Neighborhood Services and Education Committee (nse)
August 10, 2023

Attachment A:

SJ Learns Committee 2022-2023
The SJ Learns Committee is composed of educational experts and stakeholders from San José’s public, private, and nonprofit sectors.
• Allison Book-Arango – Director, Grants, Partnerships & Operations, Santa Clara County Office of Education
• Anthony Rodriguez – Corporate Development Manager, City Year San Jose • Dana Bunnett – Executive Director, Kids In Common
• Dawn Coppin – Executive Director, San José Public Library Foundation • Hitesh Shah – Sr. Principal Architect, Adobe
• Marco Alvarez – Software Engineer, Intel Corporation
• Orit Keinan-Nahon – Global Head of Investor Relations, HP Inc. • Rebecca Turner – Nursing Facility Administrator & Lincoln Glen Manor for Senior Citizens
• Vidya Kilambi – Division Manager, Education & Innovation, San José Public Library Attachment B: Quality Standards for
Expanded
Learning in California:

Creating and Implementing a Shared Vision of Quality
INTRODUCTION / BACKGROUND 3
DESCRIPTION OF STANDARDS AND CROSSWALK 4
RECOMMENDED USES 5
QUALITY STANDARDS IN ACTION 6
SUMMARY OF WORK GROUP PROCESS 19
WORK GROUP PARTICIPANTS 20
GLOSSARY OF TERMS 21
REFERENCES 22
“This bold initiative provides a
road map for improving expanded
learning throughout California.”
– Tom Torlakson
Superintendent of Public Instruction
FINAL RELEASE: SEPTEMBER 2014
Informed by Expanded Learning stakeholders
and practitioners, and produced in collaboration
between the California Department of
Education, After School Division, and
the California AfterSchool Network.
2 Q U A L I T Y S T A N D A R D S F O R E X P A N D E D L E A R N I N G Table of Contents

INTRODUCTION AND BACKGROUND

DESCRIPTION OF STANDARDS AND CROSSWALK

RECOMMENDED USES

QUALITY STANDARDS AND STANDARDS IN ACTION

SUMMARY OF WORK GROUP PROCESS

WORK GROUP PARTICIPANTS

GLOSSARY OF TERMS
22 REFERENCES
21 20
19 According to the California Department of Education After School Division, “the term Expanded Learning refers to before and after school, summer, intersession learning programs, that focus on developing the academic, social, emotional, and physical needs and interests of students through hands-on, engaging learning experiences. Expanded Learning programs should be student-centered, results-driven, include community partners, and complement but not replicate learning activities in the regular school day/year.”1
Q U A L I T Y S T A N D A R D S F O R E X P A N D E D L E A R N I N G 3 Introduction and Background
The California Department of Education After School Division (CDE-ASD or After School Division) was formed in late 2011, implementing a recommendation from Superintendent of Public Instruction Tom Torlakson’s Transition Advisory Team’s final report, A Blueprint for Great Schools2. Since its inception, this new Division has actively engaged multiple stakeholders and practitioners to the state’s direction. The Division recently engaged over 100 stakeholders and practitioners in the creation of a new vision and strategic plan for expanded learning in California through 2016. A cornerstone of this strategic plan is new Quality Standards for Expanded Learning Programs. The Quality Standards were developed in two distinct phases (Phase I and Phase II) through a partnership between the After School Division and the
California AfterSchool Network Quality Committee.

A Vision for
Expanded Learning in California
California’s Expanded Learning programs
are an integral part of young people’s
education, engaging them in year round
learning opportunities that prepare them
for college, career, and life.1
4 Q U A L I T Y S T A N D A R D S F O R E X P A N D E D L E A R N I N G Outlines California’s Quality Standards
and what each Standard should look
like in action at the programmatic, staff,
and participant levels.

Describes recommended uses of the
Standards.

Outlines multiple quality assessment tools
that have significant alignment with the
California Quality Standards.

Provides a detailed description of each
tool, its purpose and properties, cost,
and training support available.

Supports programs in the process of
continuous improvement.

Description of Standards
and Crosswalk
The Work Groups on Quality Standards (Phase I and II) created a set of 12 Quality Standards and descriptions of what each Standard should look like in action (Standards in Action). Standards in Action are described at the programmatic, staff, and participant levels. In addition, A Crosswalk Between the Quality Standards for Expanded Learning and Program Quality Assessment Tools (Crosswalk) was created. This Crosswalk outlines a number of available tools that can be used for quality assessment and improvement.

Q U A L I T Y S T A N D A R D S F O R E X P A N D E D L E A R N I N G 5 Recommended Uses
The purpose of the Quality Standards is to describe high levels of “Quality” of a program at the programmatic, staff, and participant levels. The quality standards are not intended to serve as a compliance tool, but as the following:
■ A framework of clear expectations for all stakeholders. ■ A guide to inform the After School Division’s decision-making, e.g., technical assistance decisions, language in requests for application, and policy development.
■ A guide for program providers to assess their own programs in order to help determine what they are doing well and what needs improvement.
■ A guide for parents and youth to identify quality programming. ■ A guide for school principals and district superintendents to reinforce and advance key priorities. ■ A complement to other standards in the State of California focused on quality improvement, e.g., Learning in After School and Summer, Quality Self-Assessment Tool, Quality Self-Assessment Rubric, Center for Youth Program Quality, etc.

How to use Quality Standards and Crosswalk
in a continuous improvement process
The Quality Standards are intended to create a framework of clear expectations, and a shared vision of quality among multiple stakeholders. The Standards in Action are intended to provide more detailed information about what the Standards should look like at the programmatic, staff, and student levels. The Quality Standards are a central component of the cycle of quality improvement. They are not assessment or compliance tools, but can be utilized in conjunction with a variety of assessment tools (as outlined in the Crosswalk) to plan and assess the quality of expanded learning programs. The Crosswalk provides more guidance about the cycle of quality improvement.

Continuous quality improvement cycle
Assess Program Quality: Collect data on the program using multiple strategies. Data comes from sources including self-assessments, review of program policies and manuals, interviews and surveys conducted with staff, youth, and other stakeholders, and observation of program activities.

Plan: Reflect on program data and use data to generate and implement an action plan for program improvement. Action plans can be used to revise and refine organizational strategies and goals, to direct organizational resources towards areas that need improvement, and to guide professional development for staff.

Improve Program Quality: Implement the action plan, taking time to reflect on progress along the way. Once key goals are met, re-assess and update the action plan accordingly.
6 Q U A L I T Y S T A N D A R D S F O R E X P A N D E D L E A R N I N G Quality Standards for
Expanded Learning Programs
The standards should be considered in the context of the five Learning in After School and Summer Principles3 which clearly communicate how expanded learning programs contribute to children’s learning.

Point-of-Service Quality Standards
Safe and supportive environment
The program provides a safe and nurturing environment
that supports the developmental, social-emotional and
physical needs of all students. Page 7
Active and engaged learning
Program design and activities reflect active, meaningful and engaging learning methods that promote
collaboration and expand student horizons. Page 8
Skill building
The program maintains high expectations for allstudents, intentionally links program goals and curricula with
21st-century skills and provides activities to help students achieve mastery. Page 9
Youth voice and leadership
The program provides and supports intentional
opportunities for students to play a meaningful role in program design and implementation, and provides
ongoing access to authentic leadership roles. Page 10
Healthy choices and behaviors
The program promotes student well-being through
opportunities to learn about and practice balanced
nutrition, physical activity and other healthy choices in an environment that supports a healthy life style. Page 11 Diversity, access and equity
The program creates an environment in which students
experience values that embrace diversity and equity
regardless of race, color, religion, sex, age, income
level, national origin, physical ability, sexual orientation and/or gender identity and expression. Page 12
Programmatic Quality Standards
Quality staff
The program recruits and retains high quality staff
and volunteers who are focused on creating a
positive learning environment, and provides ongoing
professional development based on assessed
staff needs. Page 13
Clear vision, mission and purpose
The program has a clearly defined vision, mission,
goals, and measurable outcomes that reflect broad
stakeholder input and drive program design,
implementation and improvement. Page 14
Collaborative partnerships
The program intentionally builds and supports
collaborative relationships among internal and external stakeholders, including families, schools and community, to achieve program goals. Page 15
Continuous quality improvement
The program uses data from multiple sources to assess
its strengths and weaknesses in order to continuously
improve program design, outcomes and impact.

Program management
The program has sound fiscal and administrative
practices supported by well-defined and documented
policies and procedures that meet grant requirements.

Sustainability
The program builds enduring partnerships with the
community and secures commitments for in-kind and
monetary contributions. Page 18

10 11

12 Q U A L I T Y S T A N D A R D S F O R E X P A N D E D L E A R N I N G 7 Safe and Supportive Environment
The program provides a safe and nurturing environment that supports the developmental, social-emotional and physical needs of all students.

Safe and supportive environment in action
Programmatic Level
■ Program directors work closely with school leaders to create school-aligned health and safety procedures for the expanded learning program.
■ The program develops policies and procedures to:
• Clearly communicate health, safety, and behavior procedures with staff, participants, and families. • Clearly identify the health and medical needs of participants. • Ensure that staff are easily identifiable to participants, families, and other stakeholders (e.g., staff shirts, vests, badges, etc.).
• Ensure thatstaff, participants, families, and school partners understand where participants are located throughout the duration of the program.
• Ensure that staff are trained in safety and first aid. • Clearly document and communicate incidents (i.e. written reports and phone records). • Maintain an easily accessible list of all participants with current emergency contacts for program activities and field trips.
■ The program connects participants and families to services, organizations and other resources that provide support beyond after school and summer programming (e.g., food security, health and mental health services, parent education, and other identified needs).

Staff Level
■ The staff respectfully welcome and release participants from the program.
■ Staff intentionally build and maintain trusting, nurturing, and supportive relationships with participants.
■ Staff intentionally identify participant strengths, interests, and learning styles, and encourage participants to develop skills related to their strengths and interests.
■ Staff hold participants to high expectations for behavior and achievement by:
• Actively acknowledging positive behavior and participant accomplishments.
• Calmly intervening when youth or adults are engaged in physically and/or emotionally unsafe behavior.
■ Staff participate in on-going health and safety procedures, trainings, and practice drills with participants.

Participant Level
■ Participants and staff share responsibility in building a sense of community and belonging. ■ Participants actively co-create behavioral agreements in collaboration with program staff. 8 Q U A L I T Y S T A N D A R D S F O R E X P A N D E D L E A R N I N G Active and Engaged Learning
Program design and activities reflect active, meaningful and engaging learning methods that promote collaboration and expand student horizons.

