Oregon's Quality Standards for Afterschool and Summer Programs by OregonASK

Oregonâ&#x20AC;&#x2122;s Quality Standards for Afterschool and Summer Programs

OregonASK STATEWIDE

AFTERSCHOOL NETWORK

Revised 2012

Oregonâ&#x20AC;&#x2122;s Quality Standards for A fterschool and Summer Programs Self-Assessment Tool and Handbook Revised 2012

Acknowledgements We would like to express sincere appreciation to the countless people who’ve contributed to this project. Your involvement, whether it be in a committee meeting providing feedback; by contributing to a specific portion of the standards or compentencies as an expert in your field; or diligently proof-reading drafts; we value your time and we thank you for it. A special acknowledgement goes to the Oregon Afterschool for Kids Steering Commitee and Stakeholders Organizations for their participation. • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Alliance of Y’s Boys and Girls Club of America Center for Career Development City of Salem Department of Employment – Child Care Division Education Northwest Fight Crime Invest in Kids FIRST Robotics Inclusive Child Care Mad Science of Portland & Vancouver Metropolitan Family Services Multnomah County – Schools Uniting Neighborhoods Oregon Child Care Resource and Referral State Office Oregon Department of Education - USDA Oregon Department of Education – 21st Century Community Learning Centers Oregon Department of Fish and Wildlife Oregon Department of Human Services - TANF Oregon Department of Human Services - Employment Related Day Care Oregon PTA Oregon Recreation and Park Association Oregon School Board Association Oregon State Library Oregon State University - 4-H Oregon University System Oregon Volunteers Partners for a Hunger Free Oregon Portland Impact Portland Jewish Academy Salem Keizer Education Foundation Saturday Academy Willamalane Park and Recreation District Woodburn AfterSchool Club

We would not have been able to complete this revision process without your expertise and assistance. Thank you. Beth Unverzagt, Oregon Afterschool for Kids, Executive Director

A Publication of Oregon Afterschool for Kids Development and editing by Tammy Marino Design by Lynn Kneeland www.oregonask.org

Activities, Curriculum & Environment Diversity & Inclusion Families, Communities & Schools Health, Safety & Nutrition Highly Skilled Personnel Program Management Youth Development & Engagement

Oregon’s Quality Standards for Afterschool and Summer Programs Welcome! This is the second edition of the Oregon Quality Standards for Afterschool and Summer programs. To ensure that the children and youth in Oregon thrive and have positive experiences, we need well designed and intentional programs that promote a diverse range of high quality, relevant and engaging activities. The Standards provide a framework for the development of dynamic, enriching, and safe environments. OregonASK recognizes that each program is unique with missions and philosophies that serve their specific communities. This guide provides programs, communities and stakeholders with ways measure the effectiveness of programs and to engage in the important discussions about program quality.

What are Quality Standards? Quality Standards and indicators capture the practices that have been demonstrated, through research, to lead to quality programs. Quality programs, combined with highly qualified staff, result in positive outcomes for children and youth in afterschool and summer programs. The development of the Oregon Afterschool and Summer Quality Standards for Afterschool Professionals was led by a steering committee of state leaders representing government agencies, higher education institutions, early care and education provider associations, training and technical assistance organizations and other afterschool stakeholders.

The goals for Quality Standards and why they are critical for the field: • Define what quality afterschool and summer programming looks like. • Serve as a foundation for decisions and practices in all settings and programs. • Establish a set of standards that support the professionalization of the child and youth development field. • Utilize the latest research. • Provide an ongoing framework to advance the field and increase the quality of programs offered.

Who are Quality Standards for? Quality standards apply to programs that work with children and youth in afterschool and summer settings. Some examples are 21st Century Community Learning Centers, Youth Development Programs, Childcare programs and Recreation.

Ways Quality Standards can be used: 1. Assess the quality of the program through self-assessment and determine areas to work on for quality improvement. 2. Identify specific areas of need for future professional development training and education. 3. Help families and communities understand the expectations of after school professionals and programs. 4. Assist higher education and training institutions in coordinating and designing course content 5. Develop and implement federal, state and local policies that will enhance the professionalism of the field. 6. Create a framework for schools, communities and programs to determine what a quality program looks like and how it can have positive results for children and youth.

The primary purpose of this tool is to improve the quality of Oregon’s Afterschool and Summer Programs by helping professionals take a critical look at their program’s practices against standards of best practice. The willingness to reflect on current processes, to identify opportunities to improve, and to change and grow will contribute to more successful outcomes for programs and participants. The progression of improving program quality is an ongoing one, not a one-time event. Ideally, this tool will assist professionals to embed reflection and continuous improvement into their program operations. • Each section includes a list of standards of practice or Quality Indicators that drive quality outcomes for programs and the children and youth they serve. These indicators were developed based on current experience, knowledge, and research in the field and the work of other states and organizations that have developed similar self assessment tools. • The Evidence Examples column suggests how practice with regard to a specific quality indicator might be documented. The items included in this column are intended to provide a range of examples and are illustrative, not mandatory. Sites are not expected to have every item in the column and may have alternatives to those listed. This column is included in the tool to encourage programs to make conclusions about program quality that can be documented and are not based on opinion or assumption. • The Performance Levels rating system (1-4) allows the user to assess the current level of competency or mastery of each quality indicator. Programs should work toward achieving an Excelling level in all of the quality indicators within each of the categories. The four performance levels are: • 4 – Exceeding: Exceeds standards through the use of exemplary practices on a consistent basis. • 3 – Meeting: Meets standard; opportunities exist to refine practices to reach the exceeding level. • 2 – Progressing: Approaching standard; could use additional focused assistance. • 1 – Not meeting: Standard not met; needs improvement in this area.

