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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  SUPERVISION

Assumption of responsibility for directly overseeing and evaluating the work of personnel.		  
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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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  TRANSITIONS

Times when individuals or groups move from one place in the program to another. Transitions take place: (1) when individual children or youth enter or exit the program; (2) when a child or youth has finished an activity and chooses to move on to another; (3) when children and youth clean up or rearrange space to prepare for a new activity; and (4) when children and youth move from one area of the program to another (e.g., when moving from the cafeteria to the gym).		  
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  POLICY

A written statement of principles, values, or rules intended to guide the program and provide a basis for consistent decision making. A policy is formal in nature, and intentionally broad in its language and application. The following is an example of an anti-discrimination policy: "[Organization/Program Name] shall not discriminate on the basis of race, color, religion (creed), gender, age, national origin (ancestry), disability, marital status, sexual orientation, or military status, in any of its activities or operations. These activities include, but are not limited to, hiring and firing of staff, selection of volunteers, selection of vendors, and provision of services.”

In contrast, a procedure is a detailed, step-by-step description of a process. Policies are generally implemented through procedures – procedures will describe the actions required to carry out and implement the principles included in the policy. For example, the above anti-discrimination policy would require a detailed grievance procedure in order to operationalize it.

Programs will not necessarily be responsible for adopting their own policies - policies need to be reviewed and approved by the person or entity providing oversight. If the program is part of a not-for-profit organization, the organization’s governing body is responsible for approving and reviewing policy. In an owner-operated for-profit, the owner can act as the governing body and set its own policy, depending on the corporate structure. In a public agency the responsibility for setting policy may belong to the agency's management team, elected officials, another governmental agency, or a combination of the above. If the program implements policies that have been developed and adopted by another body (e.g., the school board, or the governing body of the organization of which the program is a part), the program does not need to develop its own separate policies. Instead, it should provide evidence of the policies it has been given to enforce.

  
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  TEMPERAMENT

A person's disposition or nature. The intensity and range of a person's emotions are influenced by temperament. A person's temperament will define his or her activity level, regularity of bodily functions, and response to new situations or things. Temperament is also linked to a person's adaptability, quality of mood, attention span, and persistence. Individual differences in temperament are present from birth. They are thought to be hereditary, and they remain relatively consistent over time. However, individual experiences and development can effect temperament.		  
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  VOLUNTEER

An individual who performs services for a program or organization for civic, charitable, or humanitarian reasons, without promise, expectation, or receipt of compensation for services rendered. Such service must be offered freely and without pressure or coercion, direct or implied, from an employer. If the individual is otherwise employed by the same employer for which s/he volunteers, the individual cannot volunteer to perform the same type of services that s/he is paid to perform as an employee. When volunteers perform the same duties as personnel and have a regular, ongoing role at the program, they will also fall under the term “personnel.”		  
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  PARENTS

Parents can include: birth, foster, kinship, and adoptive parents. 		 
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  FAMILY

Two or more people who consider themselves family and who assume obligations, functions, and responsibilities generally essential to healthy family life. Child care, child socialization, income support, and other aspects of caregiving are among the functions of family life. There are a number of types of families, and the definition of “family” will rest with an individual’s indication of who plays a family member role. For example, families may include children, youth and adults living in the home; adults who are responsible for the care and well-being of children and youth; parents who may not live in the same household as the children and youth; current or former foster families; adoptive families; extended family members; and legal guardians. Programs that believe family attachments are of primary importance for human development will strive to work with staff to develop a common understanding of “family.” Successful providers recognize and value a child or youth’s definition of “family", even if it is different from the provider’s experience.		  
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  PROTOCOLS

Instruments and procedures used to accomplish a particular goal, activity, or purpose.		  
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  PROCEDURES

Written instructions that outline the steps for performing a task or operationalizing a process. A procedure can be written as a step-by-step set of instructions or as a narrative description of a process. A procedure tells someone how to do something, not just what to do.

