DCPS OSTP SY24-25: Annual Afterschool Summer Training Program and Quickstart Guide
Welcome to the SY24-25 Afterschool Annual Summer Training. Building on the previous year’s theme of “Afterschool is Fun and Flexible,” this year’s afterschool training theme, “Doing the Work,” challenges staff to further elevate their skills and commitment to delivering high-quality afterschool programs. It emphasizes the importance of taking proactive steps, investing time and effort into professional development, and actively engaging in the process of improving program quality. Through this theme, staff are encouraged to embrace the responsibility of building upon the foundation of fun and flexibility by delving deeper into the work of creating enriching experiences for students, fostering inclusive environments, and driving positive outcomes in afterschool settings.
KEYNOTE SPEAKER
Miss Marianna | Mariworks Productions
Mariworks Productions provides interactive keynotes, workshops and special event facilitations designed to boost self-awareness, restorative practices and healthy strategies for the home, school, neighborhood and workplace. Services are customized to clients’ needs including specialized programs rooted in culturally responsive, trauma-informed care initiatives centered in safety awareness and crisis prevention.
The mission is to uplift the importance of creating highly engaging safespace experiences to practice real-world strategies and activities that foster best outcomes for personal and professional growth. Through the intersection of education and entertainment, known as “edutainment”, each experience provided is a refreshing opportunity for participants to explore and empower interpersonal effectiveness, mental health and emotional hygiene practices. Mariworks Productions provides curriculum and programming designed to inspire problem-solving and social wellness for community organizations, educational institutions and corporations who understand the importance of self-awareness, accountability, collective work and responsibility.
AGENDA DAY 1
TUESDAY, AUGUST 6, 2024 | 8:30am - 3:30pm
PARAPROFESSIONALS & AFTERSCHOOL SITE LEADERS
8:30am – 9:15am ARRIVAL/REGISTRATION/BREAKFAST
WELCOME
The Apprentices of Life Pieces to Masterpieces
OPENING REMARKS
Matthew Reif, Director of Extended Learning & Academic Recovery
9:15am – 10:45am
Corie Colgan, Chief of the Office of Teaching & Learning
INTRODUCTION TO ‘DOING THE WORK’
Daisy Hicks, Manager of Out of School Time Programs
OPENING KEYNOTE
Miss Marianna
10:45am – 10:55am TRANSITION TO ROLES OVERVIEW
FOR AFTERSCHOOL SITE LEADERS:
Leading the Work - Part 1
Margot Berkey, OSTP Grant Specialist
11:00am – 12:00pm
12:00pm – 12:45pm
FOR PARAPROFESSIONALS:
‘Who Cares?’ OSTP Curriculum & Enrichment
Azel Prather, Jr., OSTP Coordinator
SAFETY & SECURITY
Ricky Brown, Deputy Chief of Security
Captain Michael Alston, Manager of Security
Kalyn Blueitt, Director of School Security
12:45pm – 1:15pm LUNCH & LEARN
1:15pm – 2:15pm CHOICE WORKSHOP #1
2:30pm – 3:30pm CHOICE WORKSHOP #2
3:30pm EXIT SURVEY / DISMISSAL See Page 27
AGENDA DAY 2
WEDNESDAY, AUGUST 7, 2024 | 8:30am - 3:30pm
TEACHERS & AFTERSCHOOL SITE LEADERS TIME
8:30am – 9:00am ARRIVAL/REGISTRATION/BREAKFAST
9:00am – 9:15am WELCOME
Daisy Hicks, Manager of Out of School Time Programs
LEADING TO CHANGE
9:15am – 10:15am FOR TEACHERS:
Keynote Miss Marianna
FOR AFTERSCHOOL SITE LEADERS:
Leading the Work – Part 2
Margot Berkey, OSTP Grant Specialist
10:30am – 11:30pam FOR TEACHERS:
Recharge & Revitalize: Strategies for Engaging & Empowering Students
Elizabeth Robinson-Pugh OSTP Coordinator
FOR AFTERSCHOOL SITE LEADERS:
Quality Coaching
Renee Abduallah Learn24
11:45am – 12:30pm FOR TEACHERS:
Safety & Security
Ricky Brown, Deputy Chief of Security
Captain Michael Alston, Manager of Security
Kalyn Blueitt, Director of School Security
FOR AFTERSCHOOL SITE LEADERS:
Chat N Chew with your OSTP Coordinator
12:30pm – 1:15pm LUNCH AND LEARN MPD Side by Side Band 5th Floor Hallway Event Space Conference Rooms
TUTORING BEST PRACTICES AND MULTIPLE INTELLIGENCES
Presented by:
Renee Abdullah Learn24
WHO CARES?: ENRICHMENT CURRICULUM OVERVIEW
Presented by:
Azel Prather, Jr. OSTP Coordinator
Founder of the Prather Foundation
MOTION IS LOTION: BUILDING BLOCKS TO ENGAGED ACTIVITIES
Presented by: Michael Posey Manager of Physical Education Programs at DCPS
RECHARGE AND REVITALIZE: STRATEGIES FOR ENGAGING AND EMPOWERING STUDENTS
Presented by:
Elizabeth Robinson-Pugh OSTP Coordinator
Overview of the ASL Position
Recommended for Site Leaders
Overview of the ASL Position
Recommended for Site Leaders
Incident Reports
Emergency Preparedness
Recommended for All Staff
Academic Power Hour Tutoring
Recommended for All Staff
Implementing Curriculum & Enrichment
Recommended for Paraprofessionals
Implementing Physical Activity in Afterschool Enrichment
Recommended for ASL’s and Paraprofessionals
Academic Power Hour
Teacher Role Overview
Recommended for Teachers
This workshop is designed to equip all our Site Leaders (whether seasoned or brand new) with the necessary information pertaining to the duties of leading afterschool. This session will focus on day-to-day operations, family engagement, and policies/procedures. Ms. Berkey will be assisted by three seasoned/veteran site leaders in our cohort.
This workshop will continue building upon the information presented in the first ‘Leading the Work’ session. Focus will be given to staff management, planning, and oversight.
This workshop will cover the steps involved in writing an incident report and will be presented by Ricky Brown from Security Services. This workshop includes a run-through of emergency responses that all staff should be familiar with to provide a safe environment for students in afterschool.
This workshop will give participants the chance to learn best practices when tutoring children. Additionally, participants will examine the different types of multiple intelligences and the importance of how multiple intelligences impact students learning.
What sets OSTP Afterschool apart from other afterschool programs? The OSTP enrichment curriculum introduces students to crucial Social and Emotional Learning practices that help make the most of their time in afterschool and beyond. Join OSTP Coordinator Azel Prather, Jr. as he provides an overview of the enrichment curriculum and presents tips for implementing it in instruction.
Come to this workshop to learn how to inject the FUN into Afterschool. Michael Posey will be facilitating a session focused on how to implement INTENTIONAL physical activity into afterschool whether you are on the playground or in the classroom.
