving is "the ability to plan, strategize, and implement complex tasks." To support problem solving, staff can offer active processes where youth think, choose, plan, do, revise and reflect. CHARACTER DEVELOPMENT GUIDEBOOK P 44
How does this relate to the CDLI adult practice areas? High-quality youth programs can create the settings and experiences where youth learn the social and emotional skills they need to succeed in life. Intentionality in youth development leader practices, including both behaviors (e.g., modeling appropriate use of emotion) and program structure design, activities, and routines that introduce and reinforce SEL development are critical to this learning. As programs pursue the path of continuous improvement, they find that staff retention improves, staff ownership of the assessment process increases, and staff become more reflective about their own work (Smith, Akiva, Blazevski, Pelle, & Devaney, 2008). When staff members hone the practices measured on the SEL PQA, they deepen relationships with the youth in their programs, and provide increased opportunities for youth voice and ownership. As youth have increased opportunities for key developmental experiences, they are able to cultivate critical thinking and other skills necessary for success in work, school and life. The SEL PQA is applicable to programs that serve both school-age (grades K-6) and youth (grades 4-12). The SEL PQA consists of four domains, 18 scales and 70 items. The SEL PQA items are focused on observable practices at the point-of-service, or the place where youth and staff interact. The domains include Safe Space, Supportive Environment, Interaction, Engagement. These four domains have been cross-walked with the CDLI practice areas and generally align to those shown below. PRACTICE AREAS EMOTION MANAGEMENT EMPATHY PERSONAL DEVELOPMENT RELATIONSHIP BUILDING RESPONSIBILITY - Emotional Safety - Emotion Coaching - Mindfulness - Warm Welcome - Empathy - Belonging - Skill Building - Active Learning - Choice - Encouragement - Collaboration - Leadership - Planning - Problem Solving - Warm Welcome - Interactions with Adults - Encouragement - Belonging - Collaboration - Leadership - Empathy - Session Flow - Responsibility - Leadership Planning - Reflection The SEL PQA can be completed by program staff or by a reliable external assessor. Program selfassessment is an adaptable, consensus-driven process that provides site managers and frontline staff with opportunities to evaluate, discuss, and build on a shared understanding of instructional quality in their programs. This process includes managers and staff observing multiple program offerings and together, scoring a single program-wide PQA. Reliable external assessors focus on staff-youth interactions in program offerings, collecting objective anecdotal evidence for every indicator on the tool, observing a single program offering and scoring a PQA based on the observation. CHARACTER DEVELOPMENT GUIDEBOOK P 45
Page 1 and 2: BUILDING ON CORE VALUES TO SUPPORT
Page 3 and 4: CONTENTS INTRODUCTION WHAT YOU WILL
Page 5 and 6: 1Character Development Experience J
Page 7 and 8: YOUR Y'S COMMITMENT AND WHAT TO EXP
Page 9 and 10: 3. PACKING YOUR BAG AND COLLECTING
Page 11 and 12: 6. GAUGING YOUR PROGRESS AND RECALC
Page 13 and 14: MY ROLE WITHIN THE IMPLEMENTATION T
Page 15 and 16: GLOSSARY (Continued) MAPPING YOUR J
Page 17 and 18: QUICK GUIDE TO CHARACTER DEVELOPMEN
Page 19 and 20: OVERVIEW 1 Plan for MMOD Process (s
Page 21 and 22: 1Plan for MMOD Process a. Determine
Page 23 and 24: WHY IS MAKING MEANING OF DATA IMPOR
Page 25 and 26: MAKING MEANING OF DATA SESSION Once
Page 27 and 28: PLAN WITH YOUR DATA Based on your d
Page 29 and 30: SHARE YOUR DATA Your team can also
Page 31 and 32: Each tool uses unique language and
Page 33 and 34: WHAT ARE WE LEARNING? The data repo
Page 35 and 36: HOW DO WE ACT ON THE DATA? Step 1:
Page 37 and 38: WHAT ARE WE LEARNING? The survey is
Page 39 and 40: YOUTH DEVELOPMENT LEADER SELF-REFLE
Page 41 and 42: Sample Personal Development Plan Ac
Page 43: For action planning, staff indicate
Page 47 and 48: The report also presents some of th
Page 49 and 50: A CLOSER LOOK 1. Overview of the As
Page 51 and 52: DETAILED SAMPLE AGENDA (TO BE USED
Page 53 and 54: 3Our Way Forward Building on our co
Page 55 and 56: 4The Placemat and Conceptual Framew
Page 57 and 58: FOCUSING ON ADULT PRACTICE AREAS Y-
Page 59 and 60: YOUTH DEVELOPMENT LEADER LEVEL EMOT
Page 61 and 62: YOUTH DEVELOPMENT LEADER LEVEL EMPA
Page 63 and 64: YOUTH DEVELOPMENT LEADER LEVEL RELA
Page 65 and 66: PROGRAM/ORGANIZATION LEVEL RELATION
Page 67 and 68: YOUTH DEVELOPMENT LEADER LEVEL RESP
Page 69 and 70: YOUTH DEVELOPMENT LEADER LEVEL PERS
Page 71 and 72: PROGRAM/ORGANIZATION LEVEL PERSONAL
Page 73: DEFINITION OF HIGH-QUALITY YOUTH DE

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