Wallace Blog



High-Quality “Arts Integration” Programs Can Benefit Learning in Core Subjects398<p>“Arts integration” is a mouthful of a term for a simple idea&#58; using the arts to help students learn about other subjects. Now, a study by the American Institutes for Research (AIR) quantifies the effects. It finds that high-quality programs that incorporate music, theater or other arts into core subjects such as English and math can make a difference in learning.</p><p>What’s more, the study describes how arts integration programming that has research-based evidence of effectiveness may be eligible for funding under the Every Student Succeeds Act, one of the leading sources of federal support for public school education. </p><p>AIR researchers scoured studies of arts-integration programs and found 44—a substantial number—that meet the standards of evidence the law requires. Programs that fit the bill incorporate a range of activities, including teacher professional development, school improvement efforts, procurement of instructional materials and supports for English learners.</p><p>Meredith Ludwig, who led the study, presented its findings at the Arts Education Partnership’s State Policy Symposium in March. You can check out her presentation&#160;<a href="/News-and-Media/Blog/Pages/">here,</a> or download AIR’s complete report <a href="/knowledge-center/pages/essa-arts-evidence-review-report.aspx">here</a>.</p><p>&#160;</p>Study Finds Arts Integration Efforts Eligible for Federal Education FundingWallace editorial team79<img alt="" src="/knowledge-center/PublishingImages/Research-on-Arts-Integration-lg-feature.jpg" style="BORDER&#58;0px solid;" />2018-05-24T04:00:00ZStudy Finds Arts Integration Efforts Eligible for Federal Education Funding5/24/2018 6:21:04 PM26http://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Districts Use Data to Help Boost School Leadership11982<p>Basing decisions on reliable, pertinent information is a smart idea for any human endeavor. Talent management is no exception. That’s the reason a number of Wallace-supported school districts in recent years have undertaken the difficult task of building “leader tracking systems” in the service of developing a large corps of effective principals.</p><p>A leader tracking system is a user-friendly database of important, career-related information about current and potential school leaders—principal candidates’ education, work experience and measured competencies, for starters. Often this information is scattered about different district offices and available only in incompatible formats.&#160; When compiled in one place and made easy to digest, by contrast, the data can be a powerful aid to decision-making about a range of matters necessary to shaping a strong principal cadre, including identifying teachers or other professionals with leadership potential; seeing that they get the right training; hiring them and placing them in the appropriate school; and supporting them on the job. </p><p><img alt="Data_Sources_LTS.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Districts-Use-Data-to-Help-Boost-School-Leadership/Data_Sources_LTS.jpg" style="margin&#58;5px;" /></p><p>In a panel discussion during a Wallace gathering in New York City this week, representatives of two districts that have built leader tracking systems talked about their experiences. Their assessment? The effort was worth it, despite the reality that constructing the systems required considerable time and labor. &#160;</p><p>Jeff Eakins, superintendent of the Hillsborough County (Tampa, Fla.) Public Schools, said the data system has proved invaluable to “the single most important decision I make…the hiring of principals.” That’s because the system can give him an accurate review of the qualifications of job finalists along with a full picture of a school that has an opening, he said. Similarly, in Prince Georges County, Md., (outside of Washington, D.C.), Kevin Maxwell, the chief executive officer of the public schools, said he is now able to compare a “baseball card” of candidate data with school information, thus getting the background he needs to conduct meaningful job interviews—something he does for all principal openings. With the information from the data system, he says, “I have a feel for what that match looks like.” </p><p><img class="wf-Image-Left" alt="TrishandDoug.