If Afterschool is different than Day School, how should Academic Power Hour (APH) reflect our Fun and Flexible model? Elizabeth Robinson-Pugh will be taking our teachers through not only the requirements of APH but also introducing tools and resources to make APH fun and engaging for our afterschool students. Hands-on demonstrations of these tools will be part of the presentation.
Space
WORKSHOPS
SESSION TITLE TOPIC
PRE-K PLAY LAB! YOUNG CHILDREN AND THE ROLE OF PLAY IN DEVELOPMENT
Presented by: Dana Caffee-Glenn Director, ECED Strategy, Logistics and Special Programs
ACTIVE SUPERVISION
Presented by: Aaron Gray
ECE School Support Specialist
PLAYING WITH FIRE: CONFLICT, COMMUNICATION, AND OUR TRUE COLORS OF LEADERSHIP
ECE Academic Power Hour
Recommended for Paraprofessionals
Safety & Supervision
Recommended for ECE Teachers and Paraprofessionals
Presented by: Fred Baker & Eric Rowles Leading to Change Engagement Enrichment
Recommended for Paraprofessionals
Explore how play influences early childhood growth. This session delves into the cognitive, social, and emotional benefits of play, offering insights and strategies for OSTP staff to support developmentally appropriate play experiences in pre-kindergarten programming. Please come ready to participate in open-ended play!
All our Early Childhood staff know that ECE supervision requires an extra level of vigilance and oversight. Dana Caffee-Glenn from DCPS Early Childhood will be conducting a thorough training around DCPS ECE supervision procedure and best practices to keep our youngest students safe and engaged.
What is YOUR leadership style? How can your style work in conjunction with different leadership styles? Skilled professionals can utilize a tool like True Colors to not only forecast the different approaches used in the workplace, but also bridge the divide that often exists between coworkers and participants utilizing their own leadership styles and strategies. Join us for this highly interactive, FUN, and enlightening training that you can put to IMMEDIATE application!
QUALITY COACHING
Presented by:
Renee Abduallah & Kevin Caltado Learn 24
BALANCING ACT: MENTAL HEALTH STRATEGIES FOR ADULTS
The Quality Coaching Workshop provides powerful tools to further help staff deliver high-quality at the point of service. This workshop focuses on helping staff to improve through one-on-one consultation. The Quality Coaching is based on the three main concepts of respect, observe, and support. The idea is to maximize productivity in the manager/staff relationship by starting with a foundation of respect, taking time to observe staff at the point of service and then supporting staff to develop professionally.
Explores practical and effective approaches to maintaining mental well-being in adulthood. This session delves into the challenges adults face, from work stress to personal relationships, and offers actionable strategies to achieve a balanced and fulfilling life. Learn how to manage stress, build resilience, and foster a positive mindset through research-based insights and real-life examples.
Join us, as we venture into a high level engagement experience rooted in the power of personal and professional development. Prepare to be uplifted and transformed with practical tools and activities designed to cultivate confidence, social wellness and nurturing education.
QUICKSTART GUIDE
The OSTP Quickstart Guide is a valuable resource designed for afterschool staff as they kick off the new school year. Packed with essential information, this guide equips staff with the tools they need to provide high-quality afterschool experiences. Here’s what it covers:
1. SY24-25 CALENDAR: Stay up-to-date with important dates, events, and program milestones throughout the academic year.
2. OSTP CONTACT LISTS: Connect with OSTP staff and resources to maximize your students’ afterschool experience.
3. UPDATED AFTERSCHOOL POLICY AND PROTOCOLS: Understand the latest guidelines and best practices to ensure a safe and enriching environment for students.
4. SAMPLE LESSON PLANS FOR THE 1ST QUARTER: Get a head start on planning dynamic lessons that align with educational goals.
5. LIGHTS ON AFTERSCHOOL: The Afterschool Alliance organizes Lights On Afterschool to draw attention to the many ways afterschool programs support students by offering them opportunities to learn a wide variety of new, fun, and informative, and helpful things.
6. OSTP BOOK LIST: Explore the world of reading with monthly themed book selections and fun activities centered on literacy.
7. EXAMPLES OF RESET ACTIVITIES: Discover engaging and innovative activities that promote learning, creativity, and fun.
8. GUIDANCE FOR SUPPORTING STUDENTS WITH SPECIAL NEEDS AND MULTILINGUAL LEARNERS: Learn strategies to create an inclusive and supportive afterschool environment.
Whether you’re a seasoned afterschool professional or a newcomer, the OSTP Quickstart Guide is your go-to companion for a successful start to the school year.
SY24-25 CALENDAR (QUICKSTART GUIDE)
The SY24-25 Calendar below highlights dates in afterschool this school year! Please remember OSTP Afterschool is directly aligned to the DCPS School Calendar. Afterschool Programs are closed the school day before the start of any holiday breaks. Emergency closures may be requested in advance of the closure or no later than 12:00pm by emailing a request from the Principal to the Instructional Superintendent and CC’ing the Manager of Afterschool and Afterschool Coordinator.
August 26 first day of school for K-12
August 29 first day of school for Early Childhood— Some afterschool sites may be open and others not.
Monday, September 2 Labor Day
Thursday, October 10
Parent – Teacher Conference Day
Friday, October 11
Professional Development Day for Teachers/ No School for Students
Monday, October 14
Indigenous People’s Day
Monday, November 4 – Tuesday, November 5
Professional Development and Records Day for Teachers; No School for Students
Monday, November 11 Veterans Day
Tuesday, November 26 Day before Thanksgiving Break
Wednesday, November 27 – Sunday, December 1 Thanksgiving Break
Friday, December 20 Day before Winter Break
Monday, December 23, 2024 – Wednesday, January 1, 2025
Winter Break: school and OSTP resume Thursday, January 2.
Friday, January 17
Professional Development Day for Teachers
Monday, January 20 Martin Luther King Jr. Day
Monday, January 27
Professional Development and Records Day for Teachers
Friday, February 14
Professional Development Day for Teachers
Monday, February 17 Presidents’ Day Holiday
Thursday, March 13 Parent – Teacher Conference Day
Friday, March 14 No School for Students
Monday, April 7
Professional Development and Records Day for Teachers
Monday, April 14 – Friday, April 18 Spring Break
Monday, May 26 Memorial Day
Friday, June 13
Last day of afterschool program; no afterschool program on Monday June 16 or Tuesday June 17
Tuesday, June 17
Last day of school
OSTP CONTACT LISTS (QUICKSTART GUIDE)
The Afterschool Contact Lists, below highlights all afterschool coordinator and sites.
