COMMUNITY

The area where the program is located (i.e., the neighborhood, city, town, or county). The term may also refer to a group of people who are defined by and/or share a common culture, values, norms, language, race, religion, ethnicity, age, occupation, political status, tribal affiliation, interest in particular problems or outcomes, or other common bonds. Often, many smaller communities coexist within a city or town.		  
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  OUTREACH

Contact with children, youth, families, community members, community institutions, and others that is initiated in order to: provide information about the program, identify children and youth who may wish to participate in the program, and promote collaboration.		  
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  PERSONNEL

The people responsible for carrying out the program's tasks. For purposes of after school program recognition, the term "personnel" covers both full-time and part-time employees, as well as volunteers who perform the same duties as personnel and have a regular, ongoing role at the program.

Unless otherwise noted, standards related to the provision or oversight of direct services generally apply only to personnel who: (1) work with children and youth, (2) supervise personnel who work with children and youth, or (3) are responsible for overseeing the program. For example, COA would not expect personnel providing clerical services to receive the same training provided to those who work with children and youth.

  
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ASP-PS 11: Community Involvement and Partnerships

 
Connections with community members, organizations, and institutions increase the ability of the program and community to support and engage children and youth.
related ASP-AM 2.03
Interpretation: Relevant community organizations and institutions can include, but are not limited to: schools, libraries, parks and recreation services, cultural institutions (e.g., museums), local businesses, faith-based institutions, and other after school programs.
Note: See the Research Note to ASP-PS 10.

ASP-PS 11.01

 

The program conducts ongoing outreach to inform and educate the public about:

  1. its mission and the programming it offers; and
  2. the benefits of the program, and the impact on children and families served.

ASP-PS 11.02

 

The program develops a list of community resources and organizations, and partners with them to:

  1. expand and enhance program offerings and activities;
  2. help children and youth get to know and become involved with the community;
  3. obtain information about resources needed to meet families’ needs; and
  4. minimize barriers that could prevent eligible children and youth from enrolling or participating in the program (e.g., lack of transportation, fees-for-service, limited hours, language barriers).

Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:

  • Community resources included on the list are well suited to the needs of children in the program (e.g., health, culture, language, learning styles, etc.);
  • Personnel use the list of community resources and organizations when planning field trips and inviting special guests;
  • Personnel ask families for ideas in accessing resources that reflect the home language and culture;
  • Children and youth have a chance to attend outings and field trips (e.g., walking tours, parks, museums, performances, and cultural events);
  • The program hosts visitors from the community;
  • Children and youth have opportunities to join local groups and teams (e.g., sports, drama, music);
  • Children and youth have opportunities to meet adult coaches and mentors from the community;
  • Children and youth have opportunities to participate in intergenerational activities with older adults;
  • Children and youth are encouraged to take part in community projects (e.g., recycling, park cleanups, fund-raising events, etc.);
  • Children and youth are able to volunteer for projects that benefit younger children, senior citizens, children’s hospitals, and local shelters;
  • Children and youth organize food and clothing collections for local agencies;
  • The program accesses all possible sources of subsidy that can help make the program affordable for families;
  • Personnel know and maintain information about local agencies (e.g., health clinics, food programs, counseling services, language classes, crisis intervention, etc.); and
  • Personnel know and maintain information about upcoming community events (e.g., free dental screenings, fire-prevention seminars, parenting classes, etc.).

ASP-PS 11.03

 
In an effort to help the program run smoothly, when the program is housed at a site operated by another provider (such as a school), personnel develop relationships and communicate frequently with the program host.

Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:

  • A written policy spells out the use of space, supplies, equipment, and methods of communication;
  • Guidelines note each group’s responsibility for cleaning, maintenance, and routine costs (e.g., utilities, insurance, and repairs);
  • Program plans are seldom superseded by other groups (e.g., youth groups, choir, sports teams);
  • Personnel actively reach out to the program host to promote coordination;
  • Sharing the program space with others (e.g., schools, or churches) does not restrict or interfere with program activities or noise level;
  • The program has access to needed facilities and resources at the host site, such as classroom space, storage space, bulletin boards, computer facilities, office space, and a library;
  • The program takes proper care of the facilities and other resources provided by the host; and
  • The program collaborates regularly with the host regarding use of facilities and other resources.
Note: If the program is housed at a school, implementation of this standard and ASP-PS 11.04 will be closely connected.
NA The program is not housed at a site operated by another provider.

ASP-PS 11.04

 

Programs that are designed to work with schools collaborate with school personnel to:

  1. develop program activities that are aligned with and complement the school curricula;
  2. obtain needed resources;
  3. address the needs, issues, and progress of children and youth; and
  4. facilitate communication between families and schools.

Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:

  • Personnel keep informed about special school projects and events;
  • Personnel attend relevant school meetings and events;
  • Personnel are eager to talk with teachers about ways to help children and youth achieve;
  • Personnel encourage children and youth to be motivated and successful in school;
  • Personnel value the academic efforts of children and youth;
  • Personnel work closely with school personnel to ensure that the program’s academic components and activities are coordinated with and will enrich school learning;
  • The program has access to resources needed for academic activities, such as classrooms, libraries, computer facilities, and bulletin boards;
  • The program takes proper care of the facilities and other resources provided by the school;
  • The program allocates sufficient time to academics, including enrichment activities, homework help, and tutoring;
  • The program seeks input from school personnel about the impact the program has on children and youth;
  • The program keeps the school informed about important program issues and decisions;
  • Personnel reach out to and communicate with school personnel to monitor the academic and behavioral needs and progress of children and youth;
  • The program communicates appropriate information about children, youth, and families to the school;
  • The program is responsive to the suggestions and concerns of school personnel; and
  • Personnel meet with school personnel and families in order to help the school gain a sense of the whole child or youth.
NA The program is not designed to work with the school.
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PURPOSE: Children and youth who participate in After School Programs gain the personal and social abilities and attitudes needed to form positive identities, boost self-esteem, build skills, navigate challenging situations, avoid negative behaviors, assume leadership roles, embrace diversity, and establish healthy connections with others in the community.
 
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