Activities, Curriculum & Environment

Program Standard

“Teachers open the door.You enter by yourself.” - Chinese proverb

A quality program provides supportive, responsive and developmentally appropriate activities and curriculum, as well as a safe indoor and outdoor learning environment that meets the needs of individual participants as well as the larger group.

Indicator - ACE 1 Environments

Performance Level

Priority for Improvement

ACE - 1.a Program utilizes an indoor and outdoor space that allows for a wide range of activities with equipment that is appropriate for the age of the participants.

ACE - 1.b Program encourages participants to offer suggestions and have choices in how the space is arranged.

ACE - 1.c Program encourages participants to take ownership of the space and safely modify the environment as needed to meet the activity, individual and/or group needs. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Physical program environment Participants are encouraged to make choices

These are suggestions - please see your Administrator Guide for more examples. 1 Activities, Curriculum & Environment

Standards for Afterschool and Summer Programs

Activities, Curriculum & Environment Program Standard

Indicator - ACE 2 Environments

Performance Level

Priority for Improvement

ACE - 2.a Participants have opportunities to engage in quiet and active, individual and group activities throughout the day.

ACE - 2.b Program offers activities that are developmentally appropriate and support a broad range of skill, enrichment, recreational and academic development.

ACE - 2.c Program offers curriculum that is based on identified developmental outcomes and is in alignment with the program mission, philosophy and evaluation process. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Daily schedule Curriculum Activity plans

These are suggestions - please see your Administrator Guide for more examples. Standards for Afterschool and Summer Programs

Activities, Curriculum & Environment 2

Activities, Curriculum & Environment Program Standard

“Play keeps us vital and alive. It gives us an enthusiasm for life that is irreplaceable. Without it, life just doesn’t taste good.” - Lucia Capocchione

Indicator - ACE 3 Activities & Curriculum

Performance Level

Priority for Improvement

ACE - 3.a Participants are provided time, appropriate space, and materials to work on homework.

ACE - 3.b Program works with students, families, and schools to effectively manage the successful completion of homework assignments.

ACE - 3.c Program staff collaborates with schools and families to build on homework topics and expand participants’ learning opportunities within the program setting. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Homework space Homework policies and procedures Homework contracts or correspondences

These are suggestions - please see your Administrator Guide for more examples. 3 Activities, Curriculum & Environment

Standards for Afterschool and Summer Programs

Activities, Curriculum & Environment Program Standard

Indicator - ACE 4 Activities & Curriculum

Performance Level

Priority for Improvement

ACE - 4.a Program staff are aware of the Common Core State Standards.

ACE - 4.b Program staff link activities and curriculum to relevant sections of the Common Core State Standards.

ACE - 4.c Program can demonstrate how the curriculum supports key academic goals in partnership with their local school. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Program policies and procedures Staff professional development Copies of school goals or school improvement plans

These are suggestions - please see your Administrator Guide for more examples. Standards for Afterschool and Summer Programs

Activities, Curriculum & Environment 4

Activities, Curriculum & Environment Program Standard

“Fun is good.” - Dr. Seuss

Indicator - ACE 5 Activities & Curriculum

Performance Level

Priority for Improvement

ACE - 5.a Program includes activities that take into account the language and culture of the participants.

ACE - 5.b Children and youth who speak English as a second language are given opportunities to participate in culturally relevant activities.

ACE - 5.c The needs of children and youth who speak English as a second language are identified and incorporated into the activity selection and implementation process. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Activity or lesson plans Planning notes Staff meeting notes

These are suggestions - please see your Administrator Guide for more examples. 5 Activities, Curriculum & Environment

Standards for Afterschool and Summer Programs

Activities, Curriculum & Environment Program Standard

Outcomes Increased participant engagement in and ownership of program Increased engagement in learning Increased academic achievement Increased participation/engagement of English Language Learners. Increased participant confidence in their ability to transition from school to college or career. Effective demonstration of critical thinking and problem solving skills.

(Please add additional outcomes as they apply) Standards for Afterschool and Summer Programs

Activities, Curriculum & Environment 6

Activities, Curriculum & Environment Program Standard

“You cannot teach a man anything; you can only help him discover it in himself.” - Galileo (1564-1642)

Research & Resources Collaborative for Academic, Social, and Emotional Learning (CASEL). (2007). The Impact of After-School Programs That Promote Personal and Social Skills. Chicago, IL: Desktop Edit Shop, Inc. Institute of Education Sciences (IES). (2009, July). Structuring Out-of-School Time to Improve Academic Achievement. What Works Clearinghouse. National AfterSchool Association. (2011, September). Core knowledge and competencies for afterschool and youth development professionals. McLean, VA. Partnership for After School Education (PASE). (2010, September). Afterschool Youth Outcomes Inventory. New York, NY. Sunset Neighborhood Beacon Center. (2008). The Best of Both Worlds. Aligning Afterschool Programs with Youth Development Principles and Academic Standards. San Francisco, CA.

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Standards for Afterschool and Summer Programs

Diversity & Inclusion

Diversity & Inclusion Program Standard

“Don’t be afraid to be amazing.” - Andy Offutt Irwin

A quality program respects and supports the diversity of children, youth, and families; seeking opportunities to cultivate the strengths of all participants within the larger community.

