Quality Indicators Reference Guide by OregonASK

Oregonâ&#x20AC;&#x2122;s Quality Indicators Reference Guide

Revised 2012

Oregonâ&#x20AC;&#x2122;s Quality Indicators Reference Guide

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

Oregonâ&#x20AC;&#x2122;s Quality Indicators Reference Guide The first edition of Oregonâ&#x20AC;&#x2122;s Quality Indicators for Afterschool and Summer Programs, published by OregonASK, contains standards and indicators for measuring the quality of afterschool and summer programs in Oregon. These standards and indicators are a starting point for programs, policy makers, advocates, educators, and professionals to engage in conversations and thoughtful reflection. We hope this guide will assist programs and professionals in their journey to quality. In each of the seven domains you will see specific standards and indicators that have been further defined in this guide. In addition to a rubric that will assist you in evaluating your program we have included information regarding the type of evidence to be collected as well as examples and samples. It is our intention that this be used in a self-assessment process to assist you in evaluating the quality of your program practices.

Activities, Curriculum & Environment

Program Standard

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

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.

Incomplete

There are fewer than three activities available each day for participants with equipment that is appropriate for their age.

Emerging

There are at least three activities available each day for participants with equipment that is appropriate for their age.

Satisfactory

There are at least four activities available each day for participants with equipment that is appropriate for their age.

Exemplary

There are more than four activities available each day for participants with equipment that is appropriate for their age.

Examples of Documentation Needed: Lesson plans, activity plans, curriculum, and/or daily schedule. Copy of participant surveys or suggestions sheets. Photos of bulletin boards or other spaces that show student art or other work.

Quality Indicators Reference Guide

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Activities, Curriculum & Environment

Program Standard

Indicator - ACE 1 Environments Performance Level

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

Incomplete

The program does not ask participants for suggestions or offer choices in the arrangement of the space, or does so less than once per year.

Emerging

The program asks participants for suggestions and offers choices in the arrangement of the space at least once per year.

Satisfactory

The program asks participants for suggestions and offers choices in the arrangement of the space at least twice per year.

Exemplary

The program asks participants for suggestions and offers choices in the arrangement of the space more than twice per year.

Quality Indicators Reference Guide

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Activities, Curriculum & Environment

Program Standard

Indicator - ACE 1 Environments Performance Level

Incomplete

Emerging

ACE - 1c. 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. The program does not allow the participants to post art or other works and discourages the modification of the environment. The program limits the participants’ posting of art or other works and allows the modification of the environment when requested.

Satisfactory

The program allows the participants to post art or other works and facilitates the modification of the environment when requested.

Exemplary

The program encourages the participants to post art or other works and promotes the modification of the environment to suit participant needs.

Quality Indicators Reference Guide

Activities, Curriculum & Environment 9

Activities, Curriculum & Environment

Program Standard

Indicator - ACE 2 Environments Performance Level

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

Incomplete

The program provides at least one opportunity for any of quiet or active, individual or group activities every week.

Emerging

The program provides at least one opportunity for any of quiet or active, individual or group activities every day.

Satisfactory

The program provides at least one opportunity for each of quiet or active, individual or group activities every day.

Exemplary

The program provides more than one opportunity for each of quiet or active, individual or group activities every day.

Examples of Documentation Needed: Lesson plans, activity plans, curriculum and/or daily schedule. Clearly articulate mission and philosophy with goals, outcomes and linkages to curriculum or activity plans.

Quality Indicators Reference Guide

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Activities, Curriculum & Environment

Program Standard

Indicator - ACE 2 Environments Performance Level

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

Incomplete

The program offers some activities specific for the age of the children in the program and demonstrates one or no activities a week that support skill, enrichment, recreational, or academic development.

Emerging

The program offers some activities specific for the age of the children in the program and demonstrates fewer than two activities a week that support skill, enrichment, recreational, or academic development.

Satisfactory

The program offers most activities specific for the age of the children in the program and demonstrates at least two activities a week that support skill, enrichment, recreational, or academic development.

Exemplary

The program offers most activities specific for the age of the children in the program and demonstrates more than two activities a week that support skill, enrichment, recreational, or academic development.

Quality Indicators Reference Guide

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Activities, Curriculum & Environment

Program Standard

Indicator - ACE 2 Environments Performance Level

Incomplete

Emerging

ACE - 2c. Program offers curriculum that is based on identified developmental outcomes and is in alignment with the program mission, philosophy and evaluation process. The program offers one curriculum a year that is not based on identified outcomes and/or is not aligned with program mission. The program offers one curriculum a year that is based on identified outcomes and is aligned with program mission.

Satisfactory

The program offers two curriculums a year that are based on identified outcomes and is aligned with program mission.

Exemplary

The program offers more than two curriculums a year that are based on identified outcomes and are aligned with program mission.

Quality Indicators Reference Guide

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Activities, Curriculum & Environment

Program Standard

Indicator - ACE 3 Activities & Curriculum Performance Level

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

Incomplete

A homework space is not designated with little or no materials available and time may or may not be set aside each day for homework to be completed.

Emerging

A homework space is designated with few materials available and time may or may not be set aside each day for homework to be completed.

Satisfactory

A homework space is designated with materials available and time is set aside each day for homework to be completed.

Exemplary

A homework space is designated with multiple materials available and time is set aside each day for homework to be completed.

Examples of Documentation Needed: Daily schedule and photos of homework space. Samples of homework agreements. Meeting notes.

Quality Indicators Reference Guide

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Activities, Curriculum & Environment

Program Standard

Indicator - ACE 3 Activities & Curriculum Performance Level

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

Incomplete

Emerging

Satisfactory

Exemplary

Program staff does not have verbal agreements with students to effectively manage the successful completion of homework assignments. Program staff have verbal agreements with students to effectively manage the successful completion of homework assignments. Program staff have verbal or written agreements with students and families to effectively manage the successful completion of homework assignments. Program staff have verbal or written agreements with students, families, and schools to effectively manage the successful completion of homework assignments.

Examples of Documentation Needed: Daily schedule and photos of homework space. Samples of homework agreements. Meeting notes.

Quality Indicators Reference Guide

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Activities, Curriculum & Environment

Program Standard

Indicator - ACE 3 Activities & Curriculum Performance Level

ACE - 3c. Program staff collaborates with schools and families to build on homework topics and expand participants’ learning opportunities within the program setting.

Incomplete

Program staff does not meet with school staff or does so less than once per year to discuss homework topics and does not demonstrate a curriculum activity that supports these homework topics or does so less often than one time per quarter.

Emerging

Program staff meet with school staff at least one time per year to discuss homework topics and demonstrate at least one curriculum activity a quarter that supports these homework topics.

Satisfactory

Program staff meet with school staff and/or families at least one time per year to discuss homework topics and demonstrate at least one curriculum activity a quarter that supports these homework topics.

Exemplary

Program staff meet with school staff and/or families more than one time per year to discuss homework topics and demonstrate more than one curriculum activity a quarter that supports these homework topics.

Examples of Documentation Needed: Daily schedule and photos of homework space. Samples of homework agreements. Meeting notes.

Quality Indicators Reference Guide

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Activities, Curriculum & Environment

Program Standard

Indicator - ACE 4 Activities & Curriculum Performance Level

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

Incomplete

Program staff are not aware of the common core state standards

Emerging

Program staff are aware of the common core state standards.

Satisfactory

Program staff are able to speak in general terms about the common core state standards.

Exemplary

Program staff are able to speak in specific terms about the common core state standards.

Examples of Documentation Needed: Documentation of orientation and/or training on Common Core State Standards. Lesson plans, activity plans, curriculum. Copies of meeting notes, school improvement plans or other documents that link school goals with curriculum.

Quality Indicators Reference Guide

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Activities, Curriculum & Environment

Program Standard

Indicator - ACE 4 Activities & Curriculum Performance Level

Incomplete

Emerging

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

Program staff do not link activities to sections of the common core state standards. Program staff link two or fewer activities a quarter to sections of the common core state standards.

Satisfactory

Program staff link at least three activities a quarter to relevant sections of the common core state standards.

Exemplary

Program staff link more than three activities a quarter to relevant sections of the common core state standards.

Quality Indicators Reference Guide

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Activities, Curriculum & Environment

Program Standard

Indicator - ACE 4 Activities & Curriculum Performance Level

ACE - 4c. Program can demonstrate how the curriculum supports key academic goals in partnership with their local school.

Incomplete

Program staff can’t show ways their activities and curriculum support key academic goals in partnership with their local school.

Emerging

Program staff can show at least one way their activities and curriculum support key academic goals in partnership with their local school.

Satisfactory

Program staff can show at least two ways their activities and curriculum support key academic goals in partnership with their local school.

Exemplary

Program staff can show more than two ways their activities and curriculum support key academic goals in partnership with their local school.

Quality Indicators Reference Guide

Activities, Curriculum & Environment 18

Activities, Curriculum & Environment

Program Standard

Indicator - ACE 5 Activities & Curriculum Performance Level

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

Incomplete

There is one or no activities a quarter that take into account the language and culture of the participants.

Emerging

There are at least two activities a quarter that take into account the language and culture of the participants.

Satisfactory

There are at least three activities a quarter that take into account the language and culture of the participants.

Exemplary

There are more than three activities a quarter that take into account the language and culture of the participants.

Examples of Documentation Needed: Lesson plans, activity, plans, curriculum. Samples of work products, activities, photos of students engaged in activities that support ELL.

Quality Indicators Reference Guide

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Activities, Curriculum & Environment

Program Standard

Indicator - ACE 5 Activities & Curriculum Performance Level

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

Incomplete

Children and youth who speak English as a second language are not given opportunities to participate in culturally relevant activities or are given those opportunities fewer than two times per quarter.

Emerging

There are fewer than three activities per quarter that provide children and youth who speak English as a second language the opportunity to participate in culturally relevant activities.

Satisfactory

There are at least three activities per quarter that provide children and youth who speak English as a second language the opportunity to participate in culturally relevant activities.

Exemplary

There are more than three activities per quarter that provide children and youth who speak English as a second language the opportunity to participate in culturally relevant activities.

Examples of Documentation Needed: Lesson plans, activity, plans, curriculum. Samples of work products, activities, photos of students engaged in activities that support ELL.