Unlike policies, procedures do not need to be reviewed or approved by the person or entity providing oversight. They also do not need to be associated with a specific policy. For example, whereas a broad anti-discrimination policy requires grievance or other procedures in order to be operationalized, facility maintenance procedures do not require an approved facility maintenance policy.

If the program implements procedures that have been developed by another body (e.g., the school board, or the management of the organization of which the program is a part), the program does not need to develop its own separate procedures. Instead, it should provide evidence of the procedures it has been given to implement.

  
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ASP-PS 12: Supervision

 
The program ensures the safety of children and youth by providing sufficient and appropriate supervision at all times.
Interpretation: These standards also apply when children and youth are away from the program site, for example, when they are on a field trip.

ASP-PS 12.01

 

The program implements a system that enables personnel to:

  1. know where children and youth are, and what they are doing, at all times; and
  2. protect children and youth when they move from place to place or use the restroom.

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

  • There is appropriate supervision at all times;
  • Children and youth know how to get help at all times, including situations where adults are not directly supervising;
  • Devices such as intercoms, two-way radios, and cordless phones are used to make communication possible between different areas within the program;
  • A system is in place to allow personnel to know which children and youth are in the bathroom and how long they have been there (e.g., children may put a clothespin by their name and set an egg timer);
  • Access is monitored and personnel respond when strangers enter the program (e.g., personnel install a lock or buzzer on doors);
  • Personnel move around an area so they can see all the children and youth they are supervising;
  • Personnel position themselves in a way that allows them to watch as many children and youth as possible;
  • Personnel know where children and youth are during transitions (e.g., moving from outdoors to indoors, room to room, and using rest rooms);
  • If children and youth have permission to be out of sight, personnel know where they are and will check on them at regular intervals;
  • Personnel have a system for knowing where children and youth are as they move from room to room, or from inside to outside;
  • A plan is in place for handling missing or lost children and youth;
  • The program has a policy that allows older children and youth more independence that is worked out with children and youth, their families, and personnel;
  • Personnel vary the level of supervision to match the needs of individuals and groups;
  • Personnel take children’s and youths’ temperaments and developmental stages into account in setting the level of supervision;
  • Personnel respect older children’s and youths’ need for independence; and
  • Access to restrooms is restricted to prevent public use.

ASP-PS 12.02

 

The ratio of personnel to children and youth in the program is based on the ages and abilities of children and youth in the program, and is:

  1. between 1:10 and 1:15 when children and youth are age six and older; and
  2. between 1:8 and 1:12 when the program includes children under age six.
Update: Revised Note - 12/01/09

ASP-PS 12.02 Original Note:

This standard is intended to address the ratio of personnel to children and youth in the program as a whole, rather than for a particular room or group of children. In other words, a program with 60 children over the age of six would need at least four staff members to meet the specified ratio. However, the program would not need to demonstrate that there was at least one adult present in every group of 15 children and youth. For example, while one adult might be supervising a group of 17 youth doing line dancing, another adult might be helping a group of 9 youth with their homework.

Volunteers should not be included in the program ratio unless they meet personnel qualifications and regularly take part in the program.

Interpretation: Appropriate ratios can help to ensure that there are enough personnel to maintain safety and create an environment where children and youth can feel emotionally secure. It may be appropriate for programs to have more personnel, and higher ratios of personnel to children and youth, when they work with children and youth with special needs, or with groups that consist entirely of kindergarteners.

Note: This standard is intended to address the ratio of personnel to children and youth in the program as a whole, rather than for a particular room or group of children. In other words, a program with 60 children over the age of five would need at least four staff members to meet the specified ratio. However, the program would not need to demonstrate that there was at least one adult present in every group of 15 children and youth. For example, while one adult might be supervising a group of 17 youth doing line dancing, another adult might be helping a group of 9 youth with their homework.

Volunteers should not be included in the program ratio unless they meet personnel qualifications and regularly take part in the program.

ASP-PS 12.03

 

Personnel plan for and provide different levels of supervision according to:

  1. the type, complexity, and level of risk or difficulty of activities; and
  2. the ages, abilities, developmental levels, and needs of children and youth.