Indicator - DI 1 Inclusion

Performance Level

Priority for Improvement

DI - 1.a Program has inclusive policies.

DI - 1.b Program has policies in place that reflect the cultures and needs of the community they serve.

DI - 1.c Program has policies in place that ensure the inclusion of children and youth regardless of developmental needs or cultural backgrounds. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Policy and procedure manual Staff development materials

These are suggestions - please see your Administrator Guide for more examples. 9 Diversity & Inclusion

Standards for Afterschool and Summer Programs

Diversity & Inclusion Program Standard

A quality program respects and supports the diversity of children, youth, and families; seeking opportunities to cultivate the strengths of all participants within the larger community.

Indicator - DI 2 Diversity

Performance Level

Priority for Improvement

DI - 2.a Program is sensitive to the culture and language of families and participants served.

DI - 2.b Program is accessible and responsive to all families and participants.

DI - 2.c Program embraces the unique values, beliefs, and family systems of each participant; encourages engagement and opportunities for involvement. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Documentation of how the staff provide services that are accessible and responsive Copy of needs assessments or family surveys Documentation of family engagement opportunities

These are suggestions - please see your Administrator Guide for more examples. Standards for Afterschool and Summer Programs

Diversity & Inclusion 10

Activities, Curriculum Diversity & Inclusion & Environment Program Standard

“It is time for parents to teach young people early on that in diversity there is beauty and there is strength.” - Maya Angelou

A quality program respects and supports the diversity of children, youth, and families; seeking opportunities to cultivate the strengths of all participants within the larger community.

Indicator - DI 3 Diversity

Performance Level

Priority for Improvement

DI - 3.a Program provides staff with information on the cultures and developmental needs of the participants.

DI - 3.b Program provides staff with professional development opportunities to promote cultural competency and inclusive practices.

DI - 3.c Program provides supports, resources, and coaching to assist staff in developing their cultural and inclusive competencies. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Documentation of staff participating in professional development opportunities Documentation of coaching or partnership that provides resources to staff

These are suggestions - please see your Administrator Guide for more examples. 11 Diversity & Inclusion

Standards for Afterschool and Summer Programs

Diversity & Inclusion Program Standard

A quality program respects and supports the diversity of children, youth, and families; seeking opportunities to cultivate the strengths of all participants within the larger community.

Outcomes Families receive effective, understandable, and respectful services that are provided in a manner compatible with their cultural beliefs and practices, preferred language, ability and gender Program has participatory, collaborative partnerships with communities and works with these partners to increase level of cultural/inclusive competency standards Increase in participantsâ&#x20AC;&#x2122; abilities to respond to differences among groups and individuals of diverse backgrounds, interests, abilities and traditions Increase in staff members who are reflective of the cultures and community population served in the program Participants can recognize perspectives and effectively communicate ideas

(Please add additional outcomes as they apply) Standards for Afterschool and Summer Programs

Diversity & Inclusionâ&#x20AC;&#x192;Â 12

Diversity & Inclusion Program Standard

“Everybody laughs the same in every language because laughter is a universal connection.” - Yakov Smirnoff

A quality program respects and supports the diversity of children, youth, and families; seeking opportunities to cultivate the strengths of all participants within the larger community.

Research & Resources Study of Promising Afterschool Programs. (2007, October). Outcomes Linked to High-Quality Afterschool Programs: Longitudinal Findings. Irvine, CA. University of California. Partnership for After School Education (PASE). (2010, September). Afterschool Youth Outcomes Inventory. New York, NY. New York State AfterSchool Network. Program Quality Self-Assessment Tool. NY. National AfterSchool Association. (2011, September). Core knowledge and competencies for afterschool and youth development professionals. McLean, VA. Special Needs Inclusion Project. (2010, March). Inclusion Tool Kit for After School Programs. San Francisco, CA. Californiatomorrow.org

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Standards for Afterschool and Summer Programs

Families, Communities & Schools

Program Standard

“Each of us has a spark of life inside us, and we must set off that spark in one another. - Kenny Ausubel

Standard A: A quality program develops, nurtures, and maintains strong and positive relationships with families to fully support positive outcomes for children and youth.

Indicator - FCS A.1 Families

Performance Level

Priority for Improvement

FCS – A.1.a Program has an established system of mutually respectful two-way communication with families.

FCS – A.1.b Program solicits and considers family input when making program or policy decisions.

FCS – A.1.c Program actively seeks family input and participation in the evaluation and operation of the program. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Newsletters, parent logs, etc. Staff greet family members in a friendly and respectful manner; addressing them by name Policy and procedure manuals, forms, and family handbook

These are suggestions - please see your Administrator Guide for more examples. 15 Families, Communities & Schools

Standards for Afterschool and Summer Programs

Families, Communities & Schools Program Standard

Standard A: A quality program develops, nurtures, and maintains strong and positive relationships with families to fully support positive outcomes for children and youth.

Indicator - FCS A.2 Families

Performance Level

Priority for Improvement

FCS – A.2.a Program collects information about the participants’ families on an annual basis.

FCS – A.2.b Program encourages families to share their cultures, interests, abilities, and customs.

FCS – A.2.c Program incorporates families’ cultures, interests, languages, and customs into the implementation of program activities. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Enrollment forms Family surveys Program flyers, newsletters, displays

These are suggestions - please see your Administrator Guide for more examples. Standards for Afterschool and Summer Programs

Families, Communities & Schools 16

Families, A ctivities,C Communities urriculum & ESnvironment chools Program Standard

Standard A: A quality program develops, nurtures, and maintains strong and positive relationships with families to fully support positive outcomes for children and youth.