Hicks
Margot Berkey River Terrace
Jaime Brown Aiton (Whitlock), CW Harris, Houston, Nalle, Plummer, Smothers
Rosalyn James Hendley, King, Leckie, Patterson, Simon
Elizabeth Robinson-Pugh Excel, Ketcham, Malcolm X, Moten, Savoy
Yow Browne, Cleveland, Garrison, Payne, Tyler
OSTP SCHOOLS POLICY (QUICKSTART GUIDE)
OSTP follows the DCPS Safe and Positive Schools Policy issued in February 2023. DCPS seeks to create a safe and positive learning environment based on universal respect and proactive, restorative practices that promote positive social and emotional skills as well as meet students’ varied academic, behavioral, and developmental needs with tiered support and interventions. The Updated Afterschool Policy and Protocols are listed below. To view the full DCPS policy listings, visit: dcps.dc.gov/publication/safe-and-positive-schools-policy
SUSPENSION POLICY FOR PREK STUDENTS IN OSTP AFTERSCHOOL PROGRAM (SY24-25)
• In alignment with our commitment to creating a safe and inclusive environment, under no circumstances should PreK students be suspended from the OSTP Afterschool Program. Suspension is not an appropriate disciplinary measure for this age group.
• To prevent instances of suspension afterschool staff should implement proactive strategies to prevent behavioral issues. These may include clear communication of expectations, visual cues, and consistent routines. When the afterschool staff is not the PreK students day time teacher afterschool Teachers and Paraprofesioanls should collaborate with day time PreK Teachers by maintaining open communication to understand individual student needs and any specific behavioral challenges. Collaborate on strategies to address these challenges effectively.
ALTERNATIVE APPROACHES TO DISCIPLINE:
• Positive Reinforcement: Emphasize positive reinforcement and praise for desired behaviors. Celebrate small achievements and encourage a positive classroom atmosphere.
• Time-Outs: If necessary, use time-outs as a brief break to allow a student to self-regulate. Timeouts should be implemented in a supportive manner and not as a punitive measure.
• Parent/Guardian Communication: Involve parents/guardians in behavior management discussions. Seek their input and collaborate on solutions.
DOCUMENTATION AND REPORTING:
• Incident Reports: Document any incidents involving PreK students. Include details of the behavior, staff response, and any follow-up actions taken.
• Provide the report to the Afterschool Site Leader within 24 hours of the incident.
• By adhering to this policy, we prioritize the well-being and development of our youngest learners, fostering a nurturing and respectful afterschool experience and align with DCPS policies.
DISMISSAL COMMUNICATIONS PROCEDURES
FOR ALL SITES: OSTP provides radios/walkie-talkies to all sites for communication among afterschool staff and school security personnel. Radios should be used to announce student dismissal requests. The standard communication below should always be used to avoid confusion about which specific student is being called for dismissal.
Step 1: (The Site Leader/Dismissal POC calls for a student when the parent arrives and has signed the student out.) “Grade 2, Ms. Boller, please send Jared Jones for dismissal.” It should be repeated, “Grade 2, Ms. Boller, please send Jared Jones for dismissal.”
Step 2: (The afterschool staff responsible for the student confirms the grade and student’s name before dismissing them from the class.) “10-4, Grade 2, Ms. Boller, sending Jared Jones for dismissal.” It should be repeated, “10-4, Grade 2, Ms. Boller, sending Jared Jones for dismissal.”Whenever possible, concluding communications should be used so all staff are certain that the student has been appropriately dismissed.
Step 3: (The Site Leader/Dismissal POC located in the dismissal areas confirms that the student has been dismissed to the correct parent.) “Grade 2, Ms. Boller, Jared Jones has been dismissed to Mom.”
Step 4: (The afterschool staff responsible for the student confirms they have received the final transmission.) “10-4, Grade 2, Ms. Boller, Jared Jones has been picked up.”
SAMPLE LESSON PLAN (QUICKSTART GUIDE)
Here is an example of a sample lesson plan for the week for afterschool programming. The plan outlines Academic Power Hour, Enrichment, and highlights the goals and objectives of each lesson. Please use this as a guide to develop Fun & Flexible lessons aligned to the OSTP Curriculum
Program Name or Group Name Here
Week Of:
HISPANIC HERITAGE MONTH
(QUICKSTART GUIDE)
The 1st Quarter of the School Year is packed with so many opportunities to engage afterschool students in Fun & Flexible ways! Beginning in September, afterschool students will celebrate Hispanic Heritage Month. The theme for 2024 is “Pioneers of Change: Shaping the Future Together” and will run from September 15-October 15, 2024. Below you will find a lesson plan that can be used for any elementary or middle school classroom during Hispanic Heritage Month. Remember, this lesson plan celebrates diversity, creativity, and the vibrant heritage of Latin America! Feel free to adapt or expand upon this plan based on your students’ interests and available resources. Your personal expertise and creativity is what creates the OSTP afterschool program, feel free to use this lesson or create a lesson of your own to engage afterschool students.
“EXPLORING
LATIN AMERICAN FOLK ART”
OBJECTIVE: Students will learn about various forms of Latin American folk art, appreciate cultural diversity, and create their own folk art piece.
DURATION: 1-2 afterschool sessions (adjustable based on time available)
MATERIALS NEEDED:
• Art Supplies: Construction paper, markers, colored pencils, glue, scissors
REFERENCE MATERIALS: Images of Latin American folk art (e.g., papel picado, retablos, Huichol yarn art)
MUSIC AND ENVIRONMENTAL ENHANCEMENTS: Traditional Latin American music (optional) or aromatherapy.
• Introduction (15 minutes): Discuss the significance of Hispanic Heritage Month and the rich cultural contributions of Latin American communities. Show images of different folk art forms and briefly explain their origins.
• Exploration (30 minutes):
• Divide students into small groups.
• Each group researches a specific type of Latin American folk art (e.g., papel picado from Mexico, retablos from Peru).
• Students learn about the materials used, techniques, and cultural context.
CREATE YOUR OWN FOLK ART (45 MINUTES):
• Provide art supplies.
• Students choose a folk art form to create:
• Papel Picado: Cut intricate paper designs inspired by Mexican celebrations.
• Retablos: Design small devotional paintings on cardboard.
• Huichol Yarn Art: Create colorful yarn designs on paper.
ENCOURAGE CREATIVITY AND PERSONAL EXPRESSION:
• Share and Reflect (15 minutes):
• Each student presents their folk art piece to the class.
• Discuss the symbolism and cultural significance behind their creations.
• Reflect on how folk art connects us to our heritage.
EXTENSION IDEAS:
Guest Speaker: Invite a local artist or community member with expertise in Latin American folk art to share their experiences.
Collaborative Mural: Create a large mural combining different folk art elements.
Music and Dance: Learn a traditional dance or song from a Latin American country.
LIGHTS ON AFTERSCHOOL (QUICKSTART GUIDE)
In October, The DCPS OSTP (Out of School Time Programs) Department is proud to be joining the Afterschool Alliance and thousands of out-ofschool time programs in the largest nationwide showcase of afterschool programs on October 24th! Stay tuned for more information from your Afterschool Coordinator and Site Leader about planning for that event.
Launched in October 2000, Lights On Afterschool is the only nationwide event celebrating afterschool programs and their important role in the lives of children, families and communities. The effort has become a hallmark of the afterschool movement and generates media coverage across the country each year.
