General Updates

Spaces are available for site visit teams, this is a unique opportunity to view a whole different program and compare it to yours. Follow the site review schedule link to the right

An Inclusion-Disabilities folder was added.  A recent web meeting of Directors shows initial goals and a number of stories from the field on this topic.  See the recording from 18:30 to 50:30 and the associated Powerpoint with notes.  This is important information.

In an  article in Kappan, Adam Dovico (Wake Forest University), says that because of students’ constant heads-down focus on their electronic devices, there’s been a “stark decline” in their ability to interact appropriately with other people. 

Dovico believes schools need to join with families in explicitly teaching students the skills of interacting with others. This is especially important because studies have shown that humans form an impression of another person “spontaneously and with minimal cognitive effort” within a tenth of a second – somehow we take in scores of subtle cues to form a split-second judgment that can make a big difference in subsequent interactions. Drawing on his experience as a teacher, professor, researcher, and PD presenter, Dovico came up with this SPECIAL acronym for face-to-face interactions:

-   Shake hands – a firm, appropriate grip;

-   Posture – standing up straight, shoulders back, conveying confidence and awareness;

-   Eye contact – looking the other person in the eye during the entire interaction;

-   Charm – winning the person over with a smile, raised eyebrow, head nod, laugh;

-   Introduce yourself – saying, “Hi, I’m ----” gets the ball rolling;

-   Ask a question – “What brings you here?” or “Don’t you hate this snow?” begins a conversation and shows interest in the other person;

-   Lean in and listen – without invading the person’s space, getting a little closer signals engagement and helps you listen and respond appropriately.

These elements, executed smoothly and naturally, “make you come across as confident and professional,” says Dovico. “Many of these proficiencies require practice, which is why it’s vital to begin teaching them at an early age.” He’s working with his four-year-old son on the handshake and introducing himself.  ( Excerpted from the Marshall memo)

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to meet with state legislators and leaders to advance learning and policy around afterschool and expanded learning in Vermont. This is also a day to celebrate the important role that youth workers, afterschool providers, and program staff play in helping to build a strong foundation for the children and youth of Vermont. Come celebrate with us!