Indicator - FCS A.3 Families

Performance Level

Priority for Improvement

FCS – A.3.a Program provides opportunities for families to connect with each other.

FCS – A.3.b Program offers informal social events and activities for families.

FCS – A.3.c Program utilizes family members to create and implement family events.

Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Staff members introduce families to each other Family roster or log book for families to share contact information Flyers of events

These are suggestions - please see your Administrator Guide for more examples. 17 Families, Communities & Schools

Standards for Afterschool and Summer Programs

Families, Communities & Schools Program Standard

Standard B: A quality program develops, nurtures, and maintains strong relationships with community organizations, including schools, to fully support children and youth.

Indicator - FCS B.1 Communities

Performance Level

Priority for Improvement

FCS – B.1.a Program has information for families on the resources available in the community.

FCS – B.1.b Program offers opportunities for community organizations and families to interact.

FCS – B.1.c Program connects families with specific community resources to assist in meeting the needs of the family and/or program participant. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Resource brochures, flyers or other information available for families Events such as resource fairs, special guest speakers, etc. Established relationships with community organizations including contact information, services offered and fees if applicable

These are suggestions - please see your Administrator Guide for more examples. Standards for Afterschool and Summer Programs

Families, Communities & Schools 18

Families, Communities & Schools Program Standard

“If every parent spent just 30 minutes a day being involved in their children’s learning, it would revolutionize education in America.” - Richard Riley

Standard B: A quality program develops, nurtures, and maintains strong relationships with community organizations, including schools, to fully support children and youth.

Indicator - FCS B.2 Communities

Performance Level

Priority for Improvement

FCS – B.2.a Program asks children and youth what they know about their community.

FCS – B.2.b Program capitalizes on local opportunities to engage children and youth in their community.

FCS – B.2.c Program partners with local community organizations to incorporate service-learning and community-service activities into the program structure. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Participant survey Enrollment form Information on community events and organizations

These are suggestions - please see your Administrator Guide for more examples. 19 Families, Communities & Schools

Standards for Afterschool and Summer Programs

Families, Communities & Schools Program Standard

Standard B: A quality program develops, nurtures, and maintains strong relationships with community organizations, including schools, to fully support children and youth.

Indicator - FCS B.3 Schools

Performance Level

Priority for Improvement

FCS – B.3.a Program has an existing relationship with the schools in their community.

FCS – B.3.b Program has an established communication system with the schools in their community, e.g., school events, homework policies.

FCS – B.3.c Program meets at least two times per year with a representative from the schools in their community to share goals and encourage partnerships. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Names and contact information for each school in the community Meeting minutes or agendas Policy and procedure manuals

Standards for Afterschool and Summer Programs

Families, Communities & Schools 20

Families, A ctivities,C Communities urriculum &S Environment chools Program Standard

“A compliment is verbal sunshine. “ -Robert Orben

Standard B: A quality program develops, nurtures, and maintains strong relationships with community organizations, including schools, to fully support children and youth (If linked to or located in a school).

Indicator - FCS B.4 Schools

Performance Level

Priority for Improvement

FCS – B.4.a Program has knowledge of the school improvement plan.

FCS – B.4.b Program implements activities that support the school goals and improvement plan.

FCS – B.4.c Program is an identified partner in the school’s improvement plan.

Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Copy of school improvement plan Staff demonstrates knowledge of goals and how program supports plan Linkages between curriculum and school improvement plan

These are suggestions - please see your Administrator Guide for more examples. 21 Families, Communities & Schools

Standards for Afterschool and Summer Programs

Families, Communities & Schools Program Standard

Standard A: A quality program develops, nurtures, and maintains strong and positive relationships with families to fully support positive outcomes for children and youth. Standard B: A quality program develops, nurtures, and maintains strong relationships with community organizations, including schools, to fully support children and youth.

Outcomes Increased family, staff and child knowledge of community resources Increased levels of student engagement in community Improved staff knowledge of the values, diversity and needs of program participants and families Increased family engagement in program Increased communication with schools and other community organizations Increased family engagement in community

Increased feeling of security

(Please add additional outcomes as they apply) Standards for Afterschool and Summer Programs

Families, Communities & Schoolsâ&#x20AC;&#x192;Â 22

Families, Communities & Schools Program Standard

Research & Resources Bostnet, (2008). Engaging families in out-of-school time programs toolkit. http://www.bostnet.org/matriarch/documents/EngagingFamiliesToolkit.pdf Center for Collaborative Solutions, (March 2010). Changing lives, saving lives: A step by step guide to developing exemplary practices in healthy eating, physical activity and food security in afterschool programs. www.ccscenter.org/afterschool/Healthy%20Behaviors%20Initiative Harvard Family Research Project, (2006). Focus on families! How to build and support family-centered practices in afterschool. Oregon Department of Education, (2006). A toolkit for family involvement in education. www.ode.state.or.us/opportunities/grants/nclb/fitoolkitpdf.pdf PTA National, National standards for family-school partnerships assessment and implementation guide. http://www.pta.org/Documents/National_Standards_Implementation_Guide_2009.pdf

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Standards for Afterschool and Summer Programs

Health, Safety & Nutrition

Health, Safety & Nutrition Program Standard

“Friendship, love, health, energy, enthusiasm and joy are the things that make life worth living and exploring.” - Denise Austin,

To ensure all participants are well nourished, ready to learn, and able to make life-long healthy food choices, a quality program provides a welcoming, healthy, and safe environment for children, youth, staff, and families. Additionally the program mission, policies, and procedures are linked to promoting wellness and encouraging children and youth to independently practice good health, nutrition and safety.