The Afterschool Alliance organizes Lights On Afterschool to draw attention to the many ways afterschool programs support students by offering them opportunities to learn new things—such as science, community service, robotics, Tae Kwon Do and poetry—and discover new skills. The events send a powerful message that millions more kids need quality afterschool programs.
Get a head start on your activities by visiting https://afterschoolalliance.org/loa
LIGHTS ON AFTERSCHOOL PARTNERS:
OSTP BOOK LIST (QUICKSTART
GUIDE)
These books are available at every OSTP Afterschool Site as part of the Afterschool Library and are aligned with the OSTP Curriculum.
AUGUST: GOAL SETTING
The Day You Begin
After the Fall
Ready to Fly
The Magic in Changing your Stars
SEPTEMBER:
Salt in his Shoes
The Oldest Student
I am Every Good Thing
Last Stop on Market Street
Jacqueline Woodson
Dan Santat
Lea Lyon
Leah Henderson
CHARACTER
Deloris Jordan
Rita Lorraine Hubbard
Derrick Barnes
Matt de la Pena
Middle School: Tight Torrey Maldonado
OCTOBER: ANTI-BULLYING
Katie Woo: No more teasing
We're All Wonders
SUPER MANNY #1: SUPER MANNY STANDS UP!
I WALK WITH VANESSA: A STORY ABOUT A SIMPLE ACT OF KINDNESS
Fran Manushkin
R. J. Palacio
Kelly DiPucchio
Kerascoet
Middle School: The Year I flew Away Marie Arnold
NOVEMBER: GRATITUDE
We Are Grateful: Otsaliheliga Traci Sorell
The Thank You Letter
The Thank You Book
Middle School: Ways to Make Sunshine
Jane Cabrera
Mo Willems
Renee Watson
DECEMBER: KINDNESS
Malala's Magic Pencil
Malala Yousafzai
I Promise LeBron James
Counting Kindness
Those Shoes
Middle School: Ways to Grow Love
Hollis Kurman
Maribeth Boelts
Renee Watson
JANUARY: DIVERSITY
We Move the World
Kari Lavelle
Amazing Grace Mary Hoffman
I am One
Middle School: I Can Make This Promise
Susan Verde
Christine Day
FEBRUARY: FINANCIAL LITERACY
Ella Earns Her Own Money
Berenstain Bears Dollars and Sense
What can you do with Money
Max and Ruby Bunny Money
Middle School: Money Hungry
Lisa Bullard
Stan and Jan Berenstain
Jennifer S. Larson
Rosemary Wells
Sharon Flake
MARCH: WELLNESS
Healthy Habits
Choose Good Food
Big Feelings
Power up your incredible, spectacular, supercharged body
Middle School: Lucky Broken Girl
Rebecca Weber
Gina Bellisario
Alexandria Penfold
Seth Fishman
Ruth Behar
OSTP BOOK LIST
(QUICKSTART GUIDE)
APRIL: STEM
Hidden Figures By: Margot Lee Shetterly
The Last Straw
Ada Twist Scientist
Solar Story
Middle School: Reaching for the Moon: The Autobiography of NASA
Mathematician Katherine Johnson
Margot Lee Shetterly
Susan Hood
Andrea Beaty
Allan Drummond
Ruth Behar
Katherine Johnson
APRIL: AUTISM AWARENESS MONTH
My Brother Charlie (Pre-K4-3rd)
Charlie Makes a Splash (Pre-K4-3rd)
I AM ME (Pre-K4-3rd)
Holly RobinsonPeete
Holly RobinsonPeete
Susan Verde
All My Stripes (Pre-K4-2nd ) Shaina Rudolph
Masterpiece (PreK-K )
A Day With No Words (PreK-K )
The World Needs More Purple People (PreK-1st )
Different: A Great Way to Be (PreK-2nd)
He’s Not Naughty (1st-6th)
Harley’s Sensory Processing Disorder (1st-5th)
Alexandra Hoffman
Tiffany Hammond
Kristen Bell
Heather Avis
Deborah Brownson
Emily Hayes
MAY: SERVICE
Superheroes are Everywhere Kamala Harris
Maybe Something Beautiful F. Isabel Campoy
Keeping the City Going Brian Floca
The Breaking News
Middle School: You Should Meet Kids Who Are Changing the World
Sarah Lynne Reul
Sheila Sweeny Higginson
JUNE: JOY
Sofia Valdez, Future Prez Andrea Beaty
It Begin with a Page: How Gyo Fujikawa Drew the Way Kyo Maclear
I am Enough
Middle School: the Boy Who Harnessed the Wind
Grace Byers
William Kamkwamba
I AM EVERY GOOD THING CREATIVE IDEAS (QUICKSTART
GUIDE)
I Am Every Good Thing
I Am Every Good Thing
In September, our curriculum theme is Character. Here are some ways to enhance or expand the Academic Power Hour using the suggested I AM EVERY GOOD THING book by Derrick Barnes
I Am Every Good Thing
I Am Every Good Thing
By Derrick Barnes, Illustrated by Gordon C. James
By Derrick Barnes, Illustrated by Gordon C. James
By Derrick Barnes, Illustrated by Gordon C. James
About the Book:
About the Book:
About the Book:
About the Book:
Ideas for enjoying the book at home
I Am Every Good Thing
By Derrick Barnes, Illustrated by Gordon C. James
Ideas for enjoying the book at home
Created by Pam Spycher
Ideas for enjoying the book at home
Created by Pam Spycher
Ideas for enjoying the book at home
Created by Pam Spycher
By Derrick Barnes, Illustrated by Gordon C. James
Created by Pam Spycher
About the Book:
Before reading this book with your child, find out a little bit about it so you can help your child experience joyfulness while reading with you. This is a book about being proud of everything that makes us who we are. It’s about self-love and the power of affirmations. Children will see themselves reflected in the Black narrator of this book because he tells us how talented, smart, hilarious, loving, and curious he is—just like all children are. Sometimes he is afraid, but then he remembers that he is brave, hopeful, and worthy of kindness, respect, safety, and happiness. Your child will relate to the beautiful ideas in this book, delight in the beautiful illustrations, and be inspired creatively.
Before reading this book with your child, find out a little bit about it so you can help your child experience joyfulness while reading with you. This is a book about being proud of everything that makes us who we are. It’s about self-love and the power of affirmations. Children will see themselves reflected in the Black narrator of this book because he tells us how talented, smart, hilarious, loving, and curious he is—just like all children are. Sometimes he is afraid, but then he remembers that he is brave, hopeful, and worthy of kindness, respect, safety, and happiness. Your child will relate to the beautiful ideas in this book, delight in the beautiful illustrations, and be inspired creatively.
Jump into Joyful Reading!