Active and engaged learning in action
Programmatic Level
■ The program provides a variety of activities that are hands-on, project-based, and result in a culminating product. ■ The program uses participant feedback, assessments, and evaluations to guide the development of training, curricula, and projects that fully meet participants’ needs and interests.

Staff Level
■ Staff give participants the experience of learning through multiple senses. ■ Staff give participants the opportunity to work in groups that have a clear purpose. ■ Staff provide activities that raise awareness, promote thought-provoking discussion and support collaborative interaction with others in the larger community, other cultures, and even globally. ■ Staff provide opportunities for participants to think critically, as well as act on issues and opportunities that are important but also of high interest and relevance to them.

Participant Level
■ Participants gather evidence
to support their ideas and
understand other perspectives.
■ Participants use modern
technology to support their
learning.
■ All participants in group work
are engaged, cooperate in the
group’s accomplishments, and
are accountable to one another.

Q U A L I T Y S T A N D A R D S F O R E X P A N D E D L E A R N I N G 9 Skill Building
The program maintains high expectations for all students, intentionally links program goals and curricula with 21st-century skills and provides activities to help students achieve mastery.

Skill building in action
Programmatic Level
■ The program supports projects and activities in which participants demonstrate mastery by working toward a final product or presentation.
■ The program supports activities in which participants develop and demonstrate 21st century skills.

Staff Level
■ Staff select or create projects that relate to young people’s lives. ■ Staff develop learning goals for each activity and communicate these goals to youth. ■ Staff facilitate activities and conversations that increase participants’ 21st century skills, sense of personal and social responsibility, and understanding of life and career options. ■ Staff use practices that support mastery such as:
• Providing youth with opportunities to practice skills • Sequencing activities to allow participants to build on previously learned skills.
• Facilitating youth reflections and offering constructive feedback to help youth learn from their experiences of successes, mistakes, and failures
• Helping youth make links between the activity and
their lives outside of the program
Participant Level
■ Participants work in groups where
they practice skills such as teambuilding, collaboration, and use of effective communication.
■ Participants are involved in
projects, activities, and events
that increase their understanding
and use of 21st century
skills (e.g., creativity, criticalthinking, and information and communications technology).
10 Q U A L I T Y S T A N D A R D S F O R E X P A N D E D L E A R N I N G Youth Voice and Leadership
The program provides and supports intentional opportunities for students to play a meaningful role in program design and implementation, and provides ongoing access to authentic leadership roles.

Youth voice and leadership in action
Programmatic Level
■ The program provides participants with opportunities and space to share their viewpoints, concerns, or interests in order to impact program practices or policies. This includes opportunities that are led by youth. ■ The program provides opportunities for participants to actively exercise their leadership skills and address real world problems that they identify in their communities. These are activities that require critical thinking, debate, and action planning.
■ The program trains staff to facilitate youth voice and leadership in ways that promote positive relationships within the program and empower participants to have a positive impact on other individuals and institutions.

Staff Level
■ Staff encourage and engage participants on a regular basis to share their perspectives regarding program design, what they want to learn and the quality of their experience in the program. ■ Staff work to recognize the leadership potential in all young people, regardless of their age, and provide opportunities for them to develop their leadership skills by providing authentic leadership roles within their after school program.

Participant Level
■ Participants engage in authentic and
meaningful leadership roles that are supported
by staff and celebrated by the program.
■ Participants share ownership in the design of
program activities.
■ Participants take responsibility for completing
projects.
■ Participants express their opinions and
feedback in surveys or group discussions
regarding what they want to learn about,
what they want to be able to do, and the
development of program offerings that respond
to their interests.
■ Participants reflect on learning experiences
(formal and informal) and give their opinion
about future learning opportunities.

Q U A L I T Y S T A N D A R D S F O R E X P A N D E D L E A R N I N G 11 Healthy Choices and Behaviors
The program promotes student well-being through opportunities to learn about and practice balanced nutrition, physical activity and other healthy choices in an environment that supports a healthy lifestyle.

Healthy choices and behaviors in action
Programmatic Level
■ The program creates and maintains a healthy culture and environment that is positively influenced by a collaborative and coordinated effort of families, school, and community. ■ The program identifies healthy practices and develops priorities that contribute to the school wellness plan and implementation.
■ The program helpsstaff promote healthy lifestyles by providing professional development and access to age-appropriate
curricula and resources.
■ The program incorporates nutrition and physical activity into all facets of program design and operating procedures (e.g., fundraising, meals/snacks, policies, curricula,
incentives, etc.).

Staff Level
■ Staff provide daily opportunities for participants to engage in developmentally appropriate, research-based nutrition and physical activities that support program goals.
■ Staff understand how knowledge, skills, and behaviors around health contribute to academic performance and a positive socio-emotional lifestyle.
■ Staff model good nutrition and participation in physical activity during the program.

Participant Level
■ Participants have a voice and choice in creating
and maintaining a healthy culture and
environment within their program.
■ Participants apply their knowledge and
experience around nutrition, healthy lifestyles,
and physical activity, in order to influence their
families, peers, program, and community.
12 Q U A L I T Y S T A N D A R D S F O R E X P A N D E D L E A R N I N G Diversity, Access and Equity
The program creates an environment in which students experience values that embrace diversity and equity regardless of race, color, religion, sex, age, income level, national origin, physical ability, sexual orientation and/or gender identity and expression.

Diversity, access, and equity in action
Programmatic Level
■ The program actively recruits and hires staff that reflects the community of the students served. ■ The program states its explicit commitment to diversity and equity in its outreach materials and/or policies. ■ The program is aware of and seeks information and strategies to support all participant needs. ■ The program creates a welcoming environment by representing the diversity of the participants through program materials, displays, etc.
■ The program implements a plan that outreaches to all students at the school site. ■ The program celebrates diversity related to participants’ race, color, religion, sex, age, income level, national origin, physical ability, sexual orientation, and/or gender identity and expression.

Staff Level
■ Staff participate in on-going diversity and sensitivity training. ■ Staff adapt activities to accommodate the physical and developmental abilities of all participants, and actively encourage their participation in the program.

Level
Participants and staff are comfortable sharing, and are given opportunities to share, from their diverse experiences and backgrounds.

Q U A L I T Y S T A N D A R D S F O R E X P A N D E D L E A R N I N G 13 Quality Staff
The program recruits and retains high quality staff and volunteers who are focused on creating a positive learning environment, and provides ongoing professional development based on assessed staff needs.

Quality staff in action
Programmatic Level
■ The program engages in a rigorous recruitment and
hiring process that carefully considers experience,
knowledge, interest, ability to create a safe
environment, diversity, and capacity for engaging
children in age appropriate and meaningful learning.
■ The program provides staff and volunteers with:
• Clear titles and job descriptions
• Continuous training and professional development
• Resources and materials to deliver activities
• On-the-job coaching
■ The program supports staff with information regarding grant requirements, budgets, and any information that
affects the day-to-day operations of the program.
■ The program supports staff with competitive pay.
■ The program creates opportunities for participants and other stakeholders to provide feedback on staff and volunteer quality.

Staff Level
■ Staff demonstrate ability to:
• Deliver a program that meets grant requirements
• Facilitate and incorporate district and program curricula, research-based youth development principles and best practices in program planning and activities
• Facilitate activities that engage students in active and meaningful experiences that build mastery and expand horizons
• Welcome and engage volunteers in roles that meaningfully and effectively support student learning ■ Staff exhibit:
• Integrity, professionalism, caring, and competency as a positive role model • Commitment to building positive relationships with a culturally, linguistically, and socio-economically diverse community of students, staff, and parents
Participant Level
■ Participants are involved in the staff selection process. ■ Participants have trusting and positive relationships with staff. 14 Q U A L I T Y S T A N D A R D S F O R E X P A N D E D L E A R N I N G Clear Vision, Mission and Purpose
The program has a clearly defined vision, mission, goals, and measurable outcomes that reflect broad stakeholder input and drive program design, implementation and improvement.

Clear, vision, mission, and purpose in action
Programmatic Level
■ When the program creates its mission, vision,
goals, and outcomes, it makes sure all stakeholders
participate, including:
• Youth
• Families
• Program staff
• School site partners
• Community partners
■ The program ensures that its vision and mission
complement each other and are reflected in
program goals and outcomes.
■ The program monitors progress toward its goals and
outcomes.
■ Based on its vision and mission, the program intentionally aligns goals and outcomes with:
• Policies and procedures
• Program plan
• Budget
• Staff development
• Communications and marketing material
■ The program informs participants, families, staff, and partners about their roles and responsibilities in advancing the mission, vision, and goals of the program.
■ The program regularly communicates, reviews, and
makes appropriate changes to goals and outcomes in
collaboration with all stakeholders.

Staff Level
■ Staff share program’s mission, vision, goals, outcomes, and planned activities with families through a variety of strategies (e.g., new family orientations, parent nights, etc.). ■ Staff design activities to make progress toward program’s goals and outcomes.

Participant Level
■ Participants know the goals, and outcomes of the program. ■ Participants provide input that is used to impact the program’s vision, mission, goals, and outcomes.

Q U A L I T Y S T A N D A R D S F O R E X P A N D E D L E A R N I N G 15 Collaborative Partnerships
The program intentionally builds and supports collaborative relationships among internal and external stakeholders, including families, schools and community, to achieve program goals.

Collaborative partnerships in action
Programmatic Level
■ The program develops collaborative partnerships
that are formalized and clearly articulated
through written agreements, and are maintained
through on-going meetings and other systems of
communication.
■ The program coordinates a seamless and integrated
partnership between the instructional day and
expanded learning program.
■ The program actively outreaches and engages
potential partners (public and private) in order to
sustain program services.
■ The program uses culturally and linguistically
appropriate strategies to engage families as
advocates for their children’s education and healthy
development.
■ The program trains staff to work collaboratively
with internal and external stakeholders in order to
achieve program goals.
■ Decision-making as part of a process of continuous
improvement is informed by stakeholders such as:

Staff Level
■ Staff engage, communicate, and connect parents to
information and services available to them within their community and school.
■ Staff meet regularly, both formally and informally, with partners to discuss data and agree upon program goals
and design.
■ Staff hold collaborative meetings with both internal and external partners to discuss impact, highlights, and areas of growth.