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Districts-Use-Data-to-Help-Boost-School-Leadership/TrishandDoug.jpg" style="margin&#58;5px;" />For their part, two people who were instrumental in the development of their districts’ leader tracking systems—Tricia McManus, assistant superintendent in Hillsborough, and Douglas Anthony, associate superintendent in Prince George’s County—offered tips for others considering whether to take the plunge. From McManus&#58; Expect construction to take time. Hillsborough’s system took “several years” to be fully functional, she said. From Anthony&#58; Find a “translator,” someone who can bridge the world of IT and the world of the classroom, so educators and technology developers fully understand one another. From both&#58; Once the system is completed, know that the job isn’t done. Information needs to be regularly updated and kept accurate.</p><p>Want to find out more? A <a href="/knowledge-center/pages/leader-tracking-systems-turning-data-into-information-for-school-leadership.aspx">report</a> from researchers at Policy Studies Associates examines the uses of &#160;leader tracking systems in six Wallace-supported school districts and provides guidance based on the districts’ system-building experiences. A Wallace <a href="/knowledge-center/pages/chock-full-of-data-how-school-districts-are-building-leader-tracking-systems-to-support-principal-pipelines.aspx">Story From the Field</a> shows how leader tracking systems helped districts end such difficulties as job-candidate searches through “a gajillion résumés.” Also, listen to Tricia McManus and Douglas Anthony discuss their districts’ work to build a strong pipeline of principals in Wallace’s podcast series<em>, </em><a href="/knowledge-center/pages/podcast-principal-pipeline.aspx"><em>Practitioners Share Lessons From the Field</em></a>.</p>Building “Leader Tracking Systems:” A Heavy Lift That’s Worth It, Panelists Say GP0|#3fabc3e0-eead-49a5-9e92-99d8217d8607;L0|#03fabc3e0-eead-49a5-9e92-99d8217d8607|principals;GTSet|#e1be52fb-ad26-4379-9818-fd44f616dcf2;GP0|#3c236eec-afa6-4172-9b42-36a57befc9fe;L0|#03c236eec-afa6-4172-9b42-36a57befc9fe|principal pipeline;GP0|#0749b622-d2bc-4ff6-bf7d-ee28a6072887;L0|#00749b622-d2bc-4ff6-bf7d-ee28a6072887|district policyGP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61Wallace editorial team79<img alt="" src="/knowledge-center/PublishingImages/Leader-Tracking-lg-feature.jpg" style="BORDER&#58;0px solid;" />2018-04-26T04:00:00ZDistricts Use Data to Help Boost School Leadership5/23/2018 2:59:36 PM494http://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
To Widen Their Reach, Social Programs Enlist Partners 11972<p>H igher Achievement provides intensive beyond-the-school-day study and enrichment to&#160;middle school kids in underserved communities. The Campus Kitchens Project serves up nutritious meals to the hungry. And Climate Matters distributes free, research-based videos about climate change to TV weathercasts.</p> <img class="wf-Image-Left" alt="Higher_Achivevement_RWK2902(003).jpg" src="/News-and-Media/Blog/PublishingImages/Pages/To-Widen-Their-Reach-Social-Programs-Enlist-Partners/Higher_Achivevement_RWK2902(003).jpg" style="margin&#58;5px;width&#58;774px;height&#58;515px;" /> <p class="wf-Element-ImageCaption" style="text-align&#58;left;">​A mentor and student hit the books at a Higher Achievement program in Washington, D.C. </p><p> Three social programs with three different missions—and an intriguing commonality. Each one has successfully widened its reach in recent years by working in partnership with others, albeit in varied ways.&#160;&#160; &#160;&#160;&#160;</p><p>The three are among 45 nonprofits showcased in a recent report on expansion via partnership. In <a href="/knowledge-center/pages/how-to-scale-up-social-programs-that-work.aspx"> <em>Strategies to Scale Up Social Programs&#58; Pathways, Partnerships and Fidelity</em></a>, authors R. Sam Larson, James W. Dearing and Thomas E. Backer explore this terrain, examining such matters as how partners find one another and the extent to which program creators demand “fidelity,” or faithfulness to the original programming model, vs. valuing adaptation.