Ideas for enjoying the book at home
Before Reading:
Before Reading:
Created
Before reading this book with your child, find out a little bit about it so you can help your child experience joyfulness while reading with you. This is a book about being proud of everything that makes us who we are. It’s about self-love and the power of affirmations. Children will see themselves reflected in the Black narrator of this book because he tells us how talented, smart, hilarious, loving, and curious he is—just like all children are. Sometimes he is afraid, but then he remembers that he is brave, hopeful, and worthy of kindness, respect, safety, and happiness. Your child will relate to the beautiful ideas in this book, delight in the beautiful illustrations, and be inspired creatively.
Before reading this book with your child, find out a little bit about it so you can help your child experience joyfulness while reading with you. This is a book about being proud of everything that makes us who we are. It’s about self-love and the power of affirmations. Children will see themselves reflected in the Black narrator of this book because he tells us how talented, smart, hilarious, loving, and curious he is—just like all children are. Sometimes he is afraid, but then he remembers that he is brave, hopeful, and worthy of kindness, respect, safety, and happiness. Your child will relate to the beautiful ideas in this book, delight in the beautiful illustrations, and be inspired creatively.
by Pam Spycher
Before Reading:
• What do you notice about the cover?
• What do you notice about the cover?
• What do you think about the title?
Before Reading:
• What do you think about the title?
• What do you notice about the cover?
• What do you think we will discover in this book?
• What do you notice about the cover?
• What do you think we will discover in this book?
• What do you think about the title?
• What do you think we will discover in this book?
• What do you think about the title?
Before Reading:
While Reading:
While Reading:
Jump into Joyful Reading!
Jump into Joyful Reading!
Jump into Joyful Reading!
Before reading this book with your child, find out a little bit about it so you can help your child experience joyfulness while reading with you. This is a book about being proud of everything that makes us who we are. It’s about self-love and the power of affirmations. Children will see themselves reflected in the Black narrator of this book because he tells us how talented, smart, hilarious, loving, and curious he is—just like all children are. Sometimes he is afraid, but then he remembers that he is brave, hopeful, and worthy of kindness, respect, safety, and happiness. Your child will relate to the beautiful ideas in this book, delight in the beautiful illustrations, and be inspired creatively.
Jump into Joyful Reading!
Invite your child to share their thinking and ask questions as you enjoy the book together. The main thing is to have fun and enjoy one another’s company as you read together. Here are some things you can say and do to create a joyful reading experience for your child.
Invite your child to share their thinking and ask questions as you enjoy the book together. The main thing is to have fun and enjoy one another’s company as you read together. Here are some things you can say and do to create a joyful reading experience for your child.
Invite your child to share their thinking and ask questions as you enjoy the book together. The main thing is to have fun and enjoy one another’s company as you read together. Here are some things you can say and do to create a joyful reading experience for your child.
Invite your child to share their thinking and ask questions as you enjoy the book together. The main thing is to have fun and enjoy one another’s company as you read together. Here are some things you can say and do to create a joyful reading experience for your child.
• What do you think we will discover in this book?
• What do you notice about the cover?
While Reading:
• What do you notice in the picture?
• What do you notice in the picture?
• What do you think about the title?
While Reading:
• What do you think about what we just read?
• What do you notice in the picture?
• What do you think about what we just read?
• What do you think we will discover in this book?
• What do you think about what we just read?
• What are you curious about now?
• What are you curious about now?
• What do you notice in the picture?
After Reading:
After Reading:
While Reading:
• What are you curious about now?
• What do you think about what we just read?
• What did you think about the book?
• What do you notice in the picture?
• What did you think about the book?
After Reading:
• What are you curious about now?
• How did it make you feel?
• How did it make you feel?
After Reading:
• What did you think about the book?
• What was your favorite part?
• What do you think about what we just read?
• What was your favorite part?
• How did it make you feel?
Invite your child to share their thinking and ask questions as you enjoy the book together. The main thing is to have fun and enjoy one another’s company as you read together. Here are some things you can say and do to create a joyful reading experience for your child.
• What did you think about the book?
• What are some good things you can say about yourself?
• What are you curious about now?
• What was your favorite part?
• What are some good things you can say about yourself?
• How did it make you feel?
After Reading:
• What are some good things you can say about yourself?
• What was your favorite part?
• What did you think about the book?
Turn the page over for creative expression ideas!
• How did it make you feel?
• What are some good things you can say about yourself?
• What was your favorite part?
Turn the page over for creative expression ideas!
Turn the page over for creative expression ideas!
• What are some good things you can say about yourself?
Created by Pam Spycher, REL West at WestEd, 2021
Turn the page over for creative expression ideas!
Turn the page over for creative expression ideas!
Created by Pam Spycher, REL West at WestEd, 2021
Created by Pam Spycher, REL West at WestEd, 2021
Created by Pam Spycher, REL West at WestEd, 2021
Creative Expression Activities
After you read the book, unleash your imagination and creativity! Use the ideas below to choose your own adventure. What other ideas did the book inspire your amazing mind to think of?
After you read the book, unleash your imagination and creativity! Use the ideas below to choose your own adventure. What other ideas did the book inspire your amazing mind to think of?
I AM EVERY GOOD THING CREATIVE IDEAS
Creative Expression Activities
(QUICKSTART GUIDE)
Poetry
Creative Expression Activities
Visual and Digital Arts Kindness and Community
Poetry
After you read the book, unleash your imagination and creativity! Use the ideas below to choose your own adventure. What other ideas did the book inspire your amazing mind to think of?
Creative Expression Activities
Creative Expression Activities
After you read the book, unleash your imagination and creativity!
Creative Expression Activities
Creative Expression Activities
Craft an “I Am” poem. Start each line with “I am …” and try to use some of the words from the book.
Visual and Digital Arts
Use the ideas below to choose your own adventure. What other ideas did the book inspire your amazing mind to think of?
Craft an “I Am” poem. Start each line with “I am …” and try to use some of the words from the book.
You can write the poem on your own or tell someone your words, and they can write it. If you want to, draw a picture to go with your poem.
Poetry
Poetry
Kindness and Community
Begin and end each day with kind and loving self-talk.
After you read the book, unleash your imagination and creativity! Use the ideas below to choose your own adventure. What other ideas did the book inspire your amazing mind to think of?
After you read the book, unleash your imagination and creativity! Use the ideas below to choose your own adventure. What other ideas did the book inspire your amazing mind to think of?
After you read the book, unleash your imagination and creativity! Use the ideas below to choose your own adventure. What other ideas did the book inspire your amazing mind to think of?
After you read the book, unleash your imagination and creativity! Use the ideas below to choose your own adventure. What other ideas did the book inspire your amazing mind to think of?
You can write the poem on your own or tell someone your words, and they can write it. If you want to, draw a picture to go with your poem.
Craft an “I Am” poem. Start each line with “I am …” and try to use some of the words from the book.
Craft an “I Am” poem. Start each line with “I am …” and try to use some of the words from the book.
You can write the poem on your own or tell someone your words, and they can write it. If you want to, draw a picture to go with your poem.