Participant Level
■ Participants share their experiences and feedback about the program to inform program design.
• Parents
• Community partners
• District leadership
• County Offices of
Education
• Non-profit
organizations
• Public officials
• Local businesses
• Youth
■ The program seeks to collaborate with the
appropriate school, community, regional, statewide,
and national stakeholders in order to leverage
resources. Rural and frontier programs may have
the necessity to seek resources outside of their
community.
16 Q U A L I T Y S T A N D A R D S F O R E X P A N D E D L E A R N I N G Continuous Quality Improvement
The program uses data from multiple sources to assess its strengths and weaknesses in order to continuously improve program design, outcomes and impact.

Continuous quality improvement in action
Programmatic Level
■ The program establishes a clearly defined continuous quality improvement process that:
• Outlines improvement goals and action steps
• Includes a timeline with dates for action steps and quality improvement discussions • Incorporates feedback from staff, youth, parents, and K-12 partners • Describes the information or data needed to assess quality • Clearly describes the responsibilities and roles for each person on the improvement team ■ The program develops a set of guiding questions that are related to the program design, desired program outcomes, and impact.
■ The program creates a plan for how to gather information from multiple sources that will answer the guiding questions and includes:
• The type of information for each guiding question
• Whom to collect information from
• A timeline for collection
■ The program establishes a clear procedure for getting consent to collect information from stakeholders that addresses the purpose of the information and how it will be used. ■ The program records and keeps track of the information it collects in a manner that protects the confidentiality of stakeholders.
■ The program shares lessons learned and key outcomes from the quality improvement process with stakeholders and requests their feedback.

Staff Level
■ Staff demonstrate their commitment to continuous improvement on a daily basis through regular self-assessment of individual performance as well as attending professional development and training opportunities that expand their capacity.
■ Staff help collect data and are supported in using this data to understand strengths and weakness in programming. ■ Staff engage participants in the continuous quality improvement process by regularly soliciting their feedback about program activities.
■ Staff share data about the program strengths and challenges with participants, and involve them in program planning and goal setting sessions.
■ Staff use outcomes to prioritize future work around program design, professional development, and program practices.

Participant Level
■ As age-appropriate, participants are actively engaged in assessing strengths and weaknesses, and provide input for improvement based on quality standards.

Q U A L I T Y S T A N D A R D S F O R E X P A N D E D L E A R N I N G 17 Program Management
The program has sound fiscal and administrative practices supported by well-defined and documented policies and procedures that meet grant requirements.

Program management in action
Programmatic Level
■ The program creates and annually updates manuals that:
• Address fiscal management, personnel policies, and program operation • Include clearly defined policies, procedures, practices, and staff/partner roles • Adhere to federal, state, and local requirements
■ The program creates and distributes user-friendly parent handbooks that describe policies and procedures, and that are available in languages spoken by parents.
■ The program has a clear organizational structure, which allows staff to focus on the needs of participants, and includes:
• Staff job descriptions
• Lines ofsupervision
• Information about who to ask for resources
• The percentage of direct service and administrative costs that is allocated for each position ■ The program has a strong fiscal management system that includes:
• A well-documented budget with line item expenses and the duration and amount of each revenue source • Enough flexibility for managers at the program and site levels to make allocation decisions as needed throughout the year
■ The program has the appropriate insurance to protect staff, administrators, volunteers, participants, and parents. ■ The program maintains written agreements that define roles and responsibilities of all subcontractors and partners.

Staff Level
■ Staff at the program and site level use various well-defined channels of communication, including regular meetings, with all stakeholders.
■ Staff at the program and site level keep up-to-date and accessible records on all participants and employees. ■ Site coordinators manage site-level budgets, have the flexibility to make site-level decisions about spending, track their expenses using the program’s fiscal management system, and have a process for requesting additional funds when needed.
■ Managers at all levels take advantage of opportunities to develop management and leadership skills, and stay informed about new research, best practices, and innovations in expanded learning programs. 18 Q U A L I T Y S T A N D A R D S F O R E X P A N D E D L E A R N I N G Sustainability
The program builds enduring partnerships with the community and secures commitments for in-kind and monetary contributions.

Sustainability in action
Programmatic Level:
■ The program plans for sustainability in its initial design and evolves its strategies over time. ■ The program monitors trends and makes changes in order to adapt to emerging threats, opportunities, and conditions. ■ The program communicates its vision and role, and celebrates its impact clearly and regularly across the community and to key stakeholders.
■ The program has strong internal systems, with resource development and financial management clearly identified as the responsibility of specific staff members.
■ The program secures new resources to maintain a diverse portfolio of sources. ■ The program provides staff with an annual overview of the budget and sustainability plan. ■ The program meets regularly with a range of public and private partners in order to ensure on-going communication and sharing of resources, as well as a common mission, vision, and goals.

Staff Level
■ Staff plan strategically to use current funding
efficiently.
■ Staff build broad-based community support
by providing high-quality programming that
is valued by children, families, school, and
community.
■ Staff cultivate active supporters and honor key
champions.

Participant Level:
■ Participants are eager and prepared to share
their experiences and success with potential
supporters and champions.

Q U A L I T Y S T A N D A R D S F O R E X P A N D E D L E A R N I N G 19 Summary of Work Group Process
The Work Group on Quality Standards (Phase I) developed 12 Quality Standards for Expanded Learning Programs in California and specific recommendations for Phase II. The Quality Standards Work Group (Phase II) process resulted in the development of Standards in Action at the programmatic, staff, and participant levels, as well as a Crosswalk between the Standards and multiple assessment tools. Each phase was informed at multiple instances by public input.

Work Group Process
In the fall of 2012, The California Department of Education After School Division (CDE-ASD) contracted with the California AfterSchool Network (CAN) Quality Committee to recommend a set of clearly defined standards of program quality in California. CAN worked closely with the CDE-ASD (Syma Solovich, CDE, After School Division) and its Quality Committee Co-Chairs (Diego Arancibia, ASAPconnect and Katie Brackenridge, Partnership for Children and Youth) to form the Work Group on Quality Standards (Phase I). The Work Group,selected through a competitive process, represented a broad and diverse set of stakeholders including program providers, K-12 educators, technical assistance providers, and evaluation experts. The Work Group (Phase I) began their process by reviewing existing quality standards and frameworks. The UC Davis CRESS Center was commissioned to review and summarize after school standards from twelve cities or states.

Based on its analysis of these existing standards and public input, the Work Group (Phase I) recommended eleven key standards of quality. The Work Group (Phase I) submitted their final recommendations to the After School Division in June 2013. Some revisions were made by the After School Division, most significantly the addition of a twelfth standard for Sustainability. The Quality Standards were adopted by the After School Division and released in the winter of 2013.4
In early 2014, CAN’s Quality Committee created the Quality Standards Work Group (Phase II). Its charge was to create recommendations for what the approved Quality Standards should look like in action, as well as inform the development of a Crosswalk of tools that could be utilized to assess program quality as outlined by the Standards. The Quality Standards Work Group (Phase II) began its work in March 2014. The work group created a draft of Standards in Action based on public input and existing quality frameworks, and then revised this draft multiple times based on public input and suggestions from Work Group members. The Work Group submitted its final recommendations on Standards in Action, as well as the Crosswalk to the After School Division, in June 2014.

Public Input Process
Gathering and incorporating public input was an essential step in the process of both work groups. Public input was solicited via online survey and was disseminated by statewide Technical Assistance Providers, including CAN, ASAPconnect, and the Partnership for Children and Youth, as well as Regional Leads. Input was also sought through the facilitation of large groups of stakeholders (i.e. during in-person meetings or conference workshops) addressing the questions outlined in the public inputsurvey. In total, over 450 stakeholders informed the development of Quality Standards and Standards in Action over a yearlong process.

Over 450 responses from the field
■ 193 Site Coordinators (oversee single site)
■ 85 Program Managers (oversee multiple sites)
■ 57 School and/or District Administrators (Grant Managers) ■ 29 Front-Line Staff
■ 22 CDE Staff Members
■ 19 Technical Assistance Providers
■ 10 Teachers
■ 42 Other
20 Q U A L I T Y S T A N D A R D S F O R E X P A N D E D L E A R N I N G Quality Standards Work Group Chairs
CAN Quality Committee Co-Chairs and Quality Standards Work Group Co-Chairs (Phase I and Phase II)
■ Diego Arancibia, ASAPconnect (Phase I and II)
■ Katie Brackenridge, Partnership for Children and Youth (Phase I and II) ■ Syma Solovich, California Department of Education, After School Division (Tri-chair, Phase I) Phase I (Developing Quality Standards)
Work Group Members
■ Mark Atteberry, Hemet Unified School District
■ Kim Boyer, Central Valley Afterschool Foundation
■ Mary Jo Ginty, Los Angeles County Office
of Education
■ Monroe Howard, Sacramento City Unified School
District
■ Kathy B. Lewis, Center for Collaborative Solutions
■ Corey Newhouse, Public Profit
■ Sam Piha, Temescal Associates
■ Mike Snell, California Teaching Fellows Foundation
■ Don Taylor, California Department of Education,
After School Division
■ Nancy Taylor, San Diego Science Alliance
■ Bruno Marchesi, CAN staff support
Special Advisor
■ Nicole Yohalem, Forum for Youth Investment
Evaluation Analyst
■ Amy Falk Smith, Ph.D, UC Davis CRESS Center, School of Education Phase II (Developing Standards in Action)
■ Roger Adams, Ventura County Office of Education
■ Kim Boyer, Central Valley Afterschool Foundation
■ Joshua Brady, CDE After School Division
■ Tommy Brewer, II, LA’s BEST
■ Frank Escobar, Visalia Unified School District
■ Mary Jo Ginty, Los Angeles County Office
of Education
■ Keith Herron, Target Excellence
■ Melena Kaye, Ukiah Unified School District –
Grace Hudson Elementary
■ Ian Keiller, A World Fit For Kids
■ Patrik Lundh, SRI Education
■ Bruno Marchesi, Healthy Behaviors Initiative
■ Sam Piha, Temescal Associates
■ Jenel Prenovost, THINK Together
■ Julie Sesser, Stanislaus County Office of Education
■ Harry Talbot, Beyond the Bell – LAUSD
■ Mike Snell, California Teaching Fellows Foundation
■ Femi Vance, Public Profit
■ Jeff Davis, CAN staff support
Q U A L I T Y S T A N D A R D S F O R E X P A N D E D L E A R N I N G 21 Glossary of Terms
Accommodate: (see diversity section) To take
action with the intent of reasonably meeting the needs
of the learner. The term recognizes that all students
learn at different rates and in different modalities and that students identified with learning disabilities need additional and intensified, often more frequent supports.

Active: Activities that involve youth doing something
through different exposures (ie. seeing, hearing, touching and doing) allowing them to be physically active and/
or stimulating their innate curiosity. Being active means youth are physically, emotionally, and intellectually
engaged through activities that stimulate their curiosity and internal motivation.