&#160; </p><p>As a foundation whose work involves testing possible solutions to problems in our focus areas (school leadership, the arts, and learning and enrichment for disadvantaged children), Wallace commissioned the report in part to find out more about how successful nonprofit efforts could expand. Several of the organizations studied in the report, including Higher Achievement, have been Wallace grantees. </p><p> <img class="wf-Image-Left" alt="Higher_Achievement_RWK9278(1)(003).jpg" src="/News-and-Media/Blog/PublishingImages/Pages/To-Widen-Their-Reach-Social-Programs-Enlist-Partners/Higher_Achievement_RWK9278(1)(003).jpg" style="margin&#58;5px;" /> </p><p class="wf-Element-ImageCaption" style="text-align&#58;left;"> Baltimore middle-schoolers backstage at a performance of poetry written by Higher Achievement students</p><p>To be included in the write-up, all the efforts had to have evidence of effectiveness and fall into one of three areas&#58; health, education and youth development. The range of enterprises, however, is wide—from prenatal care for low-income women (Nurse-Family Partnership) to summer learning (Power Scholars Academy, another Wallace-supported endeavor) to business education for entrepreneurs in underserved areas (Streetwise MBA).&#160; </p><p>Whatever their mission, each of the 45 faced a fundamental question before scaling up via partnership&#58; What was the best course to take? In short, the report found three common partnership paths.&#160;&#160;&#160; <br><br><img class="wf-Image-Left" alt="Scale-Up_Pathways_Chart2.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/To-Widen-Their-Reach-Social-Programs-Enlist-Partners/Scale-Up_Pathways_Chart2.jpg" style="margin&#58;5px;" /></p><p> &#160;&#160; </p><ol><li> <strong> Branching pathways</strong> are similar to a business setting up branch offices. The lead partner (the group organizing the scale-up and usually the program creator) opens more sites, with the training and supports of the original. This was the route taken by Higher Achievement, which today works in 17 schools in four cities to provide both school-year and summer supports to put middle school students on a course to success in high school and college.&#160; <br><br> Like many organizations in the study that took the branching path, Higher Achievement, founded in Washington, D.C., in the 1970s, was well established when it began considering expansion. It opened its first branch in 2009 in Baltimore, later adding Richmond and Pittsburgh—and gathering lessons along the way on everything from how to enlist funders to how to time hiring, according to Lynsey Wood Jeffries, Higher Achievement’s CEO. The partner in each city is a local office established by Higher Achievement. These branches are given flexibility in certain areas, such as the types of elective activities they can offer to the children. But they are expected to adhere strictly to a set of program non-negotiables, such as academic mentoring, as well as the rigor of the program model, which provides on the order of 100 extra school days of learning and enrichment annually to the 1,900 students enrolled.<br><br> Indeed, Higher Achievement chose the branching pathway because the level of control it provides helps to ensure maintenance of the program’s intensity, which the organization considers key to good results for the students. “We couldn’t rely on a less centrally controlled approach to scaling and feel confident that we would produce strong outcomes,” Jeffries says. &#160;<br><br></li><li> <strong>Affiliate pathways</strong> resemble business franchising. Here, the lead partner retains basics—name, content and quality control, for example—but the affiliates are independent, often operating under contracts with the lead partner. <br><br>That’s how Campus Kitchens operates. Launched in 2001 and originated by DC Central Kitchen, which combats hunger in the nation’s capital, The Campus Kitchens Project has since spread to 63 schools, mostly colleges and universities, in 63 communities, according to Dan Abrams, director of the effort. <br><br>The heart of the program is that students recover would-be wasted foods, usually from their own dining halls, transform them into tasty, healthy meals, and deliver them to places such as senior housing, churches and youth outreach groups. In addition, each site provides “Beyond the Meal” programming that goes beyond immediate hunger relief and could include health education, community gardens and mobile food pantries, Abrams said. The particulars are tailored to each community.&#160; <br><br>Partnerships are central to the enterprise. Sodexo Corp., a corporate food service operator on many campuses, helped develop strategies for keeping both food and students safe in the kitchen. AARP funded a report of case studies on Beyond the Meal ideas that help address hunger and poverty for older adults and is available online free to students.