Draw, color, paint, collage, or build something that shows what you are thinking or feeling about the book. Your creation might be about …
• your favorite part of the book
Draw, color, paint, collage, or build something that shows what you are thinking or feeling about the book. Your creation might be about …
Begin and end each day with kind and loving self-talk.
Choose affirmations from the book or your own words. Here’s an example:
• I am loved.
Choose affirmations from the book or your own words. Here’s an example:
• how the book makes you feel
• your favorite part of the book
• I am safe.
• I am loved.
• one of the affirmations from the book
Visual and Digital Arts
• how the book makes you feel
Poetry
Poetry
Poetry
Poetry
Visual and Digital Arts
• I am kind.
Kindness and Community
• I am safe.
• one of the affirmations from the book
Craft an “I Am” poem. Start each line with “I am …” and try to use some of the words from the book.
Draw, color, paint, collage, or build something that shows what you are thinking or feeling about the book. Your creation might be about …
Craft an “I Am” poem. Start each line with “I am …” and try to use some of the words from the book.
Craft an “I Am” poem. Start each line with “I am …” and try to use some of the words from the book.
Craft an “I Am” poem. Start each line with “I am …” and try to use some of the words from the book.
You can write the poem on your own or tell someone your words, and they can write it. If you want to, draw a picture to go with your poem.
Draw, color, paint, collage, or build something that shows what you are thinking or feeling about the book. Your creation might be about …
• your favorite part of the book how the book makes you feel
You can write the poem on your own or tell someone your words, and they can write it. If you want to, draw a picture to go with your poem.
You can write the poem on your own or tell someone your words, and they can write it. If you want to, draw a picture to go with your poem.
You can write the poem on your own or tell someone your words, and they can write it. If you want to, draw a picture to go with your poem.
You can write the poem on your own or tell someone your words, and they can write it. If you want to, draw a picture to go with your poem.
Mindfulness and Self-Awareness
Mindfulness and Self-Awareness
Sit very still or lie down somewhere comfortable. Close your eyes and be very still. Take three slow, deep breaths and fill your belly up with air. Notice how it makes you feel calmer.
Sit very still or lie down somewhere comfortable. Close your eyes and be very still. Take three slow, deep breaths and fill your belly up with air. Notice how it makes you feel calmer.
Now, breathe normally, and imagine that you are breathing in all the love in the world and then breathing out all your love to the world.
Mindfulness and Self-Awareness
Mindfulness and Self-Awareness
Now, breathe normally, and imagine that you are breathing in all the love in the world and then breathing out all your love to the world.
Open your eyes and give yourself a big hug. Smile. You are loved!
Open your eyes and give yourself a big hug. Smile. You are loved!
Sit very still or lie down somewhere comfortable. Close your eyes and be very still. Take three slow, deep breaths and fill your belly up with air. Notice how it makes you feel calmer.
Sit very still or lie down somewhere comfortable. Close your eyes and be very still. Take three slow, deep breaths and fill your belly up with air. Notice how it makes you feel calmer.
Now, breathe normally, and imagine that you are breathing in all the love in the world and then breathing out all your love to the world.
Kindness and Community
Visual and Digital Arts
• I am every good thing.
• I am kind.
Visual and Digital Arts
Visual and Digital Arts
Begin and end each day with kind and loving self-talk.
• I am every good thing.
Draw, color, paint, collage, or build something that shows what you are thinking or feeling about the book.
Begin and end each day with kind and loving self-talk.
Draw, color, paint, collage, or build something that shows what you are thinking or feeling about the book.
Draw, color, paint, collage, or build something that shows what you are thinking or feeling about the book.
• your favorite part of the book
Choose affirmations from the book or your own words. Here’s an example:
Now, breathe normally, and imagine that you are breathing in all the love in the world and then breathing out all your love to the world.
Your creation might be about …
Draw, color, paint, collage, or build something that shows what you are thinking or feeling about the book. Your creation might be about …
Choose affirmations from the book or your own words. Here’s an example:
Your creation might be about …
Your creation might be about …
• I am loved.
• I am loved. I am safe.
• how the book makes you feel
• one of the affirmations from the book
• your favorite part of the book
• your favorite part of the book
• your favorite part of the book
• your favorite part of the book
• I am safe.
• one of the affirmations from the book
• how the book makes you feel
• how the book makes you feel
• how the book makes you feel
• how the book makes you feel
Movement, Music, and Drama
• I am kind.
• one of the affirmations from the book
• one of the affirmations from the book
• one of the affirmations from the book
Movement, Music, and Drama
Put on your favorite song, and dance!
• a nonstop ball of energy
Put on your favorite song, and dance! When the music stops, freeze! Your parent, family member, or caregiver will say some words from the book. When the music starts again, show what those words mean through dance. Here are some of the words you might hear:
Movement, Music, and Drama
Mindfulness and Self-Awareness
Mindfulness and Self-Awareness
• the glow of moonbeams
When the music stops, freeze! Your parent, family member, or caregiver will say some words from the book. When the music starts again, show what those words mean through dance. Here are some of the words you might hear:
• a nonstop ball of energy
• a cool breeze
• I am every good thing.
Kindness Community
Visual and Digital Arts Kindness Community
Movement, Music, and Drama
Kindness Community
Kindness Community
Begin and end each day and loving self-talk.
Begin and end each day with and loving self-talk.
Choose affirmations from your own words. Here’s
Begin and end each day and loving self-talk. Choose affirmations from your own words. Here’s an
Choose affirmations from the your own words. Here’s an
Begin and end each day and loving self-talk. Choose affirmations from your own words. Here’s an
• I am loved.
• I am loved.
• I am loved.
• I am loved.
• I am safe.
• I am safe.
• one of the affirmations from the book
• I am every good thing.
• I am safe.
• I am safe.
Literacy and Oracy
• I am kind.
• I am kind.
• I am kind.
• I am kind.
Literacy and Oracy
In October, The DCPS OSTP (Out of School Time Programs) Department is proud to be joining the Afterschool Alliance and thousands of out-ofschool time programs in the largest nationwide showcase of afterschool programs on October 24th! Stay tuned for more information from your Afterschool Coordinator and Site Leader about planning for that event.
• the glow of moonbeams
Put on your favorite song, and dance!
Sit very still or lie down somewhere comfortable. Close your eyes and be very still. Take three slow, deep breaths and fill your belly up with air. Notice how it makes you feel calmer.
Sit very still or lie down somewhere comfortable. Close your eyes and be very still. Take three slow, deep breaths and fill your belly up with air. Notice how it makes you feel calmer.
• a roaring flame of creativity
• a cool breeze
Sit very still or lie down somewhere comfortable. Close your eyes and be very still. Take three slow, deep breaths and fill your belly up with air. Notice how it makes you feel calmer.
Sit very still or lie down somewhere comfortable. Close your eyes and be very still. Take three slow, deep breaths and fill your belly up with air. Notice how it makes you feel calmer.