Indicator - HSN 1 Safety

Performance Level

Priority for Improvement

HSN - 1.a Program ensures that all children and youth are appropriately supervised at all times; following appropriate group ratios according to their abilities, ages, and needs.

HSN - 1.b Program implements a clearly outlined set of arrival, dismissal, and pick-up procedures and tracks participant movements from one location to another within the program setting.

HSN - 1.c Program implements security procedures to ensure the safety of all participants and staff both on- and off-site.

Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Timesheets and sign-in sheets indicate ratios of staff to participants of no more than 1:15 Staff is visible, engaged, and spends little time on tasks that do not involve children and youth Policy and procedure manuals and forms

These are suggestions - please see your Administrator Guide for more examples. 25 Health, Safety & Nutrition

Standards for Afterschool and Summer Programs

Health, Safety & Nutrition Program Standard

Indicator - HSN 2 Nutrition

Performance Level

Priority for Improvement

HSN - 2.a Program provides healthy snacks and meals which meet at least minimum USDA Child and Adult Care Food Program (CACFP) meal pattern requirements. HSN - 2.b Program educates and encourages participants about healthy foods to increase consumption of a variety of fruits, vegetables, lean meats, beans, low fat dairy and whole grains. The Program serves appropriate food portions meeting participants’ individual age and needs, using the minimum portion requirements defined in the USDA CACFP meal pattern as a reference. HSN - 2.c Program promotes the development of good eating habits and environments for participants. Children wash their hands prior to snack and/or meal times. Meals are served at a table, with napkins and serving and eating utensils as appropriate. Potable water is available to children in care at all times as a healthy beverage option.

Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Menus Documentation of professional development of staff Curriculum samples, lessons plans, and documentation of education activities

These are suggestions - please see your Administrator Guide for more examples. Standards for Afterschool and Summer Programs

Health, Safety & Nutrition 26

Health, Safety & Nutrition Program Standard

“Kind words can be short and easy to speak, but their echoes are truly endless.” - Mother Teresa

Indicator - HSN 3 Health

Performance Level

Priority for Improvement

HSN - 3.a Program provides a balance of active and quiet activities that are inclusive of all children and youth in the program and encourages students to make healthy choices.

HSN - 3.b Program uses physical activity whenever appropriate to achieve general program goals.

HSN - 3.c Program uses physical activity and fitness strategies in all aspects of program planning, when appropriate. This may include: play, recreational activities, sports, skill development, academics, and/or creative expression. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Daily schedule Schedule of activities or lesson plans Curriculum samples

These are suggestions - please see your Administrator Guide for more examples. 27 Health, Safety & Nutrition

Standards for Afterschool and Summer Programs

Health, Safety & Nutrition Program Standard

Indicator - HSN 4 Safety

Performance Level

Priority for Improvement

HSN - 4.a Program has policies and procedures in place for emergency drills and safety plans.

HSN - 4.b Program has a comprehensive plan in place for keeping children, staff, and families safe during an emergency. If located in a school, this plan aligns with the school plan and school staff is aware of it. HSN - 4.c Program educates children, staff, and families on emergency policies, procedures, and plans and includes their input in the evaluation of these plans. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Policy and procedure manual Emergency drill documentation School meeting notes or memos

These are suggestions - please see your Administrator Guide for more examples. Standards for Afterschool and Summer Programs

Health, Safety & Nutrition 28

Health, Safety & Nutrition Program Standard

“It is the supreme art of the teacher to awaken joy in creative expression and knowledge.” - Albert Einstein

Indicator - HSN 5 Health

Performance Level

Priority for Improvement

HSN - 5.a Program has policies and procedures in place that ensure the environment is clean, sanitary, and that reduce the spread of illness.

HSN - 5.b Program encourages participants to practice healthy habits.

HSN - 5.c Program educates children, youth, staff, and families about healthy practices; including how to manage one’s own health. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Policy and procedure manuals Sample curriculum Education materials

These are suggestions - please see your Administrator Guide for more examples. 29 Health, Safety & Nutrition

Standards for Afterschool and Summer Programs

Hctivities, ealth, SC afety A urriculum &N utrition Environment Program Standard

Indicator - HSN 6 Health

Performance Level

Priority for Improvement

HSN - 6.a Program ensures that television, video and computer content is appropriate for ages of children, non-violent, and culturally sensitive and at least one alternative activity is available while television/video/DVD or computer is used. HSN - 6.b Program’s use of screen viewing encourages active involvement, dancing, singing, creativity, etc. HSN - 6.c Parents are informed if screen media are used in the program and program limits screen time to no more than 15-minute increments (with the exception of all-day programs when it is limited to 30-minute increments) except for completing homework assignments or for children with disabilities who require the use of assistive and adaptive computer technology. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Policies and procedures Family handbook

These are suggestions - please see your Administrator Guide for more examples. Standards for Afterschool and Summer Programs

Health, Safety & Nutrition 30

Health, Safety & Nutrition Program Standard

“Enthusiasm is the mother of effort, and without it nothing great was ever achieved.” - Ralph Waldo Emerson

Outcomes High level of participant knowledge of nutrition High level of participant knowledge of general health and fitness practices Program environment is safe and secure for all participants, staff and families Reduced usage and/or avoidance of drugs and alcohol