<br><br>&#160;“Our goal is to provide the most cost-efficient and effective program for students to take on,” Abrams said.<br><br></li><li><strong>The distribution network</strong> pathway is akin to supply chain business arrangements, where the lead partner provides the content (the “product”) and a partner with an existing network distributes it to member organizations or individuals. Case in point&#58; Climate Matters, which is based at George Mason University in Northern Virginia and was begun, with the help of a National Science Foundation grant, as a pilot test in 2010 with one weathercaster. Today some 500 TV weathercasters participate, which means the effort reaches 147 of the nation’s 210 media markets. The weathercasters receive a weekly “story package&quot; of broadcast-ready graphics or animations plus background information, often featuring data localized to their media market, that illustrate a current impact of climate change. <br><br>Edward Maibach, who was in on Climate Matters’ origins, is director of the university’s Center for Climate Change Communication. He describes the partnership driving Climate Matters as “a team effort between three kinds of experts …climate scientists (so we get the facts right), social scientists (so we communicate the facts effectively), and TV weathercasters (who are trusted, have access to the public, and are excellent science communicators).” &#160;In the future, other partners may join in.&#160; Maibach says Climate Matters is working with a diverse group of journalism professional societies to see how Climate Matters materials might help local journalists report on the impact of climate change, and potential solutions, in their community.</li></ol><p>The search for ways to expand that make sense for an organization’s particular context drives home another key point of the report—that scale-up is often not a one-time event. Those doing the work need to constantly re-evaluate pathways, partnerships and fidelity Higher Achievement, for example, has a small pilot underway to test the types of outcomes that a tweaked program model, spread through a distribution network pathway, would have, Jeffries says.&#160; Dynamic change,” the authors write, “is a reality for successful social programs to scale up.” </p>Report Highlights How 45 Nonprofits Used Three Types of Partnerships to Expand GP0|#3a441952-e4f2-4712-9e43-cd229c8fe03e;L0|#03a441952-e4f2-4712-9e43-cd229c8fe03e|partnerships;GTSet|#e1be52fb-ad26-4379-9818-fd44f616dcf2;GP0|#7372d2e5-f0d5-4026-9d8a-c1b541f51298;L0|#07372d2e5-f0d5-4026-9d8a-c1b541f51298|scale-up;GP0|#af323304-dc8d-48ef-9ef5-ed5f484151de;L0|#0af323304-dc8d-48ef-9ef5-ed5f484151de|social programsGP0|#af3e9879-f65e-40d3-8cc6-25ef5b2f858e;L0|#0af3e9879-f65e-40d3-8cc6-25ef5b2f858e|Advancing Philanthropy;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61H.J. Cummins80<img alt="" src="/knowledge-center/PublishingImages/HIgher_Achievement_Collington.jpg" style="BORDER&#58;0px solid;" />2018-04-20T04:00:00ZYour source for research and ideas to expand high quality learning and enrichment opportunities. Supporting: School Leadership, After School, Summer and Extended Learning Time, Arts Education and Building Audiences for the Arts.5/23/2018 3:01:09 PM57http://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Updated Tool Seeks to Help Principal Training Programs Gauge Effectiveness377<p>At a time when many school districts are eager to expand their corps of effective principals, many principal preparation programs are considering how to improve the training that shapes future school leaders. <a href="/knowledge-center/pages/improving-university-principal-preparation-programs.aspx">One survey</a> of university-based training programs found, for example, that well over half of respondents planned to make moderate to significant changes in their offerings in the near future.</p><p><img class="wf-Image-Left" alt="CherylKing_headshot.