Open your eyes and give yourself a big hug. Smile. You are loved!
Open your eyes and give yourself a big hug. Smile. You are loved!
• I am every good
• I am every good thing.
How about writing and illustrating your own “I am” book?
How about writing and illustrating your own “I am” book?
Start by talking about all the things that are good about you (at least 10!). You can begin each page with “I am …” or pick your own way to begin.
Start by talking about all the things that are good about you (at least 10!). You can begin each page with “I am …” or pick your own way to begin.
Movement,
• I am every good thing.
Literacy and Oracy
Literacy and Oracy
• I am every good thing.
Mindfulness and Self-Awareness Movement, Music, and Drama
Music, and Drama
Movement, Music, and Drama
How about writing and illustrating your own “I am” book?
If you want to, you can borrow some of the beautiful ideas, words, and pictures from “I Am Every Good Thing” and use them in your book. Or, you can make your book completely unique.
Put on your favorite song, and dance!
• the boom-bap-boom-boom-bap
Put on your favorite song, and dance! When the music stops, freeze! Your parent, family member, or caregiver will say some words from the book. When the music starts again, show what those words mean through dance. Here are some of the words you might hear:
Put on your favorite song, and dance!
Put on your favorite song, and dance!
Put on your favorite song, and dance!
How about writing and illustrating your own “I am” book?
This is all about you!
When the music stops, freeze!
When the music stops, freeze!
• a roaring flame of creativity
When the music stops, freeze!
When the music stops, freeze!
• waves crashing gently on the shore
• the boom-bap-boom-boom-bap
If you want to, you can borrow some of the beautiful ideas, words, and pictures from “I Am Every Good Thing” and use them in your book. Or, you can make your book completely unique.
This is all about you!
Your parent, family member, or caregiver will say some words from the book.
Your parent, family member, or caregiver will say some words from the book.
Your parent, family member, or caregiver will say some words from the book.
Your parent, family member, or caregiver will say some words from the book.
• waves crashing gently on the shore
When the music stops, freeze! Your parent, family member, or caregiver will say some words from the book. When the music starts again, show what those words mean through dance. Here are some of the words you might hear:
Launched in October 2000, Lights On Afterschool is the only nationwide event celebrating afterschool programs and their important role in the lives of children, families and communities. The effort has become a hallmark of the afterschool movement and generates media coverage across the country each year.
Start by talking about all the things that are good about you (at least 10!). You can begin each page with “I am …” or pick your own way to begin.
• a nonstop ball of energy
Now, breathe normally, and imagine that you are breathing in all the love in the world and then breathing out all your love to the world.
Now, breathe normally, and imagine that you are breathing in all the love in the world and then breathing out all your love to the world.
Now, breathe normally, and imagine that you are breathing in all the love in the world and then breathing out all your love to the world.
When the music starts again, show what those words mean through dance. Here are some of the words you might hear:
When the music starts again, show what those words mean through dance. Here are some of the words you might hear:
• a nonstop ball of energy
When the music starts again, show what those words mean through dance. Here are some of the words you might hear:
When the music starts again, show what those words mean through dance. Here are some of the words you might hear:
Start by talking about all the things that are good about you (at least 10!). You can begin each page with “I am …” or pick your own way to begin.
Created by Pam Spycher, REL West at WestEd, 2021
• the glow of moonbeams
Now, breathe normally, and imagine that you are breathing in all the love in the world and then breathing out all your love to the world.
• the glow of moonbeams a cool breeze
• a nonstop ball of energy
• a nonstop ball of energy
• a nonstop ball of energy
• a nonstop ball of energy
• the glow of moonbeams
• a roaring flame of creativity
• a cool breeze
Open your eyes and give yourself a big hug. Smile. You are loved!
• the glow of moonbeams
Created by Pam Spycher, REL West at WestEd, 2021
Open your eyes and give yourself a big hug. Smile. You are loved!
Open your eyes and give yourself a big hug. Smile. You are loved!
Open your eyes and give yourself a big hug. Smile. You are loved!
• the glow of moonbeams
• the glow of moonbeams
• a roaring flame of creativity
the boom-bap-boom-boom-bap
• a cool breeze
• a cool breeze
• a cool breeze
• a cool breeze
This is all about you!
• waves crashing gently on the shore
• the boom-bap-boom-boom-bap
• a roaring flame of creativity
• a roaring flame of creativity
This is all about you!
• a roaring flame of creativity
• the
• a roaring flame of creativity
• the boom-bap-boom-boom-bap
Literacy and Oracy
Literacy and Oracy
Literacy and Oracy
How about writing and your own “I am” book?
If you want to, you can borrow some of the beautiful ideas, words, and pictures from “I Am Every Good Thing” and use them in your book. Or, you can make your book completely unique.
How about writing and illustrating your own “I am” book?
If you want to, you can borrow some of the beautiful ideas, words, and pictures from “I Am Every Good Thing” and use them in your book. Or, you can make your book completely unique.
How about writing and illustrating your own “I am” book?
Start by talking about all are good about you (at least can begin each page with pick your own way to begin.
How about writing and illustrating your own “I am” book? Start by talking about all the are good about you (at least can begin each page with pick your own way to begin.
Start by talking about are good about you (at can begin each page pick your own way to
Start by talking about all are good about you (at least can begin each page with pick your own way to begin.
If you want to, you can borrow the beautiful ideas, words, from “I Am Every Good Thing” them in your book. Or, you your book completely unique.
If you want to, you can the beautiful ideas, words, from “I Am Every Good them in your book. Or, your book completely
If you want to, you can borrow the beautiful ideas, words, from “I Am Every Good Thing” them in your book. Or, you your book completely unique.
If you want to, you can borrow the beautiful ideas, words, from “I Am Every Good Thing” them in your book. Or, you your book completely unique.
This is all about you!
This is all about you!
This is all about you!
This is all about you!
THE DAILY RESET (QUICKSTART GUIDE)
The DAILY RESET, each day at the start of afterschool prior to the start of Academic Power Hour and at the conclusion of the enrichment period afterschool staff are required to conduct daily reflections with students. The Daily RESET in OSTP Afterschool refers to a brief opportunity for students and staff to “reset” from their day at school to the afterschool program. These activities, also known as Brain Breaks can serve as powerful classroom management tools. They allow students to recharge, refocus, and maintain better behavior during afterschool activities. By incorporating RESET or brain breaks, afterschool staff create a positive environment that enhances overall learning outcomes and offer opportunities for students to reflect on their day and what they are learning in afterschool. Daily RESETs contribute to a smoother transition from school to afterschool, fostering a positive and enriching experience for everyone!
PHYSICAL MOVEMENT BREAKS:
• Stretches: Encourage students to stretch their bodies, promoting physical well-being and reducing tension.
• Quick Dance Party: A fun and energetic way to get students moving, boosting their energy levels.
MENTAL BREAKS:
• Deep Breathing: Teach students calming breathing techniques to reduce stress and improve focus.