Activities: The things thatstudents engage in that are
designed to foster their learning around a particular
topic, content area, and/or theme.

Collaboration: The act of working together
with others in order to achieve or do something.

Collaboration can enhance the quality and sustainability of a program by maximizing financial resources
and blending multiple sources of support. For youth,
collaboration activities in a program help build team
skills and allow for youth to be accountable to each
other.3,5
Community Partners: Non-profit organizations,
faith-based organizations, city or county agencies,
individuals, volunteer groups, and businesses that
demonstrate commitment to the same orsimilar mission
of the expanded learning program.

Curriculum: Curriculum typically refers to the
knowledge and skills students are expected to learn,
which includes the learning standards or learning
objectives they are expected to meet; the units and
lessons that teachers/staff teach; the assignments,
projects and activities students do; the books, materials, videos, presentations, and readings used; and the
assessments, and other methods used to evaluate
student learning. An individual teacher or staff person’s curriculum, for example, would be the specific learning standards, lessons, assignments, and materials used to
organize and teach a particular course or subject.6
Diversity: When something is diverse, it consists of
different forms and types. Diversity in the expanded learning world often refers to the varied characteristics of people involved in a program, including for example, variations around race, color, religion, sex, age, income level,
national origin, physical ability, sexual orientation, and/or gender identity and expression.

Engaging: Learning experiences that tap into a youth’s
natural curiosity and interest in discovery while at the same time motivating, rather than discouraging their eagernessto try new activities.7
English Language Learners (ELL): Students who
are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds, and who typically require specialized
or modified instruction in both the English language and in their academic courses.6
Equity: In education, the term equity refersto the principle of fairness. While it is often used interchangeably with the related principle of equality, equity encompasses a wide variety of educational models, programs, and strategies that may be considered fair, but not necessarily equal. It is has been said that “equity is the process; equality is the outcome,” given that equity—what is fair and just—may
not, in the process of educating students, reflect strict equality—what is applied, allocated, or distributed equally.6 Expands Horizons: Activities that provide learning
opportunities that take youth beyond their current
experiences. Activities that expand horizons also allow youth to learn new things and discover new opportunities.7 Goals: What the program ultimately hopes to achieve.

Learn by doing: Program activities where youth
participate in hands-on, project-based learning and where they are actively experiencing something.

Learn through multiple senses: Program activities
that allow opportunities for youth to learn through their senses (touch, feel, smell, see, say) as well as through different multiple learning styles (visual/spatial, auditory/ musical, verbal/linguistic, physical/kinesthetic, logical/ mathematical, inter/intrapersonal).
continued on next page
22 Q U A L I T Y S T A N D A R D S F O R E X P A N D E D L E A R N I N G Glossary (continued) References
Meaningful: Program activities that involve youth taking some ownership of the learning topic where the content is relevant to their own interests, experiences, and the world in which they live.3
Mission: A statement describing how the organization or group will contribute to the fulfillment of their vision.

Outcomes: A description of progress made toward a
program’s stated goals at a given point in time.

Project-Based: Activities where youth explore real-world problems and challenges. With this type of active and
engaged learning, students are inspired to obtain a deeper knowledge of the subjects they are studying.8
Service-Learning: A teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. Through servicelearning, young people-from kindergarteners to college students use what they learn in the classroom to solve reallife problems. They not only learn the practical applications of their studies, they become actively contributing citizens and community members through the service they perform.9 Shared accountability: A shared obligation or
willingness to accept responsibility for outcomes and
consequences (and account for one’s actions).

Stakeholders: Those who hold a vested interest in the
program. They include anyone who is interested in or
will benefit from knowing about the program’s progress, such as board members, funders, collaborators, program
participants, families, school staff (e.g., teachers, principals, and superintendents), college or university partners, external evaluators, someone from the next school level (e.g., middle school staff for an elementary school-age program), and community partners.

Strategies: Methods used to make progress toward
goals, inclusive of activities
Vision: The overarching purpose of the organization,
program, or project.
1 A Vision for Expanded Learning in California: Strategic Plan 2014-2016. Developed by the California Department of
Education After School Division in collaboration with K-12 educators, program practitioners, and support providers (January 2014). Retrieved June 2014 from http://www.cde. ca.gov/ls/ba/cp/documents/asdstrategicplan.pdf
2 A Blueprint for Great Schools. Developed by State
Superintendent of Public Instruction Tom Torlakson’s Transition Advisory Team (August, 2011). Retrieved June 2014 from
http://www.cde.ca.gov/eo/in/bp/bpcontents.asp
3 Learning in Afterschool and Summer Principles. Retrieved June 2013 from http://www.learninginafterschool.org/
position.htm
4 Quality Standards for Expanded Learning (Phase I).

Developed by the Work Group on Quality Standards (Phase I), a partnership of the CDE After School Division and the Quality Committee of the California AfterSchool Network (Winter 2013). Retrieved June 2014 from http://www.
afterschoolnetwork.org/post/quality-standards-expandedlearning-programs 5 California After School Program Quality Self Assessment Tool.

Developed by the California AfterSchool Network Quality Committee in partnership with the CDE After School Programs Office. (2009). Retrieved June 2013 from http://www.
afterschoolnetwork.org/post/california-after-school-programquality-self-assessment-tool 6 Adapted from The Glossary of Education Reform. The
Great Schools Partnership. Retrieved June 2013 from
http://edglossary.org
7 Introductory Guide to Integrating the Learning In Afterschool & Summer (LIAS) Learning Principles in Program Design and Practice. Retrieved from Glossary of Terms March 2014.
http://www.learninginafterschool.org
8 Project-Based Learning Professional Development
Guide. Edutopia (2007). Retrieved June 2014 from
http://www.edutopia.org/project-based-learning-guide
9 Service Learning Overview. Harper College. Retrieved May 2014 from http://goforward.harpercollege.edu/services/
involvement/civic/overview.php

California AfterSchool Network
CONNECT. CONVENE. INSPIRE.

STRATEGIES
• Grant Making
• Community of Practice
• Data Evaluation& Analysis
• Communications & Public
Awareness

OUTCOMES
• Expand access to highquality out-of-school
programsfor TK-3rd grade
students
• Supportinnovative child
and family-centered
practices
• Strengthen collaboration
between CSJ, schools,
CBOs, families and
students
• Support a well-qualifed
and trained provider
workforce
• Shape local policy and
investment
• Provide SJ specific data
points for low-income,
vulnerable students
• Boost awareness of the
importance of out-ofschool learning
IMPACT
• Close the opportunity gap
• More children are grade
level proficient in ELA and
math
• More children graduate
high school
• Better prepared workforce
for San Jose
Attachment C
SJ Learns Theory of Change
Vision: All students in San José are college, career, and life ready.

Problem Statement: There is a substantial opportunity gap for low-income students in San José: approximately 39 percentage point difference in ELA; and approximately 43 percentage point difference in math in comparison to their wealthier peers1. SJ Learns will support low-income families of San José by developing innovative and ongoing opportunities that strengthen pathways beyond the school day for young students to thrive. 1 Santa Clara County Office of Education, News Release. “Annual CAASPP results show steady performance for Santa Clara County students; SCCOE working toward closing the achievement gap.” (9/27/2017).

Environmental Context:

English Language Learners, racial inequity, violence, trauma, lack of high-quality preschool experiences, poverty, housing crisis, political context, staff shortage, student retention, federal out-of-school-time funding is inadequate.

Beliefs & Assumptions:

Child-centered and needs driven programs outside the school day are critical opportunities for skill building and sources of support and growth for SJ students and their families.

Meaningful, purposeful, and intentional technology and family engagement experiences will increase academic success.

When adults in a child's life come together to provide a safe and protected space where we support a child’s learning, a child will make improvements.

Creating a strong, vision-focused community of government, community organizations, and schools will increase impact.

We can create change by replicating best practices, learning from national models and developing a 21st Century ‘city as a classroom’.

B-i
Attachment D: SJ Learns Logic Model
Problem Statement: There is a substantial opportunity gap for low-income students in San José: approximately 39 percentage point difference in ELA and approximately 43 percentage point difference in math in comparison to their wealthier peers. SJ Learns will support low-income families of San José by developing innovative and ongoing opportunities that strengthen pathways beyond the school day for young students to thrive.

B-ii
Outcomes Short-Term (0-2 years) Mid-Term (3-5 years) Long-Term (5+ years) Student Agency • Have agency over their learning • Identify as life-long learners School
Engagement
• Feel engaged in school
• Have positive relationships with adults
• Graduate from high school
Academic
Achievement
• Demonstrate interest in math
and reading
• Achieve gains in math/reading
• Have positive attitudes about reading and math • Are ready for college and career • Attain economic stability
SEL Skills
•Demonstrate strong Social Emotional Learning skills • Demonstrate the 6Cs-collaboration, critical thinking, communication, creativity, culture,
connectivity.

School &
Community
Partnership
• Feel safe at schools
• Feel supported by school and
programs
• Access community resources
• Trust OST programs and schools • Families are part of their community Academic
Involvement/
Efficacy
• Participate in their child’s
education
• Know how to support their
child’s learning
• Have agency over their child’s education • Support a college and career mindset Alignment with
Quality Standards
for Expanded
Learning
• Programs understand quality
standards for expanded
learning
• Programs use shared tools and measurements
• Programming aligns with quality standards
• Programs demonstrate an integrated approach
to math and literacy
• The QA process is fully implemented and part
of the mindset of programs
Partnerships
• Partners and schools share
ideas, resources, and data
• Students/families have voice in
program implementation
• Districts, schools, and programs have a shared vision, sets of goals, and strategy. • Programs involve families and students in planning, design, and evaluation. • More partners participate in programming
Promising
Practices
• Programs identify promising
practices
• Technology is used to improve
communication and learning
•Programs share and implement promising practices
Support for OST
• There is an increased interest in
funding and collaboration in
OST programming.
• Community members understand the value of
OST.
• There is higher demand for high-quality OST
among families and advocates.
• OST funding meets demand
• All students having access to high-quality OST
is an expectation
• San José develops an OST Collaborative
Educated City
• Program Providers and School
Districts are providing work
experience and professional
development to staff
• More third graders reading at grade level
• Because more kids are connected to learning,
school environments improve.
• Third graders read at grade level
• Higher HS graduation rate
• Community has thriving workforce
Attachment E
2022-2023 Expanded Learning Community of
Practice Members
826 Valencia
Alum Rock Union School District
Bay Area Tutoring Associations
Boys and Girls Club
Campbell Union School District
Catholic Charities Santa Clara County
Catholic Charities San Francisco
Children Rising
Evergreen Elementary School District
Franklin-McKinley School District
Girls Inc. of Alameda County
Grail Family Services
Jamestown Community Center, Inc.