(Please add additional outcomes as they apply) 31 Health, Safety & Nutrition

Standards for Afterschool and Summer Programs

Health, Safety & Nutrition Program Standard

Research & Resources Oregon Department of Education Child Nutrition Programs (ODE CNP) CACFP http://www.ode.state.or.us/search/results/?id=209 ODE CNP’s Child Care Wellness online Warehouse http://www.ode.state.or.us/search/results/?id=380 USDA’s ChooseMyPlate Nutrition Education http://www.choosemyplate.gov/ USDA Team Nutrition http://www.fns.usda.gov/tn/ National Food Service Management Institute http://www.nfsmi.org/ State of Oregon Revised Statues for Food Service Facilities http://www.leg.state.or.us/ors/624.html Partnership for Afterschool Education. (September 2010). Afterschool Youth Outcomes Inventory. www.pasesetters.org Center for Collaborative Solutions. (March 2010). Changing lives, saving lives: A step by step guide to developing exemplary practices in healthy eating, physical activity and food security in afterschool programs. www.ccscenter.org/afterschool/Healthy%20Behaviors%20Initiative Afterschool Investments. (August, 2006). Promoting Physical Activity and Healthy Nutrition in Afterschool Settings. CDC US Department of Health. The Physical Activity Guidelines for Children and Adolescents. www.cdc.gov/healthyyouth/physicalactivity/guidelines.htm Ohio Afterschool Network. Ohio Kids on the Move: Physical Activity Guidelines for Afterschool Programs. http://ohioafterschoolnetwork.org/ Standards for Afterschool and Summer Programs

Health, Safety & Nutrition 32

Highly Skilled Personnel

Highly Skilled Personnel Program Standard

“Don’t wish it were easier, wish you were better. Don’t wish for fewer problems, wish for more skills. Don’t wish for less challenges, wish for more wisdom.” - Earl Shoaf

A quality program employs staff that have both the academic and experiential knowledge that is needed to successfully perform their jobs. Ongoing development plans ensure that staff have the required credentials and knowledge to meet the diverse needs of the children and youth in the programs.

Indicator - HSP 1 Staff Training

Performance Level

Priority for Improvement

HSP – 1.a Program provides staff with information regarding local training opportunities.

HSP – 1.b Program collaborates with staff to identify staff development needs and seeks out appropriate training opportunities for staff. HSP – 1.c Program collaborates with staff to assess professional development needs and has a written plan with on- and off-site training opportunities that addresses the professional development goals for both individuals and the staff as a whole. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Flyers, newsletters or other forms of communication regarding opportunities Certificates of completion Individual or program specific staff development plans

These are suggestions - please see your Administrator Guide for more examples. 35 Highly Skilled Personnel

Standards for Afterschool and Summer Programs

Highly Skilled Personnel Program Standard

Indicator - HSP 2 Director Training

Performance Level

Priority for Improvement

HSP – 2.a Program has a director that is committed to and is actively pursuing their own professional development.

HSP – 2.b Program has a director that receives training in supervision and program management.

HSP – 2.c Program has a director who is actively engaged in leadership, advocacy, or other activities in the field of afterschool. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Individual staff development plans Certificates of completion Meeting notes or committee work

These are suggestions - please see your Administrator Guide for more examples. Standards for Afterschool and Summer Programs

Highly Skilled Personnel 36

Highly Skilled Personnel Program Standard

“Every great dream begins with a dreamer. Always remember, you have within you the strength, the patience and the passion to reach for the stars to change the world.” - Harriet Tubman

Indicator - HSP 3 Working Environment

Performance Level

Priority for Improvement

HSP – 3.a Program treats staff as professionals.

HSP – 3.b Program provides staff with opportunities for advancement of skills through job-sharing, networking, mentoring, and other opportunities.

HSP – 3.c Program works with staff to achieve steps on the Oregon Registry, credentialing or other significant recognition of professional development. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Staff communications Testimonials Policies and procedures

These are suggestions - please see your Administrator Guide for more examples. 37 Highly Skilled Personnel

Standards for Afterschool and Summer Programs

Highly Skilled Personnel Program Standard

Indicator - HSP 4 Working Environment

Performance Level

Priority for Improvement

HSP – 4.a Administration provides staff with professional development relevant to their job; meeting all applicable state training regulations.

HSP – 4.b Administration provides staff with professional development on planning suitable activities that correspond to the developmental needs of participants HSP – 4.c Administration provides staff with professional development on youth development, leadership, core academic areas, family and school engagement, supporting English language learners, or inclusive practices. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Training logs or records Certificates of completion Staff development plans

These are suggestions - please see your Administrator Guide for more examples. Standards for Afterschool and Summer Programs

Highly Skilled Personnel 38

Highly Skilled Personnel Program Standard

“The mind is not a vessel to be filled but a fire to be kindled.” - Plutarch

Outcomes Program staff are highly engaged in the delivery of quality program elements Children and youth experience positive outcomes because professionals reflect quality, competency and leadership in the field of afterschool Program staff take a leadership role within the afterschool community

(Please add additional outcomes as they apply) 39 Highly Skilled Personnel

Standards for Afterschool and Summer Programs

Highly Skilled Personnel Program Standard

Research & Resources New York State Afterschool Network. Program Quality Self-Assessment Tool, User’s Guide. Collaborative for Academic, Social, and Emotional Learning (CASEL). (2007). The Impact of After-School Programs That Promote Personal and Social Skills. Chicago, IL. Desktop Edit Shop, Inc. National AfterSchool Association. (2011, September). Core knowledge and competencies for afterschool and youth development professionals. McLean, VA. Partnership for After School Education (PASE). (2010, September). Afterschool Youth Outcomes Inventory. New York, NY. Study of Promising Afterschool Programs. (2007, October). Outcomes Linked to HighQuality Afterschool Programs: Longitudinal Findings. Irvine, CA. University of California.