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Updated-Tool-Helps-Principal-Training-Programs-Gauge-Effectiveness/CherylKing_headshot.jpg" style="margin&#58;5px;width&#58;199px;" />Enter <a href="/knowledge-center/pages/quality-measures-principal-preparation-program-assessment.aspx"><em>Quality Measures</em></a>, a self-study tool meant to allow programs to compare their courses of study and procedures with research-based indicators of program quality, so they can embark on upgrades that make sense. </p><p>Specifically, Quality Measures assesses programs in six domains&#58; candidate admissions, course content, pedagogy, clinical practice, performance assessment, and graduate performance outcomes. With an accurate picture of their work in these areas, programs can start planning the right improvements. </p><p>The tool was first rolled out in 2009, and its 10th edition was recently published. It reflects new research and such developments as the 2015 release of the <a href="/knowledge-center/pages/professional-standards-for-educational-leaders-2015.aspx"><em>Professional Standards for Educational Leaders</em></a>, a set of model standards for principals. Given all this, now seemed a good moment to engage with the Education Development Center’s Cheryl King, who has led the development and refinement of Quality Measures over the years. Below are edited excerpts of our email Q&amp;A.&#160;&#160; </p><p><strong>Why is quality assessment important for principal prep programs?</strong></p><p>In our work with programs, we find that the practice of routine program self-assessment is viewed positively by most participating programs. It provides a non-threatening way for programs to connect with the literature on best training practices and to consider how their programs compare. </p><p>Additionally, users tell us that having a set of standards-based metrics—which clearly define empirically-based practices that produce effective school leaders—provides them with timely and actionable data. This can be translated into change strategies. </p><p>That was the case when faculty members from four programs discovered a common weakness in their admissions procedures. Using Quality Measures&#160;together, they saw that all four programs lagged when it came to using tools designed to assist in predicting the likelihood of an applicant being the “right” candidate for admission to the preparation program. They then began to identify and exchange tools that currently exist, later determining what might be useful in helping them to better assess candidate readiness for principal training. </p><p>It has been our experience that assessment cultures based on solving persistent and common problems of practice are far more effective than cultures clouded by fears of penalties as a result of external evaluation. </p><p><strong>What are the one or two most common areas of improvement for programs pinpointed by Quality Measures? &#160;</strong></p><p>Domains are typically identified as needing improvement based on a program’s inability to provide strong supporting evidence. Domain 6, graduate performance outcomes, has been consistently identified by programs using Quality Measures as an area in need of improvement. Commonly cited reasons identified by programs include lack of access to school district data about their graduates’ post-program completion. </p><p><img class="wf-Image-Left" alt="QM_graphic.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Updated-Tool-Helps-Principal-Training-Programs-Gauge-Effectiveness/QM_graphic.jpg" style="margin&#58;5px;width&#58;477px;" />Take the four programs I mentioned. On a scale of 1 to 4, with “1” the lowest and “4” the highest, their average score was 1.5 in their ability to get information on things like their graduates’ rate of retention when placed in low-performing schools or their graduates’ results in job performance evaluations. On the other hand, the programs were fairly successful (an average rating of “3”) in getting needed data about how their graduates fared when it came to obtaining state certification.</p><p>Another domain commonly identified across programs as needing improvement is Domain 5, performance assessment. The revised indicators in the updated tool call for more rigorous measures of candidate performance to replace traditional capstone projects and portfolios. We are finding that the more explicit criteria in the 10th edition are challenging programs to think in exciting new ways about candidate performance assessment.&#160; </p><p><strong>Where are programs typically the strongest?</strong></p><p>Programs typically rate Domains 2 (course content), 3 (instructional methods), and 4 (clinical practice) as meeting all or most criteria. Programs share compelling supporting evidence with peers in support of these higher ratings. They offer several explanations, including the recognition that these are the domains that typically receive the majority of their time and resources.