Luther Burbank School District
Mount Pleasant Elementary School
District
Oak Grove School District
Partnersin Schools
Project Read
Reading Partners
Rocketship Public Schools
Sacred Heart
San José Public Library
San José Unified School District
Silicon Valley Education Foundation
Social Policy Research Associates
Springboard Collaborative
Think Together
Third Street Community Center
YMCA Silicon Valley
Attachment F
PilotAssessment Protocol
Winter 2022/2023
Prepared For: SEL Student Reflection Tool Pilot Administrators Prepared By: Social Policy Research Associates
Pilot Assessment Protocol
SEL Ad Hoc Committee Rubric Revision Workshop #1
SEL Pilot Training
SPR produces write-ups of key challenges from assessment SPR revises rubrics based on pilot data
SEL Ad Hoc Committee Rubric Revision Workshop #2
SPR produces Summary Memo (compilation of rubric development, lesson learned, and continued improvement of SEL tool)
SEL Ad Hoc Committee Next Steps Workshop
About the Pilot
Since Summer 2022 when the San Jose Public Library Foundation partnered with Social Policy Research Associates (SPR) to support the Expanded Learning Community of Practice with their ongoing efforts to create, pilot, and validate an assessment to measure social and emotional learning (SEL) among students, the partners have completed several rounds of rubric revisions.

Now in October, the partnership is ready to begin assessment piloting. Piloting will include five pilots with students in which Site Coordinators and Program Managers administer the assessment for one SEL competency, reflect on the revised rubrics, and conduct and participate in exit interviews to understand challenges or confusion with the tool. Through this process, SPR will collect data that will help to refine the rubric, improve the assessment, and better connect the assessment to the rubrics.

AboutSPR
SPR is an Oakland-based research firm with 30 years of experience that seeks to partner with organizations designed to improve people's health and livelihoods and enhance their schools, workplaces, and communities. SPR's approach is people-centered, learning-forward, deeply collaborative, and rooted in equity and inclusion. The SPR team members are as follows (referred to as the "SPR liaisons" throughout this document).

Laura Pryor- Senior Associate & Associate Director of Business Development Mika Clark- Senior Associate
Nikkolette Hunter- Associate
Kira Enriquez- Administrative Project Assistant
Project Timeline
The following timeline outlines the different pieces that have occurred and yet to occur in support of the SEL student reflection tool pilot administration. This timeline is subject to change.

SPR SEL Validity Study Timeline Memo
3 Protocol Overview
This protocol is intended to support afterschool program staff with administering a pilot version of the SEL Student Reflection Tool. Thus, staff can use this document as a reference guide throughout the pilot administration process. Specifically, this document covers the following:
• Training Documents: Materials to review in advance of the pilot [page 1] • Outreach and Recruitment: Processes for identifyin_g students to take the pilot assessment [page 2]
• Set-Up Logistics: Processes and steps for setting up the pilot administration [page 3] • Pilot Administration: Processes and scripts to follow for administering the pilot [page 4] • Pilot Wrap-Up: Post-Pilot administration tasks to complete [page S] • Next Steps: Summary of SPR's follow up activities post-pilot [page S] If you have any questions about this document or the pilot process, please contact Nikkolette Hunter (nikkolette [email protected]).

Training Documents
Prior to administering the pilot assessment, staff should review the following two documents:
the draft SEL Capacity Rubrics and the Draft SEL Student Reflection Assessment.

Draft SEL Capacity Rubrics
The SEL Capacity Rubrics are five rubrics that correspond to the five SEL competencies and focus skills (as determined by the SEL Ad Hoc Committee) for the purpose of creating a strong, shared definition of each competency at clearly defined levels of observable student behavior.

In addition to serving as a guide for scoring student SEL assessments, the rubrics are intended to support the assessment tool itself. Staff will be asked to reflect on the rubrics and their alignment to the assessment after administering the pilot. While staff will want to review al l rubrics, they should do a close read of the competency area their site is focused on.

The rubric competencies and focus skills are as follows.

1. Self-Awareness: Having a growth mindset

2. Self-Management: Identifying and using stress management strategies

3. Social Awareness: Demonstrating empathy and compassion

4. Responsible Decision-making: Demonstrating open-mindedness and curiosity

5. Relationship Skills: Communicating Effectively
Because the rubrics communicate the shared definition of the competencies, they are intended to be revised based on the pilot and examples of student action, and will inform assessment SPR SEL Validity Study Timeline Memo
4 tool edits; staff participating in the piloting task will benefit from becoming familiar with these rubrics prior to utilizing the assessment tool.

Draft SEL Student Reflection Assessment
Participating afterschool staff will administer the assessment created by the SEL Ad Hoc Committee (Attachment B). Prior to the assessment administration date, staff read through the assessment and identify the specific competency they will pilot. Specifically, staff will pilot one of the following competencies:

1. Social Awareness: Compassion & Empathy

2. Relationship Skills: Communication

3. Self-Awareness: Growth Mindset

4. Self-Management: Stress Management

5. Responsible Decision Making: Curiosity and Open Mind Staff should read the instructions closely for their SEL competency and identify the writing materials for students to complete the assessment.

Outreach and Recruitment
SPR will partner closely with the afterschool site lead (or the staff administering the pilot, if preferred by the site lead) to reach out to potential students for the pilot assessment. An SPR liaison will reach out to the site lead (or staff administering the pilot) directly to confirm next steps. In general, the outreach and recruitment process will include the following:

1. SPR liaison will reach out to the site lead to confirm which staff person will lead recruitment (either the site lead or the staff administering the pilot), the SEL competency you will focus on, and outline next steps.

2. Afterschool staff member in charge of recruitment will identify a student between grades 3-6 to participate in the pilot assessment.
o Staff should ideally identify a student that may be able to point to gaps/challenges with the assessment (i.e., student with strong trust with program and who has good self-awareness), balanced with finding student who would be comfortable with the pilot and whose parent/guardian would approve.

3. This staff member will share the recruitment and parent/guardian consent letter with the student's parent/guardian (see Attachment A for letter).

4. If student's parent/guardian does not sign the letter, staff will recruit/identify another student.

5. If student's parent/guardian does sign the letter, staff will collect a signed copy of the letter and email a photo/scanned copy to your SPR liaison.

6. Staff and the SPR liaison will work together to find a good date/time to administer the assessment and confirm which afterschool staff will lead the administration.

SPR SEL Validity Study Timeline Memo
5 7. The SPR liaison and afterschool staff will determine/confirm the best process for involving the selected student with the video/ audio call with SPR observation. If parent/ guardian does not consent to student being observed by SPR (via either video or audio), staff will find another student. Potential options include:
o The entire assessment and post-assessment student debrief is on video and SPR observes.
o The entire assessment and post-assessment student debrief is on audio only and SPR listens.

8. SPR liaison will send a calendar invite to the relevant staff confirming the agreed upon date and time and detailing how the student will be on video/recorded.

Set-Up Logistics
The following section outlines the materials and assent process for the pilot assessment.

Materials
On the day of the pilot assessment, the expanded learning staff leading the pilot should have the following materials:

1. The Pilot Assessment - Only the portion with the competency you will be assessing.

Note this should include the relevant competency sections of the Elementary Student Survey 2022 as well, which has one multiple choice question per competency. (see Attachment B)

2. The Draft Rubrics - Only the portion with the competency you will be administering (see Attachment C)

3. Writing Materials - Including pencils, pens, crayons, or markers (afterschool staff can use best judgment when selecting materials)

4. A computer/laptop available to connect with your SPR liaison via the calendar invite, as needed (following the process confirmed in the recruitment phase)

5. Timing device - could be a phone or a stop watch

6. A phone or scanner to send a copy of the assessment to your SPR liaison

7. A copy of this protocol to read the student assent form Student Assent Form
The expanded learning staff will read the assent form to the student prior to administration (see Attachment D).

Administration Process
After going through the assent process, the expanded learning staff will go through the following steps to administer the assessment.

WsPR SEL Validity Study Timeline Memo
6 1. Expanded learning staff will read the following script introducing student the assessment:
a. Thank you for your help today. As mentioned, this activity will ask you to think about how you've behaved or responded at different times. This could be any time - at school, in the <<insert name of program>> program, on the bus, or even at home. You can take as much time as you need to think abaut examples. As a reminder, your response will not be graded or impact any of your grades. We encourage you to be as honest as you can in your responses. Do you have any questions?

2. Expanded learning staff will read the following script describing how students will respond to the prompt:
a. This activity will focus on {insert name of specific competency}. Specifically, you can use any of the crayons, markers, or pencils on this table to respond to the prompt. The prompt says {read prompt}. Please draw your response and then write a description. Please include as many examples as you can think of. Please take as much time as you need. When you are done, please mark your response to the question below your drawing that reads {read question}. Also please read the multiple choice question on the next page and mark your response. Do you have any questions? Feel free to start when you are ready.

3. Expanded learning staff will sk student to complete the assessment (for just the competency they are assigned) and record the time it takes to complete the assessment.

4. Once the student is finished, staff will ask the students the following questions. a. Please tell me about your drawings and descriptions. What did you draw and why?
b. When you think about {insert skill}, what comes to mind? How would you , describe {insert skill}?1
c. Can you repeat the instructions for this activity in your own words? i. Rephrase as needed: What did you think the instructions were asking you to do?
d. Tell me about how you went about thinking of examples. How easy or hard was it to think of what to draw?

5. Staff offers their appreciation/thanks to student for their time.

6. Staff joins video call with SPR staff for a 30-minute debrief-conversation, using the meeting link included in the calendar invite. This debrief conversation will be a time to discuss the assessment and the rubrics, but staff will not be asked to submit a formal grade/rubric level for the student.
1 Please see Page 1 for the specific skill that aligns with your competency.

SPR SEL Validity Study Timeline Memo
7 Pilot Wrap-Up
Once the staff who administered the assessment has completed the reflection conversation, they should complete the following tasks.

1. Record the time it took to complete the assessment on the first page of the assessment document.

2. If needed remove the name of the student from the assessment document.

3. Either photograph or scan the assessment and email it to your SPR liaison.

4. Save a hard-copy of the assessment in a place agreed upon with the afterschool program manager.

5. If any additional reflections/comments/questions come to mind, email them your SPR liaison.

Next Steps
Once all pilot assessments are complete, SPR will analyze the assessment resp nses, student reflections, and staff reflections. A summary of this analysis will be shared back with the SEL Ad Hoc Committee at the February 14, 2023 meeting. Moreover, a copy of each student assessment response will be uploaded to the Google Drive (linked here) for all Committee members to access.