Standards for Afterschool and Summer Programs

Highly Skilled Personnel 40

Program Management

Program Management Program Standard

“To affect the quality of the day, that is the highest of arts.” - Henry David Thoreau

A quality program has an effective management structure, based on program goals and mission, with policies and procedures that ensure the successful and sustainable implementation of the program.

Indicator - PM 1 Staff

Performance Level

Priority for Improvement

PM – 1.a Program implements a recruitment and hiring process that ensures all staff have the personal attributes and professional qualifications appropriate for their position.

PM – 1.b Program has a clear salary and benefits structure with compensation appropriate for the community, position requirements, and job responsibilities.

PM – 1.c Program has an employee handbook, orientation procedure and ongoing human resource management plan that clarifies internal policies and procedures and provides staff with support when needed. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Policy and procedure manual or employee handbook Recruitment materials Interview questions

These are suggestions - please see your Administrator Guide for more examples. 43 Program Management

Standards for Afterschool and Summer Programs

Program Management Program Standard

A quality program has an effective management structure, based on program goals and mission, with policies and procedures that ensure the successful and sustainable implementation of the program.

Indicator - PM 2 Staff

Performance Level

Priority for Improvement

PM – 2.a Program administrators provide performance feedback for staff on an annual basis.

PM – 2.b Program administrators provide performance feedback that is linked to staff job descriptions at least two times per year. PM – 2.c Program administrators collaborate with staff by providing self-assessments, reflection and professional development plans as a part of the performance feedback process. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Schedule of performance feedback Performance feedback forms Job descriptions

These are suggestions - please see your Administrator Guide for more examples. Standards for Afterschool and Summer Programs

Program Management 44

Activities, Curriculum Program Management & Environment Program Standard

“At the height of laughter, the universe is flung into a kaleidoscope of new possibilities.” - Jean Houston

A quality program has an effective management structure, based on program goals and mission, with policies and procedures that ensure the successful and sustainable implementation of the program.

Indicator - PM 3 Policies & Procedures

Performance Level

Priority for Improvement

PM – 3.a Program maintains all required documents, records, and reports; including student records, attendance data, regulating agency reports, etc.

PM – 3.b Program has clear and current policies and procedures for managing the day-to-day operations of the program.

PM – 3.c Program ensures that all policies, procedures, and program systems are linked to the program mission, goals, and positive participant outcomes. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Policy and procedure manual or handbook Mission statement Program goals

These are suggestions - please see your Administrator Guide for more examples. 45 Program Management

Standards for Afterschool and Summer Programs

Program Management Program Standard

A quality program has an effective management structure, based on program goals and mission, with policies and procedures that ensure the successful and sustainable implementation of the program.

Indicator - PM 4 Evaluation

Performance Level

Priority for Improvement

PM – 4.a Program solicits feedback, at least annually, from stakeholders such as participants, families, or schools.

PM – 4.b Program has an annual plan for evaluation activities that are guided by the mission and goals of the program, linked to participant needs, and clearly defined.

PM – 4.c Program utilizes evaluation data to make adaptations in program services, systems, and/or policies in order to increase quality and outcomes. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Evaluation forms Feedback forms Evaluation plan

These are suggestions - please see your Administrator Guide for more examples. Standards for Afterschool and Summer Programs

Program Management 46

Program Management Program Standard

“No matter what accomplishments you achieve, somebody helps you.” - Althea Gibson

A quality program has an effective management structure, based on program goals and mission, with policies and procedures that ensure the successful and sustainable implementation of the program.

Indicator - PM 5 Sustainability

Performance Level

Priority for Improvement

PM – 5.a Program has a budget and fiscal tracking system.

PM – 5.b Program administrator evaluates the budget on an annual basis to ensure resources are allocated to meet program goals and objectives.

PM – 5.c Program has a strategic, sustainability plan that is integrated with the program mission and goals and is reviewed at least annually and adapted as needed. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Budget Fiscal tracking system Sustainability plan

These are suggestions - please see your Administrator Guide for more examples. 47 Program Management

Standards for Afterschool and Summer Programs

Program Management Program Standard

A quality program has an effective management structure, based on program goals and mission, with policies and procedures that ensure the successful and sustainable implementation of the program.

Outcomes Sustainability of program Increased engagement of staff, participants, families and community stakeholders Effective program implementation Increased linkage between program mission and goals and program outcomes

(Please add additional outcomes as they apply) Standards for Afterschool and Summer Programs

Program Managementâ&#x20AC;&#x192;Â48

Program Management Program Standard

A quality program has an effective management structure, based on program goals and mission, with policies and procedures that ensure the successful and sustainable implementation of the program.

Research & Resources Anderson-Butcher, D., Lawson, H., Bean, J., Boone, B., Kwiatkoski, A., et al. (2004). Implementation guide: The Ohio Community Collaboration Model for school improvement. Columbus, OH. The Ohio Department of Education. Center for Collaborative Solutions Healthy Behaviors Initiative. (2010, March). Changing Lives, Saving Lives. A Step-by-Step Guide to Developing Exemplary Practices in Health Eating, Physical Activity and Food Security in Aftershool Programs. Sacramento, CA. Collaborative for Academic, Social, and Emotional Learning (CASEL). (2007). The Impact of After-School Programs That Promote Personal and Social Skills. Chicago, IL. Desktop Edit Shop, Inc. Forum for Youth Investment. (2009, January). Measuring Youth Program Quality. A Guide to Assessment Tools, Second Edition. Washington, D.C. Published by The Forum for Youth Investment. Study of Promising Afterschool Programs. (2007, October). Key Findings from New Research on the Benefits of High-Quality Afterschool Programs. Irvine, CA. University of California.