</p><p>The inclusion of culturally responsive pedagogy as a new indicator in the 10th edition is among a number of additions to these three domains, based on the newly published Professional Standards for Educational Leaders. New indicators and criteria present new demands on programs that have exciting improvement implications for preparation programs.</p><p><strong>In updating the tool, what did you find surprising?</strong></p><p>One thing that greatly struck us was the increased attention being paid to the impact of candidate admission practices on the development of effective principals. Similarly, recent empirical findings about pre-admission assessment of candidate dispositions, aspirations and aptitudes as predictors of successful principals were compelling. We immediately revised Domain 1—candidate admissions—to incorporate them.</p>Self-Assessment Leads Programs to Surprising DiscoveriesGP0|#3fabc3e0-eead-49a5-9e92-99d8217d8607;L0|#03fabc3e0-eead-49a5-9e92-99d8217d8607|principals;GTSet|#e1be52fb-ad26-4379-9818-fd44f616dcf2;GP0|#5c8741a8-5f81-440f-b89e-72db998344f4;L0|#05c8741a8-5f81-440f-b89e-72db998344f4|principal training;GP0|#7986ee98-34d0-4fde-adc1-c9037cafca80;L0|#07986ee98-34d0-4fde-adc1-c9037cafca80|principal preparationGP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61Wallace editorial team79<img alt="" src="/knowledge-center/PublishingImages/CHERYL-KING-QA-lg-feature.jpg" style="BORDER&#58;0px solid;" />2018-04-05T04:00:00ZSelf-Assessment Leads Programs to Surprising Discoveries5/23/2018 3:02:11 PM47http://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Helping Out-of-School-Time Providers Get Explicit…About Social and Emotional Learning114<p>Talk to out-of-school-time (OST) providers about the growing interest in social and emotional learning (SEL) across the country, and they’re liable to say, “Finally!” Afterschool and summer programs have&#160;often set out to be&#160;places where children build healthy relationships, learn to navigate social situations and discover what they’re good at and passionate about.&#160; </p><p><img class="wf-Image-Left" alt="jones_183_janetsterns.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/helping-out-of-school-time-providers-get-explicit-about-social-and-emotional-learning/jones_183_janetsterns.jpg" style="margin&#58;5px;width&#58;241px;height&#58;327px;" />Now, OST providers, along with scholars, schools, and foundations, are thinking more deeply than ever about what exactly SEL is and what it takes to promote it. </p><p>As part of that effort, Wallace commissioned Harvard Professor of Education Stephanie Jones to analyze 25 widely used SEL programs. Jones and her team recently published a <a href="/knowledge-center/pages/social-and-emotional-learning-in-out-of-school-time-settings.aspx">research brief</a>, one in a series, that looks specifically at how those programs can be applied in OST settings (only three of the programs were designed primarily for OST). We asked Jones to walk us through the implications of her research for OST organizations.*</p><p><strong>What unique contributions can OST providers make to children’s social and emotional learning?</strong></p><p>Unlike the majority of schools, OST programs tend to have fewer curricular demands, giving them greater flexibility and more opportunity for SEL programming. OST settings also typically provide greater opportunity for students to engage in informal conversations with peers and adults and build positive relationships, which we know is critical to SEL. </p><p><strong>Many OST providers would say that SEL is inherent to what they do. You note, however, that few have “a primary or explicit focus on developing and fostering specific SEL skills.” What are the advantages of adopting a curriculum with a specific focus on SEL?</strong></p><p>It's true that many OST programs address SEL skills in their mission, support a climate that fosters SEL skills, or use general SEL practices and behavior management approaches—and those things are important. But research shows that only programs that follow the elements of SAFE (Sequenced set of activities, Active forms of learning, Focus on building SEL skills, and Explicit SEL learning objectives) improved children's skills and behavior. Adopting an evidence-based curriculum with a specific focus on SEL is one way to make sure those SAFE elements are present. Moreover, evidence-based curricula have usually been tested and refined to ensure the best possible results, and typically come with a variety of supports such as lessons or activities, staff training, and resources like coaching or assessment tools for monitoring progress and improvement.