SPR SEL Validity Study Timeline Memo
8 Attachment A: Collaboration Letter & Parent Consent
Form
Dear Parent/ Guardian:

The San Jose Public Library Foundation (SJPLF), which funds your child's afterschool program, has partnered with Social Policy Research Associates (SPR) on a study to support Expanded Learning providers in San Jose with their efforts to measure social and emotional learning (SEL) among students.

As it relates to the study, SEL is generally defined as the process of developing self-awareness, selfmanagement, empathy, and social skills. SPR is partnering with your child's program and others in the area to help them understand the impact that their program has on students' growth and development.

About the Study
Your child has been given the chance to join a one-time interview and assessment. The assessment is a drawing activity that allows students to demonstrate their understanding of SEL and the interview will help us understand your child's experience with the assessment. • The interview and assessment will be in-person and recorded via Zoom. • It will last about 60 minutes.
• It will be conducted by a staff member from your child's program. • A staff member from SPR will observe the activity and interview virtually using Zoom but will not be physically in the room.
• Your child will not be paid for their participation in this activity. • There will be no penalty for not joining. Participation is optional. • Your child does not have to answer any questions that they do not want to or that make them feel uncomfortable.
• Their participation in their program will not change based on their involvement in the interview or assessment.
• There is no grade associated with the assessment, results are used for learning purposes only.

Recording for Internal Use
We will be using Zoom during the interview and will record video and/ or audio. The staff member from your child's program leading the interview will send the completed assessment to SPR. • Any data shared with SPR will be securely stored on password protected computers. • SPR will only use the audio recording to help us take notes. The video recording will be deleted.

SPR SEL Validity Study Timeline Memo
9 • We will ask students in the assent form if we can record them. The staff member from your child's program will also ask them again before the start of the interview and assessment. • At any point your child can decide that they do not want to be recorded or that they no longer wish to participate.

Commitment to Privacy
We want to protect the privacy of everyone. No names will be used in any reports. Your child's answers will be confidential.

You are making a decision whether or not to allow your child to participate in this study which has an interview and assessment. Your signature indicates that you have read (or been read) the information above and decided to allow your child to join. You will receive a copy of this signed consent form.

Please mark "agree" or "disagree" for the following statements:

Agree Disagree
I give my child permission to participate in the study.

I give my child permission to be video and/or audio recorded.

Student's Name (print) Date
Parent's/ Guardian's Name (print) Parent/ Guardian Signature SPR SEL Validity Study Timeline Memo
10 Attachment B: Pilot Assessment Tool
Social Awareness: Compassion & Empathy
Pilot Assessment Protocol ·■1·u,;,1r11:1
:Y SPR
RM·.... ··., .. ·
· .. O.,,IIJ J ie
bl N-&to. ciVn-ttkt0
i
11 r pencils draw or write a response to the following prompts.

The kids in my after school program understand and share the feelings of others. Yes/ Sometimes/ No Pilot Assessment Protocol :H·!··:
"
;•=spR
' .
ts 4.-ir.w.··..·..··i•··8\>n'n.,1
- -- .J
({/';)
12 Relationship Skills: Communication
• ."00:
,11:1:- ::SPR
Pilot Assessment Protocol ■ IIA",
fS·1l1lw1I;
.
13 111!11
Directions: Using crayons, markers or pencils draw or write a response to the following prompts.

Think about a
time when you
communicated
(talk/ listened)
effectively
(respectfully).

I practiced talking to other respectfully 1) No, I didn't, 2) Maybe 3) Yes, I practiced Self-Awareness: Growth Mindset
Pilot Assessment Protocol .
•1
[email protected]..
):='.'.'..SPR
m
--I
Pilot AssessrnentP
rotocoJ
15 Directions: Using crayons, markers or pencils draw or write a response to the following prompts.

Think about a time
when you
demonstrated a
growth mindset
(improved/ "got
better").

At the after school program, I have the chance to practice getting better at something 1) No I don't 2) Maybe 3) Yes, I do
Pilot Assessment Protocol :l:•:1:t:
'
;
.'.'.'.SPR
16 Self-Management: Stress Management
Pilot Assessment Protocol
•w::,. SPR
=•-=!;j
17 Directions: Using crayons, markers or pencils draw or write a response to the following prompts.

When you have a
feeling (sad,
frustrated,
worried, excited,
etc... ) what do
you do to help
you feel calm?
In after school, I have practiced a skill to use when I feel sad, excited, worried or frustrated 1) No I didn't practice 2) Maybe 3) Yes, I did
Pilot Assessment Protocol :l
•
t
,
:
',,
,
:-l
:
ll_1w ,:::SPR
18 ·• =••
Responsible Decision Making: Curiosity & Open Mindedness Pilot Assessment Protocol . . ==i sPR
19 Directions: Using crayons, markers or pencils draw or write a response to the following prompts.

Think about the
steps you took that
lead to a
responsible choice.

In after school I had a chance to practice responsible decision making 1) No I didn't 2) Maybe 3) Yes I did Pilot Assessment Protocol :l•
awi:
:1:• SPR
20 ■ ltLd
Elementary Student Survey 2022

1. What school do you go to?
Mark only one oval.

Blackford
CaprV/ViHage
Casattemont
CSI (CampbeU School of lnnova1ions)
Forrest Hill
Lynhaven
Marshall Lane
Rosemary
Sherman Oaks
Pilot Assessment Protocol • •swea;™;•=sPR
21 Social Awareness

2. What would you do in this scenario? (social awareness) Help pick up the eggs and basket.

Walk away and laugh at the kid.

Help the kid get up and pick up the eggs and basket
Go call an adult to help the kid.

Pilot Assessment Protocol ·•1·g::,:,
',

1.:1iiSPR
22 I Ela!'li
Relationship Skills

3. (relationship skills) Your classmate is having a bad day. What do you do? Check al! that eppfy.

Ignore them
Ask how they're feeling
Tell a leader
Ask them to play with you
Pilot Assessment Protocol •10
•,_u·_-_::a™:,.=sPR
23 Responsible Decision Making

4. (Responsible Decision Making) Your friend invited you to go to the water park but you have not finished your homework. What do you do?
Check aH that apply.

Ask your frrend if you can go on another day
Finish half of your homework today and then go to the waterpark Go to the water park with your friend
Finish your homework and then go to the water park
Pilot Assessment Protocol ·•••!fg.11/1:1S. PR
24 Self-Awareness

5. (Self-Awareness) There is a new food at snack time. What are your options? Check al/ that apply.

Don't eat the new snack because it lsgross
Try the new snack... you might Uke it
Have your friendtry the snack first and see if they like it Don't eat any snack today
Pilot Assessment Protocol .•1·1&
"
1:
•1 iiiSPR
25 Self-Management

6. (Self-Management) You are doing a project with your dass and it is really hard and you are getting frustrated. What do you do?
Take a deep breath
Ask for ,a break
Throw theproject on the ground and walk away
Ask a friend for help
Pilot Assessment Protocol •■
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26 Student recognizes and
groups.

Level 4 (Developing
Attachment C: Pilot Assessment Draft Rubrics
Relationship Skills: Communication
Responses indicate that the student can:

Interpret and respond appropriately to body
language
Effectively communicate with peers, friends,
adults, teachers, program leaders using various
communication styles (i.e., verbal, non-verbal,
visual)
Explain their own communication style (i.e.,
verbal, non-verbal, visual)
Effectively talk with peer about difficult subjects
Use "I feel..." statements when managing
challenges and conflicts across multiple settings
and groups
Identify conflict management skills and
implement those skills to handle conflict by
themselves
a. Sees a peer with their head down on their
desk and checks in on their wellbeing
b. Can clearly let staff know they need help by
raising their hand, drawing a picture, and/
or asking for assistance depending on what
the situation calls for
c. Recognizes and can explain their own
preference for raising their hand, holding a
sign, or asking to leave when they need to
go to the bathroom
d. Is able to communicate to a peer when their
actions make them sad, and their peer
understands
e. Uses an "I feel..." statement when
navigating a disagreement with a new peer
on the playground
f. Listens to the perspective of others when
there is a disagreement without help from a
peer or adult
Responses indicate that the students can: a. Will leave a peer alone when their head is Pilot Assessment Protocol :i:f:;SPR
27 • t:l.'1111
I
Pilot Assessment Protocol •1•0c':.,r\n•=sPR
Level 3 (Developing):
number or a specific
a. Recognize when their friends are ready to
communicate by interpreting body language
b. Communicate, but not always easily, with peers,
friends, adults, teachers, program leaders using
various ·communication styles
c. Recognizes and identifies several
communication styles different from their own
d. Communicates with friends about difficult
subjects
e. Use "I feel..." statements, but only in familiar
contexts
f. Identify conflict management skills on their
own, but implement those skills with the help of
others
down on their desk or checks in with a close
friend doing the same action
b. Can let staff know they need help by raising
their hand, drawing a picture, or asking for
assistance but may struggle to identify what
the situation calls for
c. Recognizes that one friend nods in
agreement when they are listening while
another listens but may not make eye
contact; and simultaneously realizing their
own preference to repeat back what they
have heard to show they are listening
d. Is able to communicate to a friend when
their actions make them sad, but the friend
may or may not understand
e. Uses "I feel..." statements among friends
while playing outside
f. Listens to the perspective of others when
there is a disagreement but only after a peer
or adult tells them to
Responses indicate that the students can:
a. Attempts to recognize when their friends are
ready to communicate, but may struggle to
interpret body language
b. Communicates with peers, friends, adults, I
teachers, or program leaders using one
I
specific/preferred communication style
a. Will look to see if friend has their head
down on their desk and may wait to talk but
struggles to recognize the meaning of the
behavior in others
b. Communicates with select group in a way
most comfortable to the student
c. May see that a friend talks with their hands
when they are excited while they get louder
28 .11,J{\1111
c. Recognizes and identifies at least one
communication styles different from their own
d. Identify and handle conflict with the help of
others
but may not notice another friend nods
their head aggressively
d. Recognizes tension but struggles with how
to navigate it without the help of others
Responses indicate that the students can:
a. Communicates with limited circle of peers,
friends, adults, teachers, or program leaders
using one specific communication style
b. Avoids conflict or inappropriately handles
conflict, but recognizes they would like to
improve
c. Recognize that their own communication style
may differ from others and actively avoids
interacting with those who have different
communications styles, but may not be able to
identify specific styles
a. May ask a friend if they want to sit together
at snack time but may only communicate
verbally as opposed to utilizing visual aids,
body language or other forms of
communication
b. Will walk away from a game if it gets too
tense but would rather stay and play
c. Does not change communication styles
based on setting or context even when
communicating with those they are most
comfortable
Responses indicate that the student cannot identify
any effective communication behavior and/ or they
can only identify ineffective communication
behavior.
a. Does not yet acknowledge benefit of
communicating with those outside of circle of
peers, friends, adults, teachers, or program
leaders
a. Will not ask others to eat snack with them.
b. Consistently prefers verbal communication even
when raising hand may better be suited for
quiet reading time
c. Will decide not to play a game out of fear of
conflict
d. Will choose not to sit near students they feel are
too loud or hard to understand
Pilot Assessment Protocol
. • ;;:1,:'
™::::SPR
Level 2 (Early Plus):