Interpretation: Ratios and group sizes may vary based on the characteristics of children, youth, and activities, but group sizes should not typically exceed 30.

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

  • Personnel work with small, manageable groups when activities involve dangerous equipment (e.g., using carpentry tools, cooking, leatherworking);
  • Personnel closely watch children and youth who are on climbing equipment;
  • Personnel watch out for traffic hazards when children are outdoors;
  • A written plan is in place for providing increased supervision for certain activities (e.g., carpentry, cooking, swimming, biking, sledding, ice skating, rollerblading, etc.);
  • Personnel who supervise potentially risky or harmful activities receive specialized training, as determined by industry safety standards;
  • Extra adults are present on field trips that are difficult to supervise (e.g., trips to amusement parks, beaches, ski areas, campgrounds, etc.);
  • Staff closely supervise any activities that use hot liquids or heat producing tools;
  • There are specific procedures for higher risk activities (e.g., swimming, gymnastics);
  • Ratios of personnel to children and youth are higher when children and youth are learning a new or difficult skill;
  • Ratios of personnel to children and youth are higher when projects involve potentially dangerous equipment (e.g., cooking or carpentry);
  • Group sizes are smaller when children are learning a new or difficult skill;
  • Group sizes are smaller when projects involve potentially dangerous equipment (e.g., cooking or carpentry);
  • Group sizes tend to be larger with sports, art activities, reading, or quiet board games;
  • Group sizes may exceed 30 for activities such as outdoor play, performances, or assemblies, as long as adequate supervision is provided;
  • Ratios of personnel to children and youth in the program are high enough to ensure that personnel have time to talk with individual children and youth, and help them be successful in activities; and
  • Ratios and group sizes permit personnel to promote positive interactions.

ASP-PS 12.04

 

The program ensures safety during arrivals and dismissals by:

  1. working with parents or other appropriate family members;
  2. noting when children and youth arrive, when they leave, and with whom they leave;
  3. developing a system to keep unauthorized people from taking children and youth from the program; and
  4. establishing protocols for families or schools to contact the program if children and youth will be arriving late, leaving early, or absent.

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

  • Personnel know who is allowed to pick up each child or youth;
  • Personnel know what to do if an unauthorized person attempts to pick up a child or youth;
  • A system is in place for monitoring the location and arrival time of children and youth who participate in outside activities such as clubs, music lessons, and sports;
  • Access is monitored and personnel respond when strangers enter the program (e.g., personnel install a lock or buzzer on doors);
  • Personnel use a checklist or other system to make note of absentees and late arrivals;
  • A system is in place to inform personnel that a child or youth is leaving;
  • Personnel will permit only authorized people to pick up a child or youth;
  • Personnel are watchful of traffic risks during drop-off and pick-up times;
  • Personnel know when children and youth are supposed to arrive;
  • Personnel have a quick system to check on late arrivals or absences;
  • When questions arise, personnel contact the school or a responsible adult listed on emergency forms;
  • Children and youth depart according to the written instructions of their families (e.g., who is allowed to pick up a child or youth, whether a child or youth can walk home, etc.); and
  • Personnel keep written records to show who picked up a child or youth.

ASP-PS 12.05

 

There is a plan to provide adequate staff coverage:

  1. when regular personnel are absent; and
  2. in case of emergency.

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

  • A child or youth in need of medical care is always accompanied by a staff member;
  • During such emergencies, a suitable number of adults are on hand to remain with the other children and youth;
  • If a staff member becomes ill during the program time, there are still enough personnel to care for children and youth;
  • If one staff member is sufficient to meet the required ratios of personnel to children and youth, a second adult is on hand to assist in case emergencies occur;
  • The program keeps an up-to-date list of adults who are qualified to serve as substitutes;
  • The responsibilities and procedures for substitutes are defined and carried out; and
  • Substitutes are evaluated by personnel and directors.
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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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