Quality Indicators Reference Guide

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Activities, Curriculum & Environment

Program Standard

Indicator - ACE 5 Activities & Curriculum Performance Level

Incomplete

Emerging

Satisfactory

Exemplary

ACE - 5c. The needs of children and youth who speak English as a second language are identified and incorporated into the activity selection and implementation process. Program staff do not identify the languages of children and youth who speak English as a second language and do not incorporate this information into the activities that are selected and implemented. Program staff identify the languages of children and youth who speak English as a second language less than once per year and incorporate this information into the activities that are selected and implemented fewer than three times per quarter. Program staff identify the languages of children and youth who speak English as a second language at least one time per year and incorporate this information into the activities that are selected and implemented at least three times per quarter. Program staff identify the languages of children and youth who speak English as a second language more than one time per year and incorporate this information into the activities that are selected and implemented more than three times per quarter.

Examples of Documentation Needed: Lesson plans, activity, plans, curriculum. Samples of work products, activities, photos of students engaged in activities that support ELL.

Quality Indicators Reference Guide

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Samples and Resources: Name of Resource

Where You Can Find It

Common Core State Standards: The future economic prosperity of our state and our country relies on producing highly skilled graduates who can be the entrepreneurs, innovators, and investors of tomorrow. To prepare high school graduates to meet the challenges of an increasingly complex global marketplace Oregon increased graduation requirements and adopted the Common Core State Standards.

http://www.ode.state.or.us/ search/page/?id=2860

Homework: Afterschool Toolkit When your program makes connections and establishes communication among key individuals and groups— school-day staff, afterschool staff, parents, and community members—you set the stage for improving student achievement and strengthening program offerings in homework.

https://www.sedl.org/afterschool/ toolkits/homework/pr_families_ communities.html

Lesson Plans: The SEDL National Center for Quality Afterschool has collaborated with subject-matter experts to identify quality curriculum resources for afterschool in the subject areas: literacy, math, science, and technology.

http://www.sedl.org/afterschool/ resources/curriculum.html

You for Youth Curriculum Resources

http://y4y.ed.gov/Resources/ResourceSearch.aspx

English Language Learners: National Clearing House for English Language Acquisition

http://www.ncela.gwu.edu/

Colorín Colorado is pleased to offer free print guides created for parents, teachers, and anyone who wants to improve the reading achievement of children. You’re welcome to download and print these guides for your own use or to distribute to others.

http://www.colorincolorado.org/ guides/

Quality Indicators Reference Guide

Activities, Curriculum & Environment 22

Diversity & Inclusion

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 - ACE D1 -1Inclusion Environments Performance Level

Incomplete

Emerging

DI - 1a. Program has inclusive policies.

The program has one or no policies that demonstrate inclusive practices. The program has fewer than three policies that demonstrate inclusive practices.

Satisfactory

The program has at least three policies that demonstrate inclusive practices.

Exemplary

The program has more than three policies that demonstrate inclusive practices.

Examples of Documentation Needed: 3 or more policies that show inclusive practices. 3 or more policies that reflect the culture and needs of the community. 3 or more policies that demonstrate inclusion despite learning needs and/or culture differences.

Quality Indicators Reference Guide

Diversity & Inclussionâ&#x20AC;&#x192;Â24

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 - ACE D1 -1Inclusion Environments Performance Level

Incomplete

Emerging

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

There is one or no policy that reflects the culture and needs of the community the program serves. There are fewer than three policies that reflect the culture and needs of the community the program serves.

Satisfactory

There are at least three policies that reflect the culture and needs of the community the program serves.

Exemplary

There are more than three policies that reflect the culture and needs of the community the program serves.

Quality Indicators Reference Guide

Diversity & Inclussionâ&#x20AC;&#x192;Â25

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 - ACE DI 1 Environments Performance Level

DI - 1c. Program has policies in place that ensure the inclusion of children and youth regardless of developmental needs or cultural backgrounds.

Incomplete

There is one or no policy in place that ensures the inclusion of children and youth regardless of developmental needs or cultural backgrounds.

Emerging

There are fewer than three policies in place that ensure the inclusion of children and youth regardless of developmental needs or cultural backgrounds.

Satisfactory

There are at least three policies in place that ensure the inclusion of children and youth regardless of developmental needs or cultural backgrounds.

Exemplary

There are more than three policies in place that ensure the inclusion of children and youth regardless of developmental needs or cultural backgrounds.

Quality Indicators Reference Guide

Diversity & Inclussionâ&#x20AC;&#x192;Â26

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 - ACE D2 1 Environments Performance Level

Incomplete

Emerging

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

The program does not provide materials or resources for any other language (besides English) of the participants in the program. The program provides materials and resources for at least one other language (besides English) of the participants in the program.

Satisfactory

The program provides materials, resources, or other activities that demonstrate culture or language connections for at least one other language (besides English) of the participants in the program.

Exemplary

The program provides materials, resources, or other activities that demonstrate culture or language connections for more than one other language (besides English) of the participants in the program.

Examples of Documentation Needed: Program materials and/or resources that are in at least one other language besides English. Documents, flyers, meetings notes that show access to services in the community for families in need. Meeting notes, agenda items or other documents that demonstrate family involvement that is reflective of the values and beliefs of the community.

Quality Indicators Reference Guide

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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 - ACE D2 1 Environments Performance Level

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

Incomplete

The program makes one or no attempts to respond to the needs of participants who have challenges in accessing the services provided by the program.

Emerging

The program makes one or no attempts to respond to the needs of families and/or participants who have challenges in accessing the services provided by the program.

Satisfactory

The program makes at least two attempts to respond to the needs of families and/or participants who have challenges in accessing the services provided by the program.

Exemplary

The program makes more than two attempts to respond to the needs of families and/or participants who have challenges in accessing the services provided by the program.

Quality Indicators Reference Guide

Diversity & Inclussionâ&#x20AC;&#x192;Â28

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 - ACE D2 1 Environments Performance Level

Incomplete

Emerging

DI - 2c. Program embraces the unique values, beliefs, and family systems of each participant; encourages engagement and opportunities for involvement.

The program does not offer opportunities for engagement or involvement of some participants’ families or does so less than once per year. The program offers opportunities for engagement or involvement of some participants’ families less than once per year and incorporates families’ values and beliefs into at least one family activity each year.

Satisfactory

The program offers opportunities for engagement or involvement of all participants’ families on at least an annual basis and incorporates families’ values and beliefs into at least one family activity each year.

Exemplary

The program offers opportunities for engagement or involvement of all participants’ families on more than an annual basis and incorporates families’ values and beliefs into more than one family activity each year.

Quality Indicators Reference Guide

Diversity & Inclussion 29

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 - ACE D3 1 Environments Performance Level

Incomplete

Emerging

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

The program does not provide staff with information on the cultures and developmental needs of the participants. The program provides staff with information on the cultures and developmental needs of the participants less than once per year.

Satisfactory

The program provides staff with information on the cultures and developmental needs of the participants at least one time per year.

Exemplary

The program provides staff with information on the cultures and developmental needs of the participants more than one time per year.

Examples of Documentation Needed: Documentation of information and or training provided to staff on the cultures and/or needs of the students and families in the program. Cultural competency training, resources and/ or coaching documentation.

Quality Indicators Reference Guide

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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 - ACE D3 1 Environments Performance Level

Incomplete

Emerging

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

The program does not provide staff with professional development opportunities to promote cultural competency and inclusive practices. The program provides staff with professional development opportunities to promote cultural competency and inclusive practices less than once per year.

Satisfactory

The program provides staff with professional development opportunities to promote cultural competency and inclusive practices at least one time per year.

Exemplary

The program provides staff with professional development opportunities to promote cultural competency and inclusive practices more than one time per year.

Quality Indicators Reference Guide

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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 - ACE DI 31 Environments Performance Level

DI - 3c. Program provides supports, resources, and coaching to assist staff in developing their cultural and inclusive competencies.

Incomplete

The program does not provide supports, resources, or coaching to assist staff in developing their cultural and inclusive competencies.

Emerging

The program may or may not provide supports, resources, and coaching to assist staff in developing their cultural and inclusive competencies.

Satisfactory

At least one time per year, the program provides supports, resources, and coaching to assist staff in developing their cultural and inclusive competencies.

Exemplary

More than one time per year, the program provides supports, resources, and coaching to assist staff in developing their cultural and inclusive competencies.

Examples of Documentation Needed:

Documentation of information and or training provided to staff on the cultures and/or needs of the students and families in the program. Cultural competency training, resources and/ or coaching documentation.

Quality Indicators Reference Guide

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Samples and Resources: Name of Resource

Where You Can Find It

Sample letter: Sample Parent letter regarding inclusion practices.

http://scpitc.org/wp-content/ uploads/2012/04/Inclusion_SampleParentLetter.pdf

Kids Included Together (KIT) Kids Included Together (KIT) is a registered 501(c)(3) non–profit organization founded in San Diego, California in 1997. The mission of Kids Included Together (KIT) is to provide learning opportunities that support recreation, child development and youth enrichment programs to include children with and without disabilities.

http://www.kitonline.org/

Sample policies: Inclusion policy resources.

http://www.donegalchildcare.com/ wp-content/uploads/2010/03/ Sample-Inclusion-Policy_locked.pdf

Asia Society Building Afterschool Partnerships In order to achieve global competence, young people need access to a variety of global learning experiences. No single school or afterschool program can do it alone. Partnerships between afterschool programs, schools, and communities are essential to preparing youth for future success.

Quality Indicators Reference Guide

http://asiasociety.org/education/ afterschool/build-afterschool-partnerships

Diversity & Inclussion 33

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 Indicator--FCS ACEA.1 1 Environments Families Performance Level

Incomplete

Emerging

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

There are few, if any, communications with families.

There are fewer than six communications with families per year. Greetings are friendly but inconsistent.

Satisfactory

There are at least six communications with families per year that offer the opportunity for families to provide feedback. Greetings are consistent and friendly.

Exemplary

There are at least twelve communications with families per year that offer the opportunity for families to provide feedback. Greetings are consistent, respectful, friendly and personal.

Examples of Documentation Needed: Newsletters, suggestion boxes, agenda or meeting notes, flyers etc. Family surveys or other evaluation tools.