Level 1 (Early): Student
29 Pilot Assessment Protocol .■
•
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• SPR
30 across diverse settings
I "' ,111fill
Responsible Decision-Making: Curiosity & Open Mindedness Responses indicate that the student can:

Identify and carry out a clear path forward when
something goes wrong in both group settings and
individual settings, including helping other
groupmates move forward when their ideas do not
work out
Identify a detailed list of steps they took that led to a responsible choice in both group settings and
individual settings
Make multiple constructive decisions on a new
project from reflecting on successes and challenges
from previous projects
Consider everyone's ideas to work toward a common
group goal
a. Brainstorms choices in a given
situation and connects them to
outcomes
b. Utilizes a pros/cons list or if/then
decision tree
c. Can articulate why following
directions, completing assignments,
and listening to teachers/supervisors
are all good choices
d. Asks for and reflects on others'
perspectives
Responses indicate that the student can:

With the help of others, identify and carry out a path
forward when something goes wrong in both group
settings and individual settings, including showing
grace when other students' ideas do not work out
a. Thoughtfully responds to teacher
questions to connect choices to
outcomes
b. Asks for help with using a pros/cons
list or decision tree
Pilot Assessment Protocol ·•· :;:ii SPR
31 b. Identify some steps they took that led to a
responsible choice in both group settings and
individual settings
c. Make one constructive decision on a new project
from reflecting on successes and challenges from
previous projects
d. Consider at least one other group member's ideas to
work toward a common group goal
c. Can name one example of when they
made a responsible choice and why
d. Asks for and reflects on one person's
perspective
Responses indicate that the student can:
a. With or without the help of others, identify a path
forward to succeed when something goes wrong in
either a group setting or an individual setting but
struggles to move forward
b. Identify some steps they took that led to a
responsible choice in either a group setting or an
individual setting
c. Can identify how past project successes and
challenges may help make future projects better, but
struggle to make decisions based off of these lessons
learned
d. Listens to others' ideas but struggles to incorporate those ideas when working toward a common group
goal
a. Knows they need to apologize to
another student in order to move
forward, but they are reluctant to do
so
b. Asks for help with using a pros/cons
list or decision tree and can only
apply results to either a group or
individual setting
c. Knows that organizing their materials
would have helped them to not lose
things, but they are unable to
organize in future projects
d. Asks how a peer would like to be
involved in an art project, but then
asks them to contribute in another
way
Responses indicate that the student can: a. Recognizes when they failed to follow Pilot Assessment Protocol ..l•
,:,:.:;:;im;•iiSPR
social interactions across
diverse settings
Level 3 (Developing):
32 a c,i .. atl
Students do not yet
demonstrate curiosity and
open-mindedness in
either their personal
behavior or social
interactions but can
recognize responsible
decision-making behavior
Recognize when something goes wrong in either a
group setting or an individual setting
Identify a responsible choice that themselves or
another student made
Acknowledges that new information can help with
decision-making
Acknowledges that listening to others' ideas is
important but does not do so in practice.

Level 1(Early): Students
do not yet demonstrate
an awareness of
responsible decisionmaking behavior
Responses indicate that the student cannot identify any a. Does not realize that their action has responsible decision-making behavior. led to a challenge.

Does not recognize when something goes wrong in b. Does not know the difference in either a group setting or an individual setting outcomes between completing and Cannot identify a responsible choice that themselves not completing an assignment or another student made c. Does not know when or how to ask Does not acknowledge that new information can for help
help with decision-making d. Makes decisions without thinking Does not acknowledge that listening to others' ideas
is important
about the consequences for others
Pilot Assessment Protocol
.,,•;,,,,\.w'·•=sPR
instructions
b. Understands that they should follow
instructions, but may not do so
c. Knows that asking for help might be
useful
d. Knows that others might have
important perspectives to share, but
does not ask for them
33 ti,A11£l
Self-Awareness: Growth Mindset
Level 5 (Mature):

Student consistently
demonstrates a growth mindset,
welcomes challenge, and learns
from mistakes.

Pilot Assessment Protocol
Responses indicate that student can:

Identify and celebrate what they learned or
how they improved
Believe that with practice they can improve
their skills and knowledge in any area and
acts on this belief by practicing new skills or
unfamiliar activities
Implement new strategies or approaches
when faced with difficulties in
activities/projects in a calm and focused
fashion
Seek and thoughtfully consider feedback
from peers and adults when appropriate
Identify what they learn from mistakes and
use that learning to improve/grow in the
current activity or other activities across
settings.

Approach challenges with excitement and
sees challenge as a natural product of the
learning process.
a. Expresses excitement, pride or
satisfaction when they increase their
reading level
b. Feels challenged in math but keeps
practicing and feels confident that they
will improve
C. Optimistically tries new approaches
when they cannot figure out the
answer to a math word problem
d. Asks an adult or peer for advice on
how to make up with a friend with
whom they are fighting and
thoughtfully considers whether to
incorporate that feedback
e. Recognizes when they play too rough
and makes the adjustment to play
more gently
f. Expresses excitement about an
upcoming school project even though
they recognize that it will be very
difficult
■
• ."M.L -l-l:l!-il!:SPR
34 Responses indicate that students can:
a. Identify and, with the encouragement of
others, celebrate what they learned or how
they improved.
b. Believe that with practice they can improve
their skills and knowledge in some areas and
acts on this belief by practicing skills and
activities in areas that they are already
comfortable with.
c. Implement new strategies or approaches
when faced with difficulties in
activities/projects after struggling initially to
move forward
d. Listen to and thoughtfully consider feedback
offered by peers and adults
e. Identify what they learn from mistakes and
use that learning to improve/grow in the
current activity but does not apply to other
activities or contexts.
f. Approach challenges with some hesitancy
but ultimately work through their challenges.
a. Shows pride or satisfaction when a
teacher praises them for increasing
their reading level
b. Keeps practicing and feels confident
that they will improve when learning
new math problems, which is their
strength and an area they already
feel confident in.
c. Initially feels discouraged when they
cannot figure out the answer to a
math problem but eventually tries a
different strategy
d. Listens to an adult or peer's advice on
how to make up with a friend with
whom they are fighting thoughtfully
considers whether to incorporate
that feedback
e. Identifies that when they played too
roughly on the playground, their
friends got upset, so they play more
gently with their friends on the
playground but not at soccer practice
or in the classroom
f. Initially feels uneasy about an
upcoming school project but
ultimately tries hard to complete it
well
Pilot Assessment Protocol :it: SPR
35 I ki,11
a. Identify what they learned or how they
improved but are still more focused on what
they don't know
b. Believe that with practice they might be able
to improve their skills and knowledge but is
hesitant to practice or try new
skills/activities.
c. Keep trying when faced with a challenge but
does not think of new approaches or
strategies.
d. Listen to feedback but does not carefully
consider whether to apply it
e. Identify what they learn from mistakes but
does not use that learning to improve in the
current activity or other activities.
f. Work through challenges with the
encouragement of others after initially
avoiding the challenge
a. Acknowledges when they increase
their reading level but compare
themselves to others at a higher level
b. Keeps practicing math concepts they
already know but avoids math
problems related to concepts that are
new to them.
c. Continues to try to solve a math
problem they struggle with but feels
discouraged and does not try new
strategies or approaches.
d. Listens to an adult or peer's advice on
how to make up with a friend with
whom they are fighting but does not
consider using it
e. Recognizes that when they played too
roughly on the playground, their
friends got upset, but they continue
to play roughly
f. Feels uneasy about an upcoming
school project and procrastinates
starting it, but gets started with the
encouragement of a friend or teacher
Responses indicate that students can: a. Acknowledges that it is important to a. Identify the importance of recognizing what recognize what they have learned but they have learned but struggles to do so in discounts any progress they have practice. made in reading
b. Says that practice will help them
Pilot Assessment Protocol ·1· :;: SPR
Level 3: (Developing)
avoids challenge and struggles to
Le'(el 2: (Early Plus)
36 b. Acknowledge that practice helps people
improve their skills and knowledge but does
not make an effort to improve
c. Understand that they should keep trying but
continues to give up quickly without trying
new strategies.
d. Acknowledge the purpose of feedback but
rejects others' feedback without considering
it
e. Understand the importance of learning from
mistakes but does not know how to move
forward after they make a mistake.
f. Understand the importance of challenging
themselves but still chooses to stay in their
comfort zone.
improve in math but avoids working
on math problems
c. Says that persistence is important but
gives up quickly when they cannot
answer a difficult math problem
d. Acknowledges the benefit of learning
from others but ignores an adult or
peer's advice on how to make up with
a friend with whom they are fighting
e. Says that people should learn from
their mistakes, but they feel
frustrated or hopeless when their
friends get upset by their rough play
and they do not think about how to
learn from the situation
f. Acknowledges that they can learn
from a challenge but avoids working
on an upcoming school project that
they feel uneasy about
Student response was not relevant to having a
growth mindset OR Responses indicate that:
a. Student does not acknowledge what they
learned or how they improved.
b. Student believes that their skills and
knowledge are fixed.
c. Student gives up when an activity is difficult.

They do not consider alternative approaches
a. Discounts their progress in reading
and does not think identifying their
progress is important
b. Does not believe that they can
improve at math
c. Gives up quickly when they cannot
answer a difficult math problem and
does not see the point in trying
Pilot Assessment Protocol ·••·':V:::1:1SPR
37 or strategies.

Student rejects feedback or does not
acknowledge why it is important.

Student sees mistakes as failures.

Student is resistant to/avoids challenges.