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Standards for Afterschool and Summer Programs

Youth Development & Engagement

Program Standard

“Do your little bits of good where you are; it is those little bits of good put together that overwhelm the world.” - Desmond Tutu

A quality program fosters positive youth development and encourages youth engagement in the planning, implementation, and governance of the program, resulting in positive outcomes for children and youth.

Indicator - YDE 1 Engagement

Performance Level

Priority for Improvement

YDE - 1.a Program staff use a variety of techniques to engage program participants.

YDE - 1.b Program staff encourages participants to express their ideas, concerns, and thoughts.

YDE - 1.c Program promotes teamwork, ownership, and participation in the governance of the program.

Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Lesson plans, activity sheets, curriculum examples Processes for communication and idea sharing Meeting minutes or other documentation of participant involvement

These are suggestions - please see your Administrator Guide for more examples. 51 Youth Development & Engagement

Standards for Afterschool and Summer Programs

Youth Development & Engagement Program Standard

A quality program fosters positive youth development and encourages youth engagement in the planning, implementation, and governance of the program resulting in positive outcomes for children and youth.

Indicator - YDE 2 Engagement

Performance Level

Priority for Improvement

YDE - 2.a Program staff interacts respectfully with participants and responds appropriately to the individual needs of children and youth.

YDE - 2.b Program staff creates an environment where children and youth feel emotionally safe and are able to receive support from a caring adult when needed.

YDE - 2.c Program staff provides opportunities for participants to effectively identify and assert their social and emotional needs as appropriate within the program setting. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Everyone shares a positive sense of belonging Program staff greet students in positive ways; expressing interest in each participant Children and youth are comfortable approaching staff for advice or to express a concern

These are suggestions - please see your Administrator Guide for more examples. Standards for Afterschool and Summer Programs

Youth Development & Engagement 52

Youth A ctivities, Development Curriculum & EEnvironment ngagement Program Standard

“Time has a wonderful way of showing us what really matters.” -Margaret Peters

Indicator - YDE 3 Youth Development

Performance Level

Priority for Improvement

YDE - 3.a Program encourages participants to make appropriate choices.

YDE - 3.b Program develops participants’ time management, planning and goal setting skills.

YDE - 3.c Program encourages participants to be accountable for their choices and to develop personal responsibility for their actions. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Program staff offers cues and references, such as time left in an activity, to promote participants to make appropriate choices Program staff uses open-ended questions to guide participants to explore the context and implications of their actions Program staff uses open-ended questions to promote children and youth to understand the impact of their choices and actions on themselves, the group and others These are suggestions - please see your Administrator Guide for more examples. 53 Youth Development & Engagement

Standards for Afterschool and Summer Programs

Youth Development & Engagement Program Standard

Indicator - YDE 4 Youth Development

Performance Level

Priority for Improvement

YDE - 4.a Program staff use positive guidance techniques.

YDE - 4.b Program staff support children and youth in developing positive peer relationships.

YDE - 4.c Program staff support children and youth in utilizing conflict resolution, peer mediation, and/or effective communication skills as techniques for responding to and managing conflicting needs. Performance Level Key: 1–Incomplete 2–Emerging 3–Satisfactory 4–Exemplary

Observable Evidence Examples Program policies and procedures Posters, signs or other environmental indicators Program staff guides participants in learning and using appropriate conflict management responses

These are suggestions - please see your Administrator Guide for more examples. Standards for Afterschool and Summer Programs

Youth Development & Engagement 54

Youth Development & Engagement Program Standard

“You are never too old to set another goal or to dream a new dream.” - C.S. Lewis

Outcomes Improved communication skills Improved life skills Improved ability to recognize and regulate personal emotions

(Please add additional outcomes as they apply) 55 Youth Development & Engagement

Standards for Afterschool and Summer Programs

Youth Development & Engagement Program Standard

Research & Resources Center for Collaborative Solutions Healthy Behaviors Initiative. (2010, March). Changing Lives, Saving Lives. A Step-by-Step Guide to Developing Exemplary Practices in Health Eating, Physical Activity and Food Security in Aftershool Programs. Sacramento, CA. Collaborative for Academic, Social, and Emotional Learning (CASEL). (2007). The Impact of After-School Programs That Promote Personal and Social Skills. Chicago, IL. Desktop Edit Shop, Inc. High/Scope Educational Research Foundation. (2005). Youth PQA (Program Quality Assessment) Form B – Organization Items. Ypsilanti, MI. HIGH/SCOPE PRESS. High/Scope Educational Research Foundation. (2005). Youth PQA (Program Quality Assessment) Form A – Program Offering Items, Older Youth – Grades 4 – 12. Ypsilanti, MI. HIGH/SCOPE PRESS. Partnership for After School Education (PASE). (2010, September). Afterschool Youth Outcomes Inventory. New York, NY. Public Agenda. (2004). All Work and No Play. Listening to What Kids and Parents Really Want from Out-of-School Time. New York, NY.

Standards for Afterschool and Summer Programs

Youth Development & Engagement 56