Quality Indicators Reference Guide

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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 Indicator--FCS ACEA.1 1 Environments Families Performance Level

Incomplete

Emerging

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

There are no or few attempts to solicit family input when making program or policy decisions. There are attempts to solicit family input when making program or policy decisions.

Satisfactory

It is part of the program’s process to solicit family input when making program or policy decisions.

Exemplary

It is part of the program’s process to actively solicit and promote family input when making program or policy decisions.

Examples of Documentation Needed: Newsletters, suggestion boxes, agenda or meeting notes, flyers etc. Family surveys or other evaluation tools.

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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 Indicator--FCS ACEA.1 1 Environments Families Performance Level

Incomplete

Emerging

FCS - 1c. Program actively seeks family input and participation.

There are no attempts to seek family input in evaluation and operation of the program. There are some attempts to seek family input in evaluation and operation of the program.

Satisfactory

It is part of the program’s process to seek family input in evaluation and operation of the program.

Exemplary

It is part of the program’s process to consistently and actively seek family input in evaluation and operation of the program.

Examples of Documentation Needed: Newsletters, suggestion boxes, agenda or meeting notes, flyers etc. Family surveys or other evaluation tools.

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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 Indicator--FCS ACEA.2 1 Environments Families Performance Level

Incomplete

FCS - 2a. Program collects information about the participant’s families on an annual basis.

The program does not collect information about the participant’s families outside of enrollment.

Emerging

The program collects information about the participant’s families once per year at enrollment.

Satisfactory

The program collects information about the participant’s families once per year outside of enrollment.

Exemplary

The program collects information about the participant’s families at least twice per year.

Examples of Documentation Needed: Enrollment forms, family intake interview forms, flyers or meeting notes.

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Families, Communities & Schools 38

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 Indicator--FCS ACEA.2 1 Environments Families Performance Level

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

Incomplete

There are no opportunities per year for families to share their cultures, interests, abilities, and customs.

Emerging

There are fewer than three opportunities per year for families to share their cultures, interests, abilities, and customs.

Satisfactory

There are at least three opportunities per year for families to share their cultures, interests, abilities, and customs.

Exemplary

There are more than three opportunities per year for families to share their cultures, interests, abilities, and customs.

Examples of Documentation Needed: Enrollment forms, family intake interview forms, flyers or meeting notes.

Quality Indicators Reference Guide

Families, Communities & Schoolsâ&#x20AC;&#x192;Â39

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 Indicator--FCS ACEA.2 1 Environments Families Performance Level

FCS - 2c. Program incorporates family’s cultures, interests, languages, and customs into the implementation of program activities.

Incomplete

There are few, if any, program activities each year that incorporate families’ cultures, interests, languages, and customs.

Emerging

There are fewer than three program activities per year that incorporate families’ cultures, interests, languages, and customs.

Satisfactory

There are three program activities per year that incorporate families’ cultures, interests, languages, and customs.

Exemplary

There are more than three program activities per year that incorporate families’ cultures, interests, languages, and customs.

Examples of Documentation Needed: Enrollment forms, family intake interview forms, flyers or meeting notes.

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Families, Communities & Schools 40

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 Indicator--FCS ACEA.3 1 Environments Families Performance Level

Incomplete

Emerging

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

There are no opportunities each year for families to connect with each other. There are fewer than three opportunities per year for families to connect with each other.

Satisfactory

There are at least three opportunities per year for families to connect with each other.

Exemplary

There are more than three opportunities per year for families to connect with each other.

Examples of Documentation Needed: Flyers, photos of events, letters of support, meeting notes.

Quality Indicators Reference Guide

Families, Communities & Schoolsâ&#x20AC;&#x192;Â41

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 Indicator--FCS ACEA.3 1 Environments Performance Level

Incomplete

Emerging

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

There are few, if any informal social events and activities for families per year. There are fewer than three informal social events and activities for families per year.

Satisfactory

There are three informal social events and activities for families per year.

Exemplary

There are more than three social events and activities for families per year.

Examples of Documentation Needed: Flyers, photos of events, letters of support, meeting notes.

Quality Indicators Reference Guide

Families, Communities & Schoolsâ&#x20AC;&#x192;Â42

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 Indicator--FCS ACEA.3 1 Environments Families Performance Level

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

Incomplete

The program rarely has family members create and implement family events.

Emerging

The program allows family members to create and implement family events.

Satisfactory

The program invites family members to create and implement family events.

Exemplary

The program recruits family members to create and implement family events.

Examples of Documentation Needed: Flyers, photos of events, letters of support, meeting notes.

Quality Indicators Reference Guide

Families, Communities & Schoolsâ&#x20AC;&#x192;Â43

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 Indicator--FCS ACEB.1 1 Environments Performance Level

Incomplete

Emerging

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

There is no information available for families on the resources in the community. There is information available for families on the resources in the community but it may not be current.

Satisfactory

There are two current sources of information available for families on the resources in the community.

Exemplary

There are at three or more current sources of information available for families on the resources in the community.

Examples of Documentation Needed: Newsletters, flyers etc. Photos of family resources or events. Letters from families in support.

Quality Indicators Reference Guide

Families, Communities & Schoolsâ&#x20AC;&#x192;Â44

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 Indicator--FCS ACEB.1 1 Environments Performance Level

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

Incomplete

There is no opportunity for community organizations and families to interact.

Emerging

There is one opportunity per year for community organizations and families to interact.

Satisfactory

There are two opportunities per year for community organizations and families to interact.

Exemplary

There are three or more opportunities per year for community organizations and families to interact.

Examples of Documentation Needed: Newsletters, flyers etc. Photos of family resources or events. Letters from families in support.

Quality Indicators Reference Guide

Families, Communities & Schoolsâ&#x20AC;&#x192;Â45

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 Indicator--FCS ACEB.1 1 Environments Performance Level

Incomplete

Emerging

FCS - 1c. Program connects families with specific community resources to assist in meeting the needs of the family and/or program participant.

There are no attempts to connect families with specific community resources. There is one attempt to connect families with specific community resources.

Satisfactory

There are two attempts to connect families with specific community resources as appropriate for the family’s needs.

Exemplary

There are three or more attempts to connect families with specific community resources as appropriate for the family’s needs.

Examples of Documentation Needed: Newsletters, flyers etc. Photos of family resources or events. Letters from families in support.

Quality Indicators Reference Guide

Families, Communities & Schools 46

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 Indicator--FCS ACEB.2 1 Environments Performance Level

Incomplete

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

The program does not ask children and youth what they know about their community, or does so less than once per year.

Emerging

The program asks children and youth what they know about their community one time per year.

Satisfactory

The program asks children and youth what they know about their community at least twice per year.

Exemplary

The program asks children and youth what they know about their community three or more times per year.

Examples of Documentation Needed: Survey or questionnaire copies, flyers or photos of community events.

Quality Indicators Reference Guide

Families, Communities & Schoolsâ&#x20AC;&#x192;Â47

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 Indicator--FCS ACEB.2 1 Environments Performance Level

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

Incomplete

The program does not attempt to capitalize on local opportunities to engage children and youth in their community, or does so less than once per year.

Emerging

The program attempts to capitalize on local opportunities to engage children and youth in their community one time a year.

Satisfactory

The program attempts to capitalize on local opportunities to engage children and youth in their community at least twice a year.

Exemplary

The program attempts to capitalize on local opportunities to engage children and youth in their community three or more times a year.

Examples of Documentation Needed: Survey or questionnaire copies, flyers or photos of community events.

Quality Indicators Reference Guide

Families, Communities & Schoolsâ&#x20AC;&#x192;Â48

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 Indicator--FCS ACEB.2 1 Environments Performance Level

FCS - 2c. Program partners with local community organizations to incorporate service-learning and community-service activities into the program structure.

Incomplete

There is no partnership with local community organizations.

Emerging

There is one partnership with local community organizations.

Satisfactory

There are two partnerships with local community organizations.

Exemplary

There are three or more partnerships with local community organizations.

Examples of Documentation Needed: Survey or questionnaire copies, flyers or photos of community events.

Quality Indicators Reference Guide

Families, Communities & Schoolsâ&#x20AC;&#x192;Â49

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 Indicator--FCS ACEB.3 1 Environments Performance Level

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

Incomplete

There is no existing relationship with the schools in the community.

Emerging

There is one existing relationship with the schools in the community.

Satisfactory

There are two existing relationships with the schools in the community.

Exemplary

There are three or more existing relationships with the schools in the community.

Examples of Documentation Needed: Meeting notes, letters of support.

Quality Indicators Reference Guide

Families, Communities & Schoolsâ&#x20AC;&#x192;Â50

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 Indicator--FCS ACEB.3 1 Environments Performance Level

FCS - 3b. Program has an established communication system with the schools in their community i.e. school events, homework policies, etc.

Incomplete

There are no communication systems with the schools in the community.

Emerging

There are informal communication systems with the schools in the community.

Satisfactory

There are established communication systems with the schools in the community.

Exemplary

There are established and regularly utilized communication systems with the schools in the community.

Examples of Documentation Needed: Meeting notes, letters of support.

Quality Indicators Reference Guide

Families, Communities & Schoolsâ&#x20AC;&#x192;Â51

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 Indicator--FCS ACEB.3 1 Environments Performance Level

FCS - 3c. Program meets at least 2x per year with a representative from the schools in their community to share goals and encourage partnerships.

Incomplete

The program does not meet with a representative from the schools in their community.

Emerging

The program meets with a representative from the schools in their community once a year.

Satisfactory

The program meets with a representative from the schools in their community twice a year.

Exemplary

The program meets with a representative from the schools in their community three or more times a year.

Examples of Documentation Needed: Meeting notes, letters of support.

Quality Indicators Reference Guide

Families, Communities & Schoolsâ&#x20AC;&#x192;Â52

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 Indicator--FCS ACEB.4 1 Environments Performance Level

Incomplete

Emerging

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

There is no knowledge of the school improvement plan.

There is some knowledge of the school improvement plan.

Satisfactory

There is a clear understanding of the school improvement plan.

Exemplary

There is extensive knowledge and understanding of the school improvement plan.

Examples of Documentation Needed: Meeting notes, letters of support.