• Mindfulness Exercises: Help students become more present and centered.
ADDITIONAL SUGGESTIONS FOR DAILY RESETS:
• Thought-Provoking Group Questions: Pose questions to the class that encourage discussion and reveal common interests or experiences.
• Brief Videos: Show a short video related to the monthly theme and facilitate a group discussion afterward.
RESET IDEAS: (QUICKSTART GUIDE)
1. CLASSROOM SCAVENGER HUNT
Give your students different things to find and explore throughout the classroom. During each RESET, they can try to find one or a few items on their list. Build in small rewards or point to build excitement for each session. Think about the month’s curriculum theme, upcoming holiday, or build in academics into the scavenger hunt. Be creative and get excited for this fun & easy activity.
How many of these items can you find around the classroom?
q Flashlight
q Mug or Cup
q Keys
q Alarm Clock
q Measuring Tape
q Ball of Any Sort
q Scarf
q Building Blocks q Baby Doll q Pencils
q Stuffed Bear q Paper Airplane
Random Sock
Sunglasses
Book
Crayon
Toy Truck
Potted Plant
Ruler
Puzzels
RESET IDEAS: (QUICKSTART GUIDE)
2. ROLL THE DICE AND BREAK THE ICE
Find a set of dice and ask students different questions based on each role during the RESET. You can make the questions up, or choose them from a list of questions listed below. Your students will have fun thinking of their answers, and you’ll learn more about their interests! This is a great back to school activity and can be adapted in so many different ways. Use your fun & flexible skills to make this a fun and engaging experience.
1. My favorite television show is...
2. My favorite movie is.
3. My favorite place is...
4. My favorite band/singer is...
5. My favorite song is...
6. My favorite store is...
7. My favorite book/author is...
8. My favorite sports team is...
9. My dream car is...
10. My favorite food is...
11. My favorite actor/actress...
12. My dream job is...
13. In ten years I will be...
14. If I were a millionaire I would...
15. For a hobby, I...
16. The craziest thing I ever did was...
17. If I could travel anywhere new I would go...
18. The thing that makes me the happiest is...
19. The most important thing in my life is...
20. Make up your own question for the whole group!
RESET IDEAS: (QUICKSTART GUIDE)
3. VOICE & CHOICE
Create a list or have students create of list of activities to ensure you always have options for RESET. This way, you’ll have no problem thinking of a fun activity for students to do each day when they come into the classroom. Write or print them on a piece of paper, or use a more creative option:
• Put them on large dice or beach balls
• Write them on paper or popsicle sticks to pull from a box or jar
• Write them on target and throw darts to choose an option
This will allow students to have an opportunity to contribute to the daily activity and provide them VOICE & CHOICE within the afterschool program, lay out the guidelines and let them be creative!
4. USE A TIMER OR MUSIC
Keep time with a stopwatch, phone timer, or song to ensure your RESET lasts the right amount of time. (No more than 15-30 minutes)
Too short, and kids might not get enough of a break. Too long, and they might become distracted and reluctant to return to the task at hand.
Make sure the timer is somewhere your students can see, so they can be fully prepared to get back on task when it’s time
RESET IDEAS: (QUICKSTART GUIDE)
5. TALK ABOUT IT AFTERWARD=REFLECTION!
When the RESET is finished, talk to kids about their experiences. This gives them a chance to provide feedback that will help you understand how you can optimize future RESETS and build rapport with students.
Ask your students questions like the following:
• What was your favorite part of the RESET?
• Was there anything you didn’t like about it?
• How do you think the RESET helped you?
• What about this activity is similar to something you did in day school today? How can you do this activity at home?
Most importantly, get to know the students in your classroom beyond academics, take notice of their personalities, needs, and behaviors and build their confidence through inclusiveness, support, praise, an expectation of excellence!
Now create a RESET Activity of your own to start the first day of afterschool based on what you have learned at the training!
SPECIAL NEEDS AND MULTILINGUAL LEARNERS (QUICKSTART
GUIDE)
Guidance for Supporting Students with Special Needs and Multilingual Learners In our afterschool program, we are committed to creating an inclusive and supportive environment for all students. This guidance aims to provide afterschool staff with strategies and best practices to effectively support students with special needs and those who are multilingual. By implementing the strategies mentioned below, we can ensure that all students feel valued, supported, and empowered in our afterschool program. You may also customize and expand upon this guidance based on your program’s specific needs and resources.
1. UNDERSTANDING INDIVIDUAL NEEDS:
A. SPECIAL NEEDS:
Individualized Education Plans (IEPs) and Self-Contained Classrooms (CES): Collaborate with teachers and parents to implement accommodations and modifications for students with IEPs or who are in CES classrooms. Also work closely with families and teachers to support students with behavior intervention plans (BIPs) to address challenging behaviors.
Communication: Communicate openly with parents/guardians about their child’s needs and progress daily. This includes positive behavior as well.
B. MULTILINGUAL LEARNERS:
Understand students’ language proficiency levels. Consider their first language and any additional languages spoken at home. Be aware of cultural differences and norms related to communication and interaction.
2. CREATING AN INCLUSIVE ENVIRONMENT:
A. PHYSICAL ENVIRONMENT:
Accessibility: Ensure that the physical space is accessible for students with mobility challenges.
Visual Supports: Use visual cues (e.g., visual schedules, labels) to support understanding.
B. SOCIAL ENVIRONMENT:
Peer Buddies: Pair students with special needs or multilingual learners with peer buddies who can provide support.
Inclusive Activities: Plan activities that allow all students to participate and contribute.
SPECIAL NEEDS AND MULTILINGUAL LEARNERS (2) (QUICKSTART
GUIDE)
3. COMMUNICATION STRATEGIES:
A. SPECIAL NEEDS:
Clear Instructions: Provide clear, concise instructions. Use visual aids if necessary. Positive Reinforcement: Praise effort and progress.
Active Listening: Listen attentively to students’ needs and concerns.
B. MULTILINGUAL LEARNERS:
Scaffolded Language: Use simple language and scaffold instructions.
Visuals: Pair verbal instructions with visual cues.
Language Models: Encourage peer interactions to model language use.
4. INDIVIDUALIZED SUPPORT:
A. SPECIAL NEEDS:
Adaptations: Modify activities to meet individual needs (e.g., sensoryfriendly options, alternative assignments).
Flexible Grouping: Group students based on their abilities and interests
B. MULTILINGUAL LEARNERS:
Language Support: Provide bilingual materials when possible.
Language Partners: Pair multilingual learners with English-speaking peers for language practice.
5. COLLABORATION:
A. SPECIAL NEEDS:
Collaborate with School Teams: Work closely with teachers, special education staff, and related service providers.
Regular Check-Ins: Schedule regular check-ins with parents/guardians.
B. MULTILINGUAL LEARNERS:
Cultural Liaisons: Connect with cultural liaisons or interpreters to facilitate communication with families.
Language Support Teams: Collaborate with ESL/ELL teachers.