Student chooses to stay in their comfort
zone.
d. Reacts defensively when an adult or
peer offers advice on how to make up
with a friend with whom they are
fighting
e. Feels frustrated or hopeless when
their friends get upset by their rough
play and they think theywill never
have friends again
f. Avoids workings on an upcoming school
project that they feel uneasy about and
does not see the value in the project
Pilot Assessment Protocol •■l•x,w11<Ic
;ll.'
lif
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38 management strategies
use stress-management
I f: :
w1
Self-Management: Stress Management
Responses indicate that the student can:
a. Identify a broad range of their emotions across
multiple settings (i.e., classroom, playground,
bus)
b. Identify and implement an effective strategy
that helps them feel calm when they are upset
c. Make connections between how they feel and
identify multiple strategies that help them
manage/cope with their feeling
d. Practice self-advocacy whenever they
experience moments of upset/challenge
a. Throughout the day, student knows when
they are tired, frustrated, excited, fearful,
bored, calm, focused, etc.
b. Turns camera off to manage feelings, tells
staff they need to take a break, uses sensory
materials to release stress
c. Recognizes that they are agitated because
they are tired and decides to do breathing
exercise, go to a 'chill zone,' and/or chooses
to uncross arms and smile
d. Knows when they are faced with a challenge
and asks for support
Responses indicate that the student can:
a. Identify a limited number of their emotions
across multiple settings (e.g., classroom,
playground, bus)
b. Identify and implement a strategy that is
somewhat helpful at making them feel calm
when they are upset
c. Make connections between how they feel and
a. Throughout the day, student knows when
they are tired, excited, fearful, calm, etc.
b. Tells staff they need to take a break
c. A student recognizes that they are agitated
because they are tired and chooses to go to a
'chill zone'
d. Identifying what they need to overcome the
challenge but not always asking for support
when needed
Pilot Assessment Protocol •1·01
w
··.·.
·
'·
1 ·
11 .·
-
•·:::::SPR
39 identify at least one strategy that helps them
manage/cope with their feeling
d. Practice self-advocacy and management during
moments of upset/challenge, but may not
always do so
Level 3 (Developing):

Students can identify
stress management
strategies but do not yet
put them into practice.

Responses indicate that the student can:
a. Identify their basic emotions (e.g., when they
feel happy, sad, etc.) across some
settings/some of the time
b. Understand that strategies could be used to
help them feel calm when they are upset but
struggles to implement the strategy
C. Understand that self-advocacy strategies exist
but does not implement them.
a. At certain points in the day, student knows
when they are tired, excited, fearful, calm,
etc.
b. Tells staff they need to take a break but does
not actually take a break
C. Knows that they can ask an adult for help
when they encounter a challenge
Level 2(Early Plus):

Students recognize that
stress management
strategies exist, but still
working on identifying
specific strategies
Responses indicate that the student can:
a. Recognize that self-advocacy and selfmanagement practices can help during challenging moments but struggles to identify
and implement those practices
a. Tells staff they are upset, but needs support
to know what to do about it or how to help
themselves feel better
Level 1(Early): Students
are unable to recognize,
identify, or use stress
management strategies
Responses indicate that the student:
a. Lacks awareness around what stress
management strategies are and how to use
them
a. Does not attempt to make themselves feel
better during times of st ess.
b. Does not ask for support when faced with a
challenge
Pilot Assessment Protocol •
•l.n"
f!l"1i
"
1 i1■1•*1 =sPR
40 ali:Ld ·
Pilot Assessment Protocol
.• .}{:::t:i:::SPR
41 •ir,z: SPR
Social Awareness: Compassion & Empathy
Level 5 (Mature): Student
recognizes and demonstrates
empathy and compassion in
different settings towards others
including those from diverse
backgrounds, cultures, and
contexts.

Pilot Assessment Protocol
Responses indicate that the student can:

Respectfully (as defined by youth and program
leaders) interact with peers, friends, adults, teachers, program leaders
Identify how others are feeling and interact/play with
them accordingly
Initiate the use of kind words in different settings
Take the initiative to comfort others who are in
distress
Consider the perspective of another, ardless of
the closeness of their relationship
Recognize strengths of others
Engages in opportunities to advocate for others
a. Student will politely ask what
a word means if they hear a
peer speak another language
b. Will invite a peer to sit with
them at snack time if they
seem shy or sad
C. Says excuse me and helps a
peer when they bump into
them
d. Goes out of their way to
comforts others who are
crying, hurt, stressed, sad,
etc.
e. Able to listen and reflect on
the opinion/ experience of a
stranger to the same degree
as a close friend
f. Complements peers, friends,
adults, teachers, program
leaders, etc.
g. Speaks up or makes space on
the behalf of a shy peer
--
2 • ;,,::,,11.IJ/l
42 Responses indicate that the student can:
a. Respectfully (as defined/by youth and program
leaders) interact with most peers, friends, adults,
teachers, program leaders
b. ldent!fv how others are feeling but does not know
how to use that knowledge to adapt how they
interact with them
c. Use kind words in most settings, but may struggle in unfamiliar contexts or when they are upset
d. Effectively comforts others who they know/are
familiar with when they are in distress
e. Consider the perspective of another close friend
f. Recognize strengths of close friends
g. Engages in opportunities to advocate for close
friends
a. Student will politely ask what
a word means if they hear a
peer they recognize speak
another language
b. Recognizes that a peer is
tired but still seeks to play
with them
C. May not say excuse me but
will help a peer when they
bump into them and they are
upset
d. Comforts close friends who
are crying, hurt, stressed,
sad, etc.
e. Able to listen and reflect on
the opinion/ experience of a
close friend
f. Complements close friends
g. Speaks up or makes space on
the behalf of a close friend
Responses indicate that the student can:
a. Respectfully (as defined by youth and program
leaders) interact with close peers, friends, adults,
teachers, program leaders
b. Identify how others are feeling but does not choose
to use that knowledge to adapt how they interact
a. Student will politely ask what
a word means if they hear a
program leader they are
close with speak another
language
b. Recognizes that a peer is
tired but disregards it and
Pilot Assessment Protocol ·■it
;J:tJ1:!l!SPR
Level 4 (Developing Plus):

Level 3(Developing): Student
43 with them
c. Use kind words, but only with close peers and when
feeling calm
d. Comfort close friends who are indiStress (e.g., crying, hurt, stressed, sad, etc.) during a situation/context
the student can relate to
e. Consider the perspective of another close friend, but only in contexts familiar to the student
still seeks to play with them.
c. May say excuse me after
bumping into a friend but
only if they are calm
· d. Comforts close friends who
are crying, hurt, stressed,
sad, etc. when they forget
their homework given the
student has also done this
e. May ask for a close friend's
preference in which game to
play
Responses indicate that the student can:
a. Identify respectful (as defined by youth and program leaders) interactions.
b. Recognize kind words used by others
c. Recognizes that perspectives exist outside of their
own
a. Recognizes that a peer is
being respectful to a
program leader in how they
ask what a word means in
another language.
b. Hears their peer say, "excuse
me" when they bump into
them but doesn't respond
although may recognize they
feel comfort by the kind
phrase
c. May ask for a close friend's
preference in which game to
play but may not necessarily
consider it when deciding
Pilot Assessment Protocol :lr
•ci:;.• SPR
Level 2(Early Plus): Student
does not yet demonstrate
empathy and compassion but
can recognize the behavior.
44 Responses indicate that the student cannot yet identify I any empathetic or compassionate behavior and/ or only
identifies harmful behavior during social interactions. a. Does not understand why it
may be disrespectful to tell a
peer to speak English
Does not yet identify and/ or demonstrate respectful b. Hears their peer say, 11 excuse
(as defined by youth and program leaders) me11 when they bump into Level 1(Early): Student does not
yet demonstrate social
awareness via empathy and
compassion
interactions
Does not yet use or recognize the use of kind words
by others
Does not yet recognize that perspectives exist
outside of their own
them but doesn't respond
c. Tells a friend which game
they will play
Pilot Assessment Protocol :l
.
il
.'
;
°
:
jm•:ii::::SPR
45 Attachment D: Student Assent Form
[NOTE TO PROGRAM STAFF: Please read the following script to the student recruited to participate in the study. This should be read the day of the assessment before the student begins the assessment. Please scan or send a picture of the completed portion at the bottom of this form to your SPR liaison.]
Hello Student:

I want to tell you about this study to help you decide whether you want to join in a conversation and an activity to help our afterschool program.

First, I want to tell you what this study is about.

We are working with an organization called Social Policy Research Associates (SPR) to help us learn about the progress you and other students are making in social and emotional learning (SEL). SEL means how we at the program help you gain certain life skills. This could be skills that help us deal with those times when we get frustrated at school or at home, or that help us create better relationships with our friends and family. We want you to join the study so we can learn the best way to measure how much you and other students are learning these skills.

Now that you know what the study is, I will tell you what we want you to do.

The study has two parts. For the first part, we would like you to participate in an activity._This activity will ask you to think about how you've behaved or responded at different times. For the activity, you can use crayons, markers, or pencils to draw and write a response to different questions about [insert competency]. I [or list other staff name] will help you with the activity.

It should take about 40 minutes, but you can take as long as you need. There is no rush.

The second part of the study is a conversation with me [or list other staff name]. We will talk about the activity I just described. Depending on how you feel, your conversation may or may not be recorded. You do not have to be recorded if you do not want to be. If you do not want to be recorded, our friends at SPR will take notes instead. The conversation should take about 20 minutes.

For both parts of the study-the activity and conversation-you will not be graded. There are no right or wrong answers. Our friends at SPR will also be listening via Zoom as you complete the activity and conversation, but they will not be in the room with us. We will keep your answers and drawings private.

Pilot Assessment Protocol
46 I also want to make sure you understand the details of the study. • It is possible that a question in the study might make you think of something uncomfortable. We don't expect that to happen, but it might. So, you do not have to answer questions that you do not want to. We will not write anything with your name on it, so no one will know what you said outside me [or list other staff name] and SPR. • The study will take place at our afterschool program. You will be the only student in the room.
• At any time, if you do not want to be recorded, just tell me [or list other staff name]. You also do not have to show your face on the camera. Only SPR will have access to the recording, and they will not share it with anyone. If you decide that you do not want to be recorded, you can still be in the study.
• You will not receive extra credit for being in the study. You also will not get in trouble if you decide you do not want to be in the study. You can change your mind at any time. Just tell me [or list other staff name].

Do you have any questions?
Do you want to join the study?
Agree Disagree
Do we have your permission to record you during the study?

SIGNATURE OF PERSON GETTING ASSENT
Name of Person Getting Assent Contact Number
Signature of Person Getting Assent Date
Pilot Assessment Protocol