Quality Indicators Reference Guide

Families, Communities & Schoolsâ&#x20AC;&#x192;Â53

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 Indicator--FCS ACEB.4 1 Environments Performance Level

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

Incomplete

There are no activities that support the school goals and improvement plan.

Emerging

There is one activity that supports the school goals and improvement plan.

Satisfactory

There are two activities that support the school goals and improvement plan.

Exemplary

There are three or more activities that support the school goals and improvement plan.

Examples of Documentation Needed: Meeting notes, letters of support.

Quality Indicators Reference Guide

Families, Communities & Schoolsâ&#x20AC;&#x192;Â54

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 Indicator--FCS ACEB.4 1 Environments Performance Level

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

Incomplete

The program does not support the school’s improvement plan, and is not listed as a partner.

Emerging

The program supports the school’s improvement plan, but is not listed as a partner.

Satisfactory

The program is an identified partner in the school’s improvement plan.

Exemplary

The program is a valued partner in the school’s improvement plan and links their curriculum and activities to it.

Examples of Documentation Needed: Meeting notes, letters of support.

Quality Indicators Reference Guide

Families, Communities & Schools 55

Samples and Resources: Name of Resource

Where You Can Find It

Focus on Families!: This comprehensive, easy-to-read guide to understanding how to engage families in after school programs is a critical resource for after school providers looking to create or expand an existing family engagement program. It offers a research base for why family engagement matters, concrete program strategies for engaging families, case studies of promising family engagement efforts, and an evaluation tool for improving family engagement practices.

http://www.hfrp.org/familyinvolvement/publications-resources/focus-on-families!-howto-build-and-support-family-centered-practices-in-after-school

Improve Family Engagement: When your program makes connections and establishes communication among key individuals and groups— school-day staff, afterschool staff, parents, and community members—you set the stage for improving student achievement and strengthening program offerings in homework.

http://www.sp2.upenn.edu/ostrc/ doclibrary/documents/improve_ family_engagement.pdf

National Standards for Family-School Partnerships:

http://www.pta.org/programs/ content.cfm?ItemNumber=3126

Handbook on Family Engagement: School Improvement - Continuous improvement, whether at the school or district level, is an ongoing, systemic, cyclical process. In this cycle, the results of previous efforts are examined in order to determine where to focus new efforts. Sample School Improvement Plan:

Quality Indicators Reference Guide

http://www.ode.state.or.us/ search/results/?id=127

http://www.lsc.k12.in.us/schools/ miller/Microsoft%20Word%20-%20 SCHOOL%20IMPROVEMENT%20 PLAN%20Spring%2020102013%206-7.pdf

Families, Communities & Schools 56

Health, Safety & Nutrition

Health, Safety & Nutrition Program Standard

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 Performance Level

Incomplete

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

Emerging

The program ensures that all children and youth are appropriately supervised at all times; following group ratios that may or may not be according to their abilities, ages, and needs.

Satisfactory

The program ensures that all children and youth are appropriately supervised at all times; following appropriate group ratios according to their abilities, ages, and needs.

Exemplary

The program ensures that all children and youth are appropriately supervised at all times; exceeding appropriate group ratios according to their abilities, ages, and needs.

Examples of Documentation Needed: Sign in and out sheets, attendance records, staff schedules, security procedures and protocols.

Quality Indicators Reference Guide

Health, Safety & Nutritionâ&#x20AC;&#x192;Â58

Health, Safety & Nutrition Program Standard

Indicator - HSN 1 Performance Level

HSN - 1b. 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.

Incomplete

The program does not implement a clearly outlined set of arrival, dismissal, and pick-up procedures or does so inconsistently and may or may not track participant movements from one location to another within the program setting.

Emerging

The program attempts to implement a clearly outlined set of arrival, dismissal, and pick-up procedures and may or may not track participant movements from one location to another within the program setting.

Satisfactory

The program frequently 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.

Exemplary

The program regularly 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.

Examples of Documentation Needed: Sign in and out sheets, attendance records, staff schedules, security procedures and protocols.

Quality Indicators Reference Guide

Health, Safety & Nutritionâ&#x20AC;&#x192;Â59

Health, Safety & Nutrition Program Standard

Indicator - HSN 1 Performance Level

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

Incomplete

The program does not train staff or implement security procedures to ensure the safety of all participants and staff both on- and off-site or does so inconsistently.

Emerging

The program attempts to train staff and implement security procedures to ensure the safety of all participants and staff both on- and off-site.

Satisfactory

The program frequently trains staff and implements security procedures to ensure the safety of all participants and staff both on- and off-site.

Exemplary

The program regularly trains staff and implements security procedures to ensure the safety of all participants and staff both on- and off-site.

Examples of Documentation Needed: Sign in and out sheets, attendance records, staff schedules, security procedures and protocols.

Quality Indicators Reference Guide

Health, Safety & Nutritionâ&#x20AC;&#x192;Â60

Health, Safety & Nutrition Program Standard

Indicator - HSN 2 Performance Level

HSN - 2a. Program provides healthy snacks and meals which meet at least minimum USDA Child and Adult Care Food Program (CACFP) meal pattern requirements.

Incomplete

The program provides healthy snacks and meals which meet at least minimum USDA Child and Adult Care Food Program (CACFP) meal pattern requirements 50% of the time or less.

Emerging

The program provides healthy snacks and meals which meet at least minimum USDA Child and Adult Care Food Program (CACFP) meal pattern requirements at least 70% of the time.

Satisfactory

The program provides healthy snacks and meals which meet at least minimum USDA Child and Adult Care Food Program (CACFP) meal pattern requirements at least 80% of the time.

Exemplary

The program provides healthy snacks and meals which meet at least minimum USDA Child and Adult Care Food Program (CACFP) meal pattern requirements at least 90% of the time.

Examples of Documentation Needed: Snack menu, orientation or training documentation materials, photos of signs or posters in program.

Quality Indicators Reference Guide

Health, Safety & Nutritionâ&#x20AC;&#x192;Â61

Health, Safety & Nutrition Program Standard

Indicator - HSN 2 Performance Level

HSN - 2b. 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.

Incomplete

One or no times per year the program educates participants about healthy foods and infrequently encourages participants 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 50% of the time or less.

Emerging

Satisfactory

Exemplary

At least two times per year the program educates participants about healthy foods and encourages participants 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 at least 70% of the time. At least three times per year the program educates participants about healthy foods and frequently encourages participants 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 at least 80% of the time. More than three times per year the program educates participants about healthy foods and regularly encourages participants 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 at least 90% of the time.

Examples of Documentation Needed: Snack menu, orientation or training documentation materials, photos of signs or posters in program.

Quality Indicators Reference Guide

Health, Safety & Nutrition 62

Health, Safety & Nutrition Program Standard

Indicator - HSN 2 Performance Level

Incomplete

Emerging

HSN - 2c. 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. The 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 50% of the time or less. Potable water may or may not be available to children in care as a healthy beverage option. The 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 at least 70% of the time. Potable water is available to children in care most of the time as a healthy beverage option.

Satisfactory

The 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 at least 80% of the time. Potable water is available to children in care at all times as a healthy beverage option.

Exemplary

The 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 at least 90% of the time. Potable water is available to children in care at all times as a healthy beverage option.

Examples of Documentation Needed: Snack menu, orientation or training documentation materials, photos of signs or posters in program.

Quality Indicators Reference Guide

Health, Safety & Nutritionâ&#x20AC;&#x192;Â63

Health, Safety & Nutrition Program Standard

Indicator - HSN 3 Performance Level

Incomplete

Emerging

HSN - 3a. 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. Every month the program attempts to provide 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. Every other week the program attempts to provide 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.

Satisfactory

Every week the program attempts to provide 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.

Exemplary

Every three days the program attempts to provide 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.

Examples of Documentation Needed: Activity or daily schedule, lesson plans, program policies for health and wellness.

Quality Indicators Reference Guide

Health, Safety & Nutritionâ&#x20AC;&#x192;Â64

Health, Safety & Nutrition Program Standard

Indicator - HSN 3 Performance Level

Incomplete

Emerging

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

The program does not use physical activity, or does so less than once a week, to achieve general program goals. The program uses physical activity less than once a week, whenever appropriate, to achieve general program goals.

Satisfactory

The program uses physical activity at least once a week, whenever appropriate, to achieve general program goals.

Exemplary

The program uses physical activity more than once a week, whenever appropriate, to achieve general program goals.

Examples of Documentation Needed: Activity or daily schedule, lesson plans, program policies for health and wellness.

Quality Indicators Reference Guide

Health, Safety & Nutritionâ&#x20AC;&#x192;Â65

Health, Safety & Nutrition Program Standard

Indicator - HSN 3 Performance Level

Incomplete

Emerging

Satisfactory

Exemplary

HSN - 3c. 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. When planning the program, physical activity and fitness strategies may or may not be referenced. This may include: play, recreational activities, sports, skill development, academics, and/or creative expression. When planning the program, physical activity and fitness strategies are referenced, when appropriate. This may include: play, recreational activities, sports, skill development, academics, and/or creative expression. When planning the program, physical activity and fitness strategies are considered, when appropriate. This may include: play, recreational activities, sports, skill development, academics, and/or creative expression. When planning the program, physical activity and fitness strategies are implemented, when appropriate. This may include: play, recreational activities, sports, skill development, academics, and/or creative expression.

Examples of Documentation Needed: Activity or daily schedule, lesson plans, program policies for health and wellness.

Quality Indicators Reference Guide

Health, Safety & Nutritionâ&#x20AC;&#x192;Â66

Health, Safety & Nutrition Program Standard

Indicator - HSN 4 Performance Level

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

Incomplete

The program has one or no policies and procedures in place for emergency drills and safety plans.

Emerging

The program has at least one policy and procedure in place for emergency drills and safety plans.

Satisfactory

The program has at least two policies and procedures in place for emergency drills and safety plans.

Exemplary

The program has more than two policies and procedures in place for emergency drills and safety plans.

Examples of Documentation Needed: Emergency procedure forms and orientation materials, emergency and safety drill logs, emergency plans.

Quality Indicators Reference Guide

Health, Safety & Nutritionâ&#x20AC;&#x192;Â67

Health, Safety & Nutrition Program Standard

Indicator - HSN 4 Performance Level

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

Incomplete

The program has one or no policies and procedures in place for emergency drills and safety plans.

Emerging

The program has at least one policy and procedure in place for emergency drills and safety plans.

Satisfactory

The program has at least two policies and procedures in place for emergency drills and safety plans.

Exemplary

The program has more than two policies and procedures in place for emergency drills and safety plans.

Examples of Documentation Needed: Emergency procedure forms and orientation materials, emergency and safety drill logs, emergency plans.

Quality Indicators Reference Guide

Health, Safety & Nutritionâ&#x20AC;&#x192;Â68

Health, Safety & Nutrition Program Standard

Indicator - HSN 4 Performance Level

Incomplete

Emerging

Satisfactory

Exemplary

HSN - 4b. 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. The program has a plan in place for keeping children safe during an emergency. The program has a plan in place for keeping children safe during an emergency. If located in a school, this plan is similar to the school plan. The program has a comprehensive plan in place for keeping children and staff safe during an emergency. If located in a school, this plan aligns with the school plan. The 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.

Examples of Documentation Needed: Emergency procedure forms and orientation materials, emergency and safety drill logs, emergency plans.

Quality Indicators Reference Guide

Health, Safety & Nutritionâ&#x20AC;&#x192;Â69

Health, Safety & Nutrition Program Standard

Indicator - HSN 4 Performance Level

Incomplete

HSN - 4c. Program educates children, staff, and families on emergency policies, procedures, and plans and includes their input in the evaluation of these plans.

The program educates staff on emergency policies, procedures, and plans at least once per year.

Emerging

The program educates staff on emergency policies, procedures, and plans and includes staff input in the evaluation of these plans at least once per year.

Satisfactory

The program educates children and staff on emergency policies, procedures, and plans and includes staff input in the evaluation of these plans at least once per year.

Exemplary

The program educates children, staff, and families on emergency policies, procedures, and plans and includes their input in the evaluation of these plans at least once per year.

Examples of Documentation Needed: Emergency procedure forms and orientation materials, emergency and safety drill logs, emergency plans.

Quality Indicators Reference Guide

Health, Safety & Nutritionâ&#x20AC;&#x192;Â70

Health, Safety & Nutrition Program Standard

Indicator - HSN 5 Performance Level

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

Incomplete

The program has fewer than four or no policies and procedures in place that ensure the environment is clean and sanitary, and that reduce the spread of illness.

Emerging

The program has four policies and procedures in place that ensure the environment is clean and sanitary, and that reduce the spread of illness.

Satisfactory

The program has five policies and procedures in place that ensure the environment is clean and sanitary, and that reduce the spread of illness.

Exemplary

The program has six or more policies and procedures in place that ensure the environment is clean and sanitary, and that reduce the spread of illness.

Examples of Documentation Needed: Policies and procedures on cleanliness and sanitation, policies and procedures on healthy habits, education and or training materials on health and wellness.

Quality Indicators Reference Guide

Health, Safety & Nutritionâ&#x20AC;&#x192;Â71

Health, Safety & Nutrition Program Standard

Indicator - HSN 5 Performance Level

Incomplete

Emerging

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

Less than once a month the program encourages participants to practice healthy habits. Every month the program encourages participants to practice healthy habits.

Satisfactory

Every week the program encourages participants to practice healthy habits.

Exemplary

Every three days the program encourages participants to practice healthy habits.

Examples of Documentation Needed: Policies and procedures on cleanliness and sanitation, policies and procedures on healthy habits, education and or training materials on health and wellness.

Quality Indicators Reference Guide

Health, Safety & Nutritionâ&#x20AC;&#x192;Â72

Health, Safety & Nutrition Program Standard

Indicator - HSN 5 Performance Level

Incomplete

HSN - 5c. Program educates children, youth, staff, and families about healthy practices; including how to manage one’s own health.

The program does not educate children and youth about healthy practices.

Emerging

The program educates children and youth about healthy practices.

Satisfactory

The program educates children and youth about healthy practices; including how to manage one’s own health.

Exemplary

The program educates children, youth, staff, and families about healthy practices; including how to manage one’s own health.

Examples of Documentation Needed: Policies and procedures on cleanliness and sanitation, policies and procedures on healthy habits, education and or training materials on health and wellness.

Quality Indicators Reference Guide

Health, Safety & Nutrition 73

Health, Safety & Nutrition Program Standard

Indicator - HSN 6 Performance Level

Incomplete

Emerging

HSN - 6a. 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. The program does not ensure that television, video and computer content is appropriate for ages of children, and does not provide at least one alternative activity while television/video/DVD or computer is used. The program ensures that television, video and computer content is appropriate for ages of children, and does not provide at least one alternative activity while television/video/DVD or computer is used.

Satisfactory

The program ensures that television, video and computer content is appropriate for ages of children, non-violent, and at least one alternative activity is available while television/video/DVD or computer is used.

Exemplary

The program ensures that television, video and computer content is appropriate for ages of children, non-violent, and culturally sensitive and two or more alternative activities are available while television/video/DVD or computer is used.

Examples of Documentation Needed: Media use policies, activity or lesson plans, family information flyers.

Quality Indicators Reference Guide

Health, Safety & Nutritionâ&#x20AC;&#x192;Â74

Health, Safety & Nutrition Program Standard

Indicator - HSN Performance Level

HSN - 6b. Program’s use of screen viewing encourages active involvement, dancing, singing, creativity, etc.

Incomplete

The program’s use of screen viewing encourages active involvement, dancing, singing, creativity, etc. less than 25% of the time.

Emerging

The program’s use of screen viewing encourages active involvement, dancing, singing, creativity, etc. 25% to 49% of the time.

Satisfactory

The program’s use of screen viewing encourages active involvement, dancing, singing, creativity, etc. 50% to 74% of the time.

Exemplary

The program’s use of screen viewing encourages active involvement, dancing, singing, creativity, etc. at least 75% of the time.

Examples of Documentation Needed: Media use policies, activity or lesson plans, family information flyers.

Quality Indicators Reference Guide

Health, Safety & Nutrition 75

Health, Safety & Nutrition Program Standard

Indicator - HSN 6 Performance Level

HSN - 6c. 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.

Incomplete

Parents are not informed if screen media are used in the program and program does not limit screen time except for completing homework assignments or for children with disabilities who require the use of assistive and adaptive computer technology.

Emerging

Parents are sometimes informed if screen media are used in the program and program does not consistently limit screen time except for completing homework assignments or for children with disabilities who require the use of assistive and adaptive computer technology.

Satisfactory

Exemplary

Parents are consistently informed if screen media are used in the program and program sometimes limits screen time (with the exception of all-day programs when it is limited to larger increments) except for completing homework assignments or for children with disabilities who require the use of assistive and adaptive computer technology. Parents are consistently informed if screen media are used in the program and program consistently 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.

Examples of Documentation Needed: Media use policies, activity or lesson plans, family information flyers.

Quality Indicators Reference Guide

Health, Safety & Nutritionâ&#x20AC;&#x192;Â76

Samples and Resources: Name of Resource

Where You Can Find It

Afterschool Alliance: Afterschool programs provide a place for children of all ages to engage in positive, healthy recreational, enrichment and social activities with peers in a safe environment. Learn about all of the benefits of a quaity afterschool program that contribute to health and wellness. Oregon Action for Healthy Kids:

http://www.afterschoolalliance. org/researchTopicHealth.cfm

http://www.oregonactionforhealthykids.org/index_files/ Page1242.htm

Oregon Afterschool Meal and Snack Program: The After School Meal and Snack Program (ASMSP) provides reimbursement to qualifying after school programs that serve free meals or snacks to children. The program is administered at the Federal level by the USDA and at the State level by the Oregon Department of Education.

http://www.oregonhunger.org/ after-school-meal-and-snack

Mobile Devices for Learning: What You Need to Know:

http://www.edutopia.org/mobiledevices-learning-resource-guide

Quality Indicators Reference Guide

Health, Safety & Nutritionâ&#x20AC;&#x192;Â77

Highly Skilled Personnel

Highly Skilled Personnel Program Standard

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 Performance Level

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

Incomplete

The program does not provide staff with information regarding local training opportunities.

Emerging

The program provides staff with information regarding local training opportunities less than one time per quarter.

Satisfactory

The program provides staff with information regarding local training opportunities once per quarter.

Exemplary

The program provides staff with information regarding local training opportunities more than one time per quarter.

Examples of Documentation Needed: Training flyers or newsletters, professional development plans, staff development calendar, letters of support from staff.

Quality Indicators Reference Guide

Highly Skilled Personnelâ&#x20AC;&#x192;Â79

Highly Skilled Personnel Program Standard

Indicator - HSP 1 Performance Level

Incomplete

Emerging

Satisfactory

Exemplary

HSP - 1.b Program collaborates with staff to identify staff development needs and seeks out appropriate training opportunities for staff.

The program does not collaborate with staff to identify staff development needs. The program collaborates with staff once per year to identify staff development needs and seeks out appropriate training opportunities for staff. The program collaborates with staff twice per year to identify staff development needs and seeks out appropriate training opportunities for staff. The program collaborates with staff more than twice per year to identify staff development needs and seeks out appropriate training opportunities for staff.

Examples of Documentation Needed: Training flyers or newsletters, professional development plans, staff development calendar, letters of support from staff.

Quality Indicators Reference Guide

Highly Skilled Personnelâ&#x20AC;&#x192;Â80

Highly Skilled Personnel Program Standard

Indicator - HSP Performance Level

Incomplete

Emerging

Satisfactory

Exemplary

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.

The program does not collaborate with staff to assess professional development needs. The program collaborates with staff less than once per year to assess professional development needs and does not have a written plan with on- or off-site training opportunities that address the professional development goals for individuals. The program collaborates with staff once a year to assess professional development needs and has a written plan with on- or off-site training opportunities that addresses the professional development goals for individuals. The program collaborates with staff more than once a year to assess professional development needs and has a written plan with on- and offsite training opportunities that addresses the professional development goals for both individuals and the staff as a whole.

Examples of Documentation Needed: Training flyers or newsletters, professional development plans, staff development calendar, letters of support from staff.

Quality Indicators Reference Guide

Highly Skilled Personnelâ&#x20AC;&#x192;Â81

Highly Skilled Personnel Program Standard

Indicator - HSP 2 Performance Level

Incomplete

Emerging

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

The program does not have a director that is committed to their own professional development. The program has a director that is committed to their own professional development and has a written plan that is not current.

Satisfactory

The program has a director that is committed to and is actively pursuing their own professional development through a written plan that is updated once per year.

Exemplary

The program has a director that is committed to and is actively pursuing their own professional development through a written plan that is updated more than once per year.

Examples of Documentation Needed: Letter from director, director training plan and certificates, meeting notes.

Quality Indicators Reference Guide

Highly Skilled Personnelâ&#x20AC;&#x192;Â82

Highly Skilled Personnel Program Standard

Indicator - HSP 2 Performance Level

Incomplete

Emerging

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

The program has a director that does not receive training in supervision and program management. The program has a director that receives training in supervision or program management less than once per year.

Satisfactory

The program has a director that receives training in supervision and program management once per year.

Exemplary

The program has a director that receives training in supervision and program management more than once per year.

Examples of Documentation Needed: Letter from director, director training plan and certificates, meeting notes.

Quality Indicators Reference Guide

Highly Skilled Personnelâ&#x20AC;&#x192;Â83

Highly Skilled Personnel Program Standard

Indicator - HSP 2 Performance Level

Incomplete

HSP - 2.c Program has a director who is actively engaged in leadership, advocacy, or other activities in the field of afterschool.

The program does not have a director who is engaged in leadership, advocacy, or other activities in the field of afterschool.

Emerging

The program has a director who is engaged in leadership, advocacy, or other activities in the field of afterschool less than once per year.

Satisfactory

The program has a director who is actively engaged in leadership, advocacy, or other activities in the field of afterschool at least once per year.

Exemplary

The program has a director who is actively engaged in leadership, advocacy, or other activities in the field of afterschool more than once per year.

Examples of Documentation Needed: Letter from director, director training plan and certificates, meeting notes.

Quality Indicators Reference Guide

Highly Skilled Personnelâ&#x20AC;&#x192;Â84

Highly Skilled Personnel Program Standard

Indicator - HSP 3 Performance Level

Incomplete

Emerging

Satisfactory

Exemplary

HSP - 3.a Program treats staff as professionals.

The program does not offer an opportunity for informal feedback.

The program offers at least one opportunity a year for informal feedback and gives staff the opportunity to give input. The program offers at least one opportunity a quarter for informal feedback and gives staff the opportunity to give input as to what and how they perform their job duties. The program offers more than one opportunity a quarter for informal feedback and gives staff the opportunity to give input as to what and how they perform their job duties.

Examples of Documentation Needed: Letters from staff, career opportunities outlined, coaching or other job-embedded supports, Oregon registry certificates or other certificates of achievement or recognition.

Quality Indicators Reference Guide

Highly Skilled Personnelâ&#x20AC;&#x192;Â85

Highly Skilled Personnel Program Standard

Indicator - HSP 3 Performance Level

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

Incomplete

The program does not provide staff with opportunities for advancement of skills.

Emerging

The program provides staff with opportunities for advancement of skills through job-sharing and other opportunities less than once per year.

Satisfactory

Exemplary

The program provides staff with opportunities for advancement of skills through job-sharing, networking, mentoring, and other opportunities at least once per year. The program provides staff with opportunities for advancement of skills through job-sharing, networking, mentoring, and other opportunities more than once per year.

Quality Indicators Reference Guide

Highly Skilled Personnelâ&#x20AC;&#x192;Â86

Highly Skilled Personnel Program Standard

Indicator - HSP 3 Performance Level

HSP - 3.c Program works with staff to achieve steps on the Oregon Registry, credentialing or other significant recognition of professional development.

Incomplete

The program works with staff to achieve steps on the Oregon Registry, credentialing or other significant recognition of professional development with less than 25% of staff working towards a recognition goal.

Emerging

The program works with staff to achieve steps on the Oregon Registry, credentialing or other significant recognition of professional development with at least 25% of staff working towards a recognition goal.

Satisfactory

The program works with staff to achieve steps on the Oregon Registry, credentialing or other significant recognition of professional development with at least 50% of staff working towards a recognition goal.

Exemplary

The program works with staff to achieve steps on the Oregon Registry, credentialing or other significant recognition of professional development with at least 75% of staff working towards a recognition goal.

Quality Indicators Reference Guide

Highly Skilled Personnelâ&#x20AC;&#x192;Â87

Highly Skilled Personnel Program Standard

Indicator - HSP 4 Performance Level

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

Incomplete

The administration provides staff with professional development relevant to their job less than 50% of the time; or does not meet all applicable state training regulations.

Emerging

The administration provides staff with professional development relevant to their job at least 50% of the time; meeting all applicable state training regulations.

Satisfactory

The administration provides staff with professional development relevant to their job at least 75% of the time; meeting all applicable state training regulations.

Exemplary

The administration provides staff with professional development relevant to their job at least 90% of the time; meeting all applicable state training regulations.

Examples of Documentation Needed: Training and education summaries or licensing reports, professional development flyers, agendas or training objectives.

Quality Indicators Reference Guide

Highly Skilled Personnelâ&#x20AC;&#x192;Â88

Highly Skilled Personnel Program Standard

Indicator - HSP 4 Performance Level

HSP - 4.b Administration provides staff with professional development on planning suitable activities that correspond to the developmental needs of participants.

Incomplete

The administration does not provide staff with professional development on planning suitable activities that correspond to the developmental needs of participants.

Emerging

The administration provides staff with professional development on planning suitable activities that correspond to the developmental needs of participants less than once per year.

Satisfactory

The administration provides staff with professional development on planning suitable activities that correspond to the developmental needs of participants at least once per year.

Exemplary

The administration provides staff with professional development on planning suitable activities that correspond to the developmental needs of participants more than once per year.

Examples of Documentation Needed: Training and education summaries or licensing reports, professional development flyers, agendas or training objectives.

Quality Indicators Reference Guide

Highly Skilled Personnelâ&#x20AC;&#x192;Â89

Highly Skilled Personnel Program Standard

Indicator - HSP 4 Performance Level

Incomplete

Emerging

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.

The administration does not provide staff with professional development in any of the following categories: youth development, leadership, core academic areas, family and school engagement, supporting English language learners, or inclusive practices. The administration provides staff with professional development in at least one of the following categories: youth development, leadership, core academic areas, family and school engagement, supporting English language learners, or inclusive practices at least once per year.

Satisfactory

The administration provides staff with professional development in at least two of the following categories: youth development, leadership, core academic areas, family and school engagement, supporting English language learners, or inclusive practices at least once per year.

Exemplary

Examples of Documentation Needed: Training and education summaries or licensing reports, professional development flyers, agendas or training objectives.

Quality Indicators Reference Guide

Highly Skilled Personnelâ&#x20AC;&#x192;Â90

Samples and Resources: Name of Resource

Where You Can Find It

Oregon Registry : Oregon registry - The Oregon Center for Career Development in Childhood Care and Education (OCCD) provides leadership in the development and operation of integrated and statewide professional development standards and systems. OCCD promotes professional development to achieve high quality care and education for children and youth, and creates and supports training and education. Training Calendar

Educators Professional Development Plan Sample:

http://www.pdx.edu/occd/

http://oregonregistry.org/calendar/ http://nationalcenter.lesley.edu/ userfiles/file/PDP%20Template.pdf

Best Practices Toolkit for School Districts: The following handbooks, forms, templates, and policies have been gathered from several districts who have invested considerable time, thought, and resources into developing them.

Quality Indicators Reference Guide

http://pd.oregonk-12.net/toolkit

Highly Skilled Personnelâ&#x20AC;&#x192;Â91

Program Management

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 1 Performance Level

Incomplete

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.

The program has no recruitment or hiring processes.

Emerging

The program hires staff that have the professional qualifications appropriate for their position.

Satisfactory

There is a hiring process in place that ensures all staff have the professional qualifications appropriate for their position.

Exemplary

There is a recruitment and hiring process in place that ensures all staff have the personal attributes and professional qualifications appropriate for their position.

Examples of Documentation Needed: Hiring policies and procedures, salary and benefits scales, employee handbook, orientation checklist.

Quality Indicators Reference Guide

Program Managementâ&#x20AC;&#x192;Â93

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 Performance Level

Incomplete

Emerging

Satisfactory

Exemplary

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

The program does not have a salary and benefits structure.

The program has a salary and benefits structure.

The program has a clear salary and benefits structure with compensation appropriate for position requirements and job responsibilities. The program has a clear salary and benefits structure with compensation appropriate for the community, position requirements, and job responsibilities.

Examples of Documentation Needed: Hiring policies and procedures, salary and benefits scales, employee handbook, orientation checklist.

Quality Indicators Reference Guide

Program Managementâ&#x20AC;&#x192;Â94

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 1 Performance Level

Incomplete

Emerging

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.

The program does not have an employee handbook.

The program has an employee handbook that clarifies internal policies and procedures.

Satisfactory

The program has an employee handbook and orientation procedure that clarifies internal policies and procedures and provides staff with support when needed.

Exemplary

The 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.

Examples of Documentation Needed: Hiring policies and procedures, salary and benefits scales, employee handbook, orientation checklist.

Quality Indicators Reference Guide

Program Managementâ&#x20AC;&#x192;Â95

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 Performance Level

Incomplete

PM - 2.a Program administrators provide performance feedback for staff that is linked to staff job descriptions on an annual basis.

Program administrators do not provide performance feedback for staff and when they do it is not linked to job descriptions.

Emerging

Program administrators provide performance feedback for staff less than once per year.

Satisfactory

Program administrators provide performance feedback linked to job descriptions for staff once per year.

Exemplary

Program administrators provide performance feedback that is linked to staff job descriptions for staff more than once per year.

Examples of Documentation Needed: Performance feedback forms, job descriptions, and professional development plans.

Quality Indicators Reference Guide

Program Managementâ&#x20AC;&#x192;Â96

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 Performance Level

Incomplete

Emerging

PM - 2.b Program administrators collaborate with staff by providing selfassessments, reflection and professional development plans as a part of the performance feedback process. Program administrators do not collaborate with staff in the performance feedback process. Program administrators collaborate with staff by providing selfassessments as a part of the performance feedback process.

Satisfactory

Program administrators collaborate with staff by providing selfassessments and professional development plans as a part of the performance feedback process.

Exemplary

Program administrators collaborate with staff by providing selfassessments, reflection and professional development plans as a part of the performance feedback process.

Examples of Documentation Needed: Performance feedback forms, job descriptions, and professional development plans.

Quality Indicators Reference Guide

Program Managementâ&#x20AC;&#x192;Â97

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 3 Performance Level

Incomplete

Emerging

Satisfactory

Exemplary

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

The program does not maintain required documents, records, and reports. The program maintains at least 50% of required documents, records, and reports; including student records, attendance data, regulating agency reports, etc. The program maintains at least 75% of required documents, records, and reports; including student records, attendance data, regulating agency reports, etc. The program maintains all required documents, records, and reports; including student records, attendance data, regulating agency reports, etc.

Examples of Documentation Needed: Policies and procedures, mission and goals, checklist of required documents, regulating agency reports.

Quality Indicators Reference Guide

Program Managementâ&#x20AC;&#x192;Â98

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 3 Performance Level

Incomplete

Emerging

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

The program policies and procedures are missing or incomplete.

The program has policies and procedures for managing the day-to-day operations of the program.

Satisfactory

The program has current policies and procedures for managing the dayto-day operations of the program.

Exemplary

The program has clear and current policies and procedures for managing the day-to-day operations of the program.

Examples of Documentation Needed: Policies and procedures, mission and goals, checklist of required documents, regulating agency reports.

Quality Indicators Reference Guide

Program Managementâ&#x20AC;&#x192;Â99

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 3 Performance Level

Incomplete

PM - 3.c Program ensures that all policies, procedures, and program systems are linked to the program mission, goals, and positive participant outcomes.

The program has less than 50% of policies, procedures, and program systems linked to the program mission, goals, and positive participant outcomes.

Emerging

The program ensures that at least 50% of policies, procedures, and program systems are linked to the program mission, goals, and positive participant outcomes.

Satisfactory

The program ensures that at least 75% of policies, procedures, and program systems are linked to the program mission, goals, and positive participant outcomes.

Exemplary

The program ensures that at least 90% of policies, procedures, and program systems are linked to the program mission, goals, and positive participant outcomes.

Examples of Documentation Needed: Policies and procedures, mission and goals, checklist of required documents, regulating agency reports.

Quality Indicators Reference Guide

Program Managementâ&#x20AC;&#x192;Â100

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 Performance Level

Incomplete

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

The program does not solicit feedback from stakeholders or does so less than once per year.

Emerging

The program solicits feedback at least once per year from participants.

Satisfactory

The program solicits feedback at least once per year from participants and families.

Exemplary

The program solicits feedback more than once per year from participants, families or schools.

Examples of Documentation Needed: Family and participant surveys, evaluation plan, meeting notes, staff surveys.

Quality Indicators Reference Guide

Program Managementâ&#x20AC;&#x192;Â101

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 Performance Level

Incomplete

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.

The program does not have an annual plan for evaluation activities.

Emerging

The program has an annual plan for evaluation activities that are clearly defined.

Satisfactory

The program has an annual plan for evaluation activities that are linked to participant needs and clearly defined.

Exemplary

The 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.

Examples of Documentation Needed: Family and participant surveys, evaluation plan, meeting notes, staff surveys.

Quality Indicators Reference Guide

Program Managementâ&#x20AC;&#x192;Â102

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 Performance Level

PM - 4.c Program utilizes evaluation data to make adaptations in program services, systems, and/or policies in order to increase quality and outcomes.

Incomplete

The program does not utilize evaluation data to make adaptations in program services or does so less than once per year.

Emerging

The program utilizes evaluation data to make adaptations in program services, systems, and/or policies once per year.

Satisfactory

Exemplary

The program utilizes evaluation data to make adaptations in program services, systems, and/or policies in order to increase quality and outcomes twice per year. The program utilizes evaluation data to make adaptations in program services, systems, and/or policies in order to increase quality and outcomes more than twice per year.

Examples of Documentation Needed: Family and participant surveys, evaluation plan, meeting notes, staff surveys.

Quality Indicators Reference Guide

Program Managementâ&#x20AC;&#x192;Â103

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 5 Performance Level

Incomplete

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

The program does not have a budget.

Emerging

The program has a budget but does not have a fiscal tracking system.

Satisfactory

The program has a budget and a fiscal tracking system, but the fiscal tracking system is not up to date.

Exemplary

The program has a budget and an up to date fiscal tracking system.

Examples of Documentation Needed: Budget review or audit, fiscal reports, financial health statements, letters from boards or other agencies.

Quality Indicators Reference Guide

Program Managementâ&#x20AC;&#x192;Â104

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 5 Performance Level

Incomplete

Emerging

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

Program administrator does not evaluate the budget.

Program administrator evaluates the budget less than once per year.

Satisfactory

Program administrator evaluates the budget once per year.

Exemplary

Program administrator evaluates the budget more than once per year to ensure resources are allocated to meet program goals and objectives.

Examples of Documentation Needed: Budget review or audit, fiscal reports, financial health statements, letters from boards or other agencies.

Quality Indicators Reference Guide

Program Managementâ&#x20AC;&#x192;Â105

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 Performance Level

Incomplete

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. The program has a strategic, sustainability plan but the plan is not reviewed annually.

Emerging

The program has a strategic, sustainability plan that is reviewed at least once per year.

Satisfactory

The program has a strategic, sustainability plan that is reviewed at least once per year and adapted as needed.

Exemplary

The program has a strategic, sustainability plan that is integrated with the program mission and goals and is reviewed at least once per year and adapted as needed.

Examples of Documentation Needed: Budget review or audit, fiscal reports, financial health statements, letters from boards or other agencies.

Quality Indicators Reference Guide

Program Managementâ&#x20AC;&#x192;Â106

Samples and Resources: Name of Resource

Where You Can Find It

Oregon Afterschool for Kids: Which documents do you want to use?

http://www.oregonask.org

Afterschool Evaluation 101: How to Evaluate an Expanded Learning Program: Afterschool Evaluation 101 is a how-to guide for conducting an evaluation. It is designed to help out-ofschool time (OST) program directors who have little or no evaluation experience develop an evaluation strategy. The guide will walk you through the early planning stages, help you select the evaluation design and data collection methods that are best suited to your program, and help you analyze the data and present the results.

http://www.hfrp.org/out-of-schooltime/publications-resources/ afterschool-evaluation-101-howto-evaluate-an-expanded-learningprogram

The Finance Project: The Finance Project is a specialized non-profit research, consulting, technical assistance and training firm for public and private sector leaders nationwide. We help leaders make smart investment decisions, develop sound financing strategies, and build solid partnerships that benefit children, families and communities.

Quality Indicators Reference Guide

http://www.financeproject.org/

Program Managementâ&#x20AC;&#x192;Â107

Youth Development & Engagement

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 1 Performance Level

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

Incomplete

Program staff does not use techniques to engage program participants.

Emerging

Program staff uses one technique on a weekly basis to engage program participants.

Satisfactory

Program staff uses two techniques on a weekly basis to engage program participants.

Exemplary

Program staff uses more than two techniques on a weekly basis to engage program participants.

Examples of Documentation Needed: Orientation and/or staff development tools, student letters, lesson plans, activity samples.

Quality Indicators Reference Guide

Youth Development & Engagementâ&#x20AC;&#x192;Â109

Youth Development & Engagement Program Standard

Indicator - YDE 1 Performance Level

Incomplete

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

Program staff do not encourage participants to express their ideas, concerns, and thoughts.

Emerging

Program staff encourages participants to express their ideas, concerns, and thoughts less than once a week.

Satisfactory

Program staff encourages participants to express their ideas, concerns, and thoughts once a week.

Exemplary

Program staff encourages participants to express their ideas, concerns, and thoughts more than once a week.

Examples of Documentation Needed: Orientation and/or staff development tools, student letters, lesson plans, activity samples.

Quality Indicators Reference Guide

Youth Development & Engagementâ&#x20AC;&#x192;Â110

Youth Development & Engagement Program Standard

Indicator - YDE Performance Level

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

Incomplete

The program promotes teamwork, ownership, and participation in the governance of the program less than once per quarter.

Emerging

The program promotes teamwork, ownership, and participation in the governance of the program less than once per month.

Satisfactory

The program promotes teamwork, ownership, and participation in the governance of the program once per month.

Exemplary

The program promotes teamwork, ownership, and participation in the governance of the program more than once per month.

Examples of Documentation Needed: Orientation and/or staff development tools, student letters, lesson plans, activity samples.

Quality Indicators Reference Guide

Youth Development & Engagementâ&#x20AC;&#x192;Â111

Youth Development & Engagement Program Standard

Indicator - YDE 2 Performance Level

Incomplete

Emerging

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

Program staff responds to children and youth but is sometimes inappropriate or disrespectful.

Program staff responds appropriately to children and youth.

Satisfactory

Program staff interacts respectfully with participants and responds appropriately to children and youth.

Exemplary

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

Examples of Documentation Needed: Program policies, procedures, practices, guidance policy and procedures, program philosophy.

Quality Indicators Reference Guide

Youth Development & Engagementâ&#x20AC;&#x192;Â112

Youth Development & Engagement Program Standard

Indicator - YDE 2 Performance Level

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.

Incomplete

Program staff creates an environment where less than 90% of children and youth feel safe.

Emerging

Program staff creates an environment where children and youth feel safe 90% of the time.

Satisfactory

Program staff creates an environment where 100% of children and youth feel emotionally safe.

Exemplary

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

Examples of Documentation Needed: Program policies, procedures, practices, guidance policy and procedures, program philosophy.

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Youth Development & Engagement Program Standard

Indicator - YDE Performance Level

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.

Incomplete

Program staff does not provide opportunities for participants to identify their needs as appropriate within the program setting.

Emerging

Satisfactory

Exemplary

Program staff provides limited opportunities for participants to identify their needs as appropriate within the program setting. Program staff provides opportunities for participants to effectively identify their social and emotional needs as appropriate within the program setting. Program staff provides opportunities for participants to effectively identify and assert their social and emotional needs as appropriate within the program setting.

Examples of Documentation Needed: Program policies, procedures, practices, guidance policy and procedures, program philosophy.

Quality Indicators Reference Guide

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Youth Development & Engagement Program Standard

Indicator - YDE 3 Performance Level

Incomplete

Emerging

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

The program does not encourage participants to make appropriate choices. The program is inconsistent in encouraging participants to make appropriate choices.

Satisfactory

The program consistently encourages participants to make appropriate choices.

Exemplary

The program consistently and effectively encourages participants to make appropriate choices.

Examples of Documentation Needed: Lesson plans, activity plans, letters or surveys from students.

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Youth Development & Engagement Program Standard

Indicator - YDE 3 Performance Level

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

Incomplete

The program does not develop participants’ time management, planning or goal setting skills.

Emerging

The program develops participants’ time management, planning or goal setting skills through specific activities or strategies implemented at least once a month.

Satisfactory

The program develops participants’ time management, planning and goal setting skills through specific activities or strategies implemented at least once a week.

Exemplary

The program develops participants’ time management, planning and goal setting skills through specific activities or strategies implemented more than once a week.

Examples of Documentation Needed: Lesson plans, activity plans, letters or surveys from students.

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Youth Development & Engagement Program Standard

Indicator - YDE 3 Performance Level

Incomplete

Emerging

YDE - 3.c Program encourages participants to be accountable for their choices and to develop personal responsibility for their actions.

The program encourages participants to be accountable for their choices less than 50% of the time. The program inconsistently encourages participants to be accountable for their choices.

Satisfactory

The program consistently encourages participants to be accountable for their choices.

Exemplary

The program encourages participants to be accountable for their choices and to develop personal responsibility for their actions.

Examples of Documentation Needed: Lesson plans, activity plans, letters or surveys from students.

Quality Indicators Reference Guide

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Youth Development & Engagement Program Standard

Indicator - YDE 4 Performance Level

Incomplete

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

Program staff does not use positive guidance techniques.

Emerging

Program staff uses two positive guidance techniques when responding to challenging behaviors.

Satisfactory

Program staff use three positive guidance techniques when responding to challenging behaviors.

Exemplary

Program staff uses more than three positive guidance techniques when responding to challenging behaviors.

Examples of Documentation Needed: Guidance policy and procedures, staff development handouts or guides, student surveys or letters.

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Youth Development & Engagement Program Standard

Indicator - YDE Performance Level

Incomplete

Emerging

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

Program staff does not support children and youth in developing positive peer relationships. Program staff use a single strategy to support children and youth in developing positive peer relationships.

Satisfactory

Program staff use two strategies to support children and youth in developing positive peer relationships.

Exemplary

Program staff use more than two strategies to support children and youth in developing positive peer relationships.

Examples of Documentation Needed: Guidance policy and procedures, staff development handouts or guides, student surveys or letters.

Quality Indicators Reference Guide

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Youth Development & Engagement Program Standard

Indicator - YDE Performance Level

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.

Incomplete

Program staff does not support children and youth in utilizing conflict resolution as a technique for responding to conflicting needs.

Emerging

Program staff inconsistently supports children and youth in utilizing conflict resolution and/or effective communication skills as techniques for responding to conflicting needs.

Satisfactory

Program staff consistently supports children and youth in utilizing conflict resolution, and/or effective communication skills as techniques for responding to and managing conflicting needs.

Exemplary

Program staff consistently supports children and youth in utilizing conflict resolution, peer mediation, and/or effective communication skills as techniques for responding to and managing conflicting needs.

Examples of Documentation Needed: Guidance policy and procedures, staff development handouts or guides, student surveys or letters.

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Samples and Resources: Name of Resource

Where You Can Find It

40 Developmental Assets : Search Institute has identified the following building blocks of healthy development—known as Developmental Assets—that help young children grow up healthy, caring, and responsible. This particular list is intended for adolescents (age 1218). If you’d like to see the lists for other age groups, you can find them on the Developmental Assets Lists lists page.

http://www.search-institute.org/ content/40-developmental-assetsadolescents-ages-12-18

Oregon Mentors : Oregon Mentors provides a resource library of Child and Youth Development resources on their website.

http://oregonmentors.org/library/ youthandmentors/childdevelopment/

National Center on Youth Engagement: Youth Engagement is a powerful way for organizations to include the young people they serve, in moving their work forward to better serve them. This series of toolkits provides the fundamentals of meaningful youth engagement strategies.

http://www.nrcyd.ou.edu/youthengagement

Guidance Policy creation guide : Massachusettes Commonwealth website includes a guide to School-Age Child Guidance Policy development.

Quality Indicators Reference Guide

http://www.eec.state.ma.us/ docs1/forms_techasst/technical_ assistance/child_guid_sa_1.pdf

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Glossary of Terms Afterschool: Programs and activities for 5-18 year olds that take place when they are not in school before/after school, evenings, weekends, summer, and holidays. Youth Development: Traditional youth development programs have included 4-H, Boys and Girls Clubs, Scouts, Camp Fire, and youth leadership programs. Youth development may also include community intervention or treatment programs, as well as programs that target at-risk populations. These programs and activities usually have been designed from an Asset-Base Approach for older children and youth, from age 10 through 21. Children and Youth: Individuals ages 5-18. Families: includes all persons whom are responsible for and involved with the child/ youth and who the child/youth identifies as having a significant impact on their lives. Partners: The agencies, organizations – including faith-based – and other community members who provide financial support and other resources for programs. These partners may have formal or informal arrangements with one another. Professional Development: The advancement of skills or expertise through continued education and training. Enrichment: Enrichment activities expand on students’ learning in ways that differ from the methods used during the school day. They often are interactive and project-focused. They enhance a student’s education by bringing new concepts to light or by using old concepts in new ways. These activities are fun for the student, but they also impart knowledge. They allow the participants to apply knowledge and skills stressed in school to real-life experiences. Extended learning opportunities: A variety of initiatives that ensure students have access to a diverse array of content-rich, high-quality opportunities that expand the time they are actively engaged in learning. These opportunities provide students structured opportunities for academic support and enrichment; extra-curricular activities; mentoring; recreation; character education; and other developmental activities. Such opportunities may include but are not limited to: • Before- and after-school programs - school or community-based programs that occur before the scheduled school day begins and/or after the scheduled school day ends on weekday afternoons. They may offer a range of diverse programming including academic support, homework help, mentoring, field trips, physical education, and arts and cultural enrichment. • Extended day/year initiatives - initiatives that explicitly modify the traditional school calendar by adding time to the school day, lengthening the school year, or otherwise modifying the school schedule. These initiatives may provide more time for core academic instruction, community-based enrichment activities, and teacher

professional development. • Saturday and weekend programs - programs that offer the potential to engage students and families whose work-related commitments constrain their ability to participate in programs during the school week. • Summer programs, which include two main categories: • School-based remediation and credit-recovery programs– programs that provide supplemental instruction and supports for students not performing at grade level. • Extracurricular, recreational, and enrichment programs – programs offered by schools, community-based providers, youth-serving organizations, and for-profit companies. Community Involvement: Community involvement in this context refers to activities that increase young people’s knowledge of the community beyond the program and allow them to give back to the community, and experience a sense of connection to it. These experiences, along with concrete knowledge of the community and its resources, are critical for promoting young people’s healthy development and learning. Creating opportunities for community involvement is one of the five key youth development practices described in this guide. Engaging/Engaging Learning Experiences: Learning experiences are engaging when they tap into a young person’s natural curiosity and interest in discovery, at the same time motivating, rather than discouraging their eagerness to try new activities. Learning Experiences/Challenging and Engaging Learning Experiences: Learning experiences are those experiences that allow young people to expand their understanding and knowledge of themselves and their environment and master specific new concepts and skills. We described learning experiences as engaging when they tap into young people’s natural curiosity and interest in discovery to motivate, rather than discourage, their eagerness to learn. Learning experiences are challenging when they require young people to “stretch” beyond their current range of knowledge and skills. Creating challenging and engaging learning experiences is one of the five key youth development practices described in this guide. Safety: Safety refers to the experience of physical and emotional safety that young people need in order to learn important life skills they will need in adulthood. When young people experience safety, they know they can depend on the surrounding adults to protect them from physical and emotional harm, and that they will be accepted and valued by their peers. Experiencing safety is crucial to young people’s healthy development and learning. Promoting a sense of safety is one of the five key youth development practices described in this guide. Community-Based Organizations (CBO): Most often, the term “CBO” is referring to after-school programming providers such as YMCAs or Boys & Girls Clubs, or even museums and libraries. However, a CBO can also be a local sports franchise, a law enforcement group, an arts council or even a fraternal organization such as the Rotary Club.

Child/Youth Outcomes: What children and/or youth are expected to know and be able to do as a result of participating in an activity, lesson, program, or event. Child and Adult Care Food Program (CACFP): A Federal program that provides healthy meals and snacks to children and adults receiving day care. It plays a vital role in improving the quality of day care and making it affordable for many low income families. Engagement: Engagement refers to elements that allow children and youth to develop their interest and motivation over time in creative ways. Engagement can be displayed through a variety of methods (e.g., behavioral, emotional, cognitive, and vocational). Family Engagement: Activities and events designed to encourage families to participate in program elements, offer feedback and to “engage” in the operation of program activities. Global Literacy: International knowledge, skills and perspectives that are woven into afterschool activities such as games, reading, and art or cooking. Literacy enhancements: A variety of materials available for reading such as books, newspapers, magazines, books on tape etc. in languages of the children and youth in the program. Program activities that assist children and youth in developing literacy skills. Service Learning: Activities and projects planned, implemented and evaluated by participants that provide a service to the community. Components include presentation of the knowledge/data or need to the students/youth participating. Actions steps for the project are student driven and adults advise during the service time, assisting youth in processing their thoughts and ideas during the project. A reflection time is lead at the end to discuss impact and potential next steps. Summer Learning: Academic and Enrichment activities that occur in the summer to support students in sustaining skills learned during the school year. Sustainability: A fiscal model that includes revenue and nonfinancial resources that meet the financial requirements to operate a program past short term funding streams. A program is “sustainable” if it has sufficient resources to operate its activities over time. Tutoring/Homework Help: These activities provide direct assistance with classroom work. Tutors or teachers help students complete their homework, prepare for tests, and work specifically on concepts covered during the school day. Tutoring or assistance with qualified staff in a designated space and time with links to the school, teachers, students and families.