</p><p><strong>How can OST providers interested in adopting an SEL program get started? What are the first steps?</strong></p><p>We recommend OST programs begin by collecting data that will help them make informed decisions. This might include collecting school climate and disciplinary data from a partner school, or talking to families, OST staff, schools, community leaders and other stakeholders about their vision for SEL and the needs they hope the program will address. Drawing from that information, organizations can then identify and prioritize specific needs and goals. Finally, they can use our <a href="/knowledge-center/pages/navigating-social-and-emotional-learning-from-the-inside-out.aspx">Navigating SEL report</a> to identify evidence-based programs and strategies that best meet those needs. There’s a worksheet at the back of the report designed to help them through the process.</p><p><strong>You emphasize the importance of adapting pre-packaged SEL programs so they fit an OST provider’s individual context. Can you give an example of what this looks like in practice?</strong></p><p>An OST program that focuses on building literacy might choose SEL strategies that use books, stories, or poems, whereas an OST program with a focus on sports or health might choose to rely more heavily on strategies that feature games or kinesthetic activities. Similar adaptations can be made to help programs better fit specific behavioral needs, cultural perspectives, student interests and more. It might also make sense to adapt a program to better fit the timing of an afterschool program—perhaps a single lesson is delivered in short periods over the course of multiple days.</p><p><strong>Another brief in this series introduces the concept of “kernels” as a cost-effective and flexible way to build social and emotional skills. Can you give us an overview of your </strong><a href="/knowledge-center/pages/kernels-of-practice-for-sel-low-cost-low-burden-strategies.aspx"><strong>work on kernels</strong></a><strong>? What are they? How can they help OST providers?</strong></p><p>Kernels of SEL practice are short, targeted strategies used by effective programs to build specific skills and effect specific behavioral changes in children. In contrast to more comprehensive SEL programs, a toolkit of SEL kernels is low-cost; requires little time, training, or instruction for staff; and can be customized to individual, classroom, cultural, and site needs. They may be particularly helpful to OST providers in three ways&#58; 1) They’re easy to integrate with the existing structure and mission of an OST program in a variety of ways, either as behavior management tools, short transition activities, or more structured lessons; 2) they enable staff to choose strategies that best suit the needs and interests of the children in their program, keeping the OST space fun and engaging; and 3) they provide opportunities for OST providers to align their SEL work with in-school efforts in a way that is additive rather than repetitive.<br></p><p><img src="/knowledge-center/PublishingImages/stephanie-jones-QA-lg-feature.jpg" alt="" style="margin&#58;5px;" /><br></p><p><em>*This interview has been edited and condensed.</em></p>Harvard’s Stephanie Jones on Adapting SEL Programs for OST SettingsGP0|#b30ec468-8df4-44a4-8b93-5bb0225193fc;L0|#0b30ec468-8df4-44a4-8b93-5bb0225193fc|SEL;GTSet|#e1be52fb-ad26-4379-9818-fd44f616dcf2;GP0|#cad33471-a186-455a-836f-0d0657808f00;L0|#0cad33471-a186-455a-836f-0d0657808f00|research;GP0|#88b77bae-56d6-47d9-922f-54af703d57b5;L0|#088b77bae-56d6-47d9-922f-54af703d57b5|learning;GP0|#91bf67c6-3cc1-4097-9074-16701a50b2ac;L0|#091bf67c6-3cc1-4097-9074-16701a50b2ac|enrichmentGP0|#890cbc1f-f78a-45e7-9bf2-a5986c564667;L0|#0890cbc1f-f78a-45e7-9bf2-a5986c564667|Social and Emotional Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61Wallace editorial team79<img alt="" src="/knowledge-center/PublishingImages/stephanie-jones-QA-lg-feature2.jpg" style="BORDER&#58;0px solid;" />2018-03-27T04:00:00ZHarvard’s Stephanie Jones on Adapting SEL Programs for OST Settings5/23/2018 3:28:46 PM1678http://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx