QUALITY

The extent to which contemporary and generally recognized standards are met and exceeded, and desirable outcomes achieved.		  
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  TRAINING

Instruction so as to make fit, qualified, or proficient in a skill or body of knowledge.		  
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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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  PHILOSOPHY

The theoretical framework that describes and explains the program's approach to service. It may describe the type of environment and experiences that the program hopes to create, and will likely explain how the program intends to promote the healthy development of children and youth.		  
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  PRACTICE

Established actions or ways of proceeding in the regular performance of program duties. Policies and procedures often guide practice.		  
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  JOB DESCRIPTION

Explicit obligations and specific tasks required of personnel as a condition of employment. Such descriptions are in writing and may include educational, experiential, and skill requirements associated with the job.		  
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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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  CONFIDENTIALITY

An ethical and practice principle that requires the protection of information shared within a professional-client relationship. A program or organization that upholds confidentiality prohibits personnel from disclosing information about program participants without their written consent.		  
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  ACCOUNTABILITY

The extent to which a program is answerable to a variety of relevant stakeholders including: children and youth, families, community representatives, people or entities providing oversight, and governmental regulators.		  
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  SCHOOL-AGE CHILDREN AND YOUTH

Children and adolescents legally required to attend school. Children and youth between the ages of five and seventeen are generally considered to be of school age.		  
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  MANDATORY REPORTING

The legal obligation to report specific forms of child abuse or neglect to a government authority when a person suspects that abuse or neglect has occurred. State laws outline specific reporting requirements for professionals if they have information related to public or private safety issues. For example, certain professionals are required to report to state authorities if they see evidence of child abuse or neglect, or have knowledge that someone is likely to be dangerous to themselves or others.		  
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ASP-HR 3: Training and Professional Development

 
The program’s training and professional development program provides personnel with skills and information needed to perform their jobs.

ASP-HR 3.01

 

The program implements a training and professional development program that promotes learning, skill enhancement, and advancement by:

  1. assessing the training needs of personnel;
  2. outlining specific expectations regarding training required of personnel in different positions and categories;
  3. providing opportunities for ongoing professional growth and development; and
  4. periodically evaluating the training and professional development program to ensure it meets the needs of personnel and the program as a whole.

Interpretation: As noted in the standard, personnel should participate in training and professional development activities on an ongoing basis. Assistant Group Leaders should receive at least 15 hours of training annually, Group Leaders should receive at least 18 hours of training annually, Senior Group Leaders should receive at least 21 hours of training annually, Site Directors should receive at least 24 hours of training annually, and Program Administrators should receive at least 30 hours of training annually. This includes training on the topics specified in ASP-HR 3.02 through ASP-HR 3.06.

Personnel may participate in different types of training and professional development activities. For example, programs may provide in-service workshops, or facilitate participation in online courses or off-site conferences. It may also be helpful to have professional resource materials, such as books or magazines on out-of-school time, available at the program. The program should allocate sufficient resources to support personnel development and training.

ASP-HR 3.02

 

Before working with children and youth, new personnel are given an orientation that includes a review of:

  1. the program’s mission, philosophy, goals, routines, and practices;
  2. their job descriptions, including their responsibilities to children and youth, families, and the program;
  3. the cultural and socioeconomic characteristics of program participants;
  4. program policies and procedures, including policies and procedures related to health and safety, emergencies, and confidentiality;
  5. personnel policies and procedures; and
  6. lines of accountability and authority within the program.

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

  • Job descriptions include expectations regarding space set-up, activity planning, supervision, and behavior support and management;
  • New personnel can read and ask questions about their hours (e.g., schedules, breaks, training, and planning time);
  • Benefits and grievance procedures are clearly spelled out;
  • New personnel receive a handbook that contains all program policies and procedures;
  • New personnel are given a tour of the program space and shown where to find materials and supplies;
  • New personnel are told about the schedule and activities;
  • New personnel are told about the needs and other relevant characteristics of children and youth;
  • New personnel have a chance to discuss any questions they may have about the program’s mission and philosophy;
  • New personnel are introduced to the school custodian, the school principal, the program director, and their co-workers in the program;
  • New personnel are helped to understand the different roles of different personnel at or involved with the program; and
  • New personnel have the opportunity to “shadow” or be mentored by other personnel.

ASP-HR 3.03

 

Personnel who work with children and youth are trained in:

  1. child and youth development, and the differing needs of children and youth at different stages of development;
  2. building positive relationships with children and youth;
  3. working and communicating with families;
  4. cultural awareness, sensitivity, and responsiveness;
  5. understanding and combating bias and discrimination;
  6. designing and/or facilitating activities that support program goals and engage program participants;
  7. topics relevant to program goals and activities (e.g., education, dance, computers, etc.);
  8. setting up and appropriately utilizing program space;
  9. collaborating appropriately with other entities (e.g., schools, human resource departments, community organizations, etc.);
  10. positive techniques for guiding behavior and for helping children and youth guide their own behavior;
  11. appropriate disciplinary techniques;
  12. group interactions and management, including promoting positive relationships and managing conflicts among children and youth;
  13. recognizing aggressive and out-of-control behavior, and other factors that may lead to a crisis;
  14. understanding how staff behavior can influence the behavior of children and youth;
  15. responding appropriately to the differing needs of children and youth, including childen and youth with special needs or issues; and
  16. recognizing when children and youth may benefit from additional or alternative services.

Interpretation: If personnel can demonstrate that they are already competent in these areas, additional training may not be necessary.

Children and youth with special needs or issues can include, but are not limited to, those with developmental disabilities or limitations, those who are abused and neglected, and those with special health needs (such as chronic asthma or other medical conditions that may require episodic or ongoing medication or monitoring). See ASP-PS 13.07 for more information on working with children and youth with special needs.

ASP-HR 3.04

 

Personnel are trained on how to promote the safety, health, and nutrition of children and youth, including:

  1. meeting the health and nutritional needs of children and youth;
  2. assessing risk and safety;
  3. handling emergencies, including incidents involving poison, burns, and other medical emergencies;
  4. coordinating with medical, mental health, law enforcement, and other professionals; and
  5. implementing the program’s health and safety procedures.
related ASP-PS 8,  ASP-PS 9

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

  • Personnel are trained in first aid and rescue breathing;
  • Personnel receive blood-borne pathogen training;
  • Personnel are trained in understanding the nutritional needs of school-age children and youth; and
  • Personnel are trained in how to prepare healthy meals and snacks under sanitary conditions.

ASP-HR 3.05

 
Personnel who have regular contact with children, youth, or their families receive training on mandatory reporting and the identification of indicators of suspected abuse and neglect.
Interpretation: Personnel should be familiar with federal, state, and local laws and know how to identify, document, and report cases of suspected abuse and neglect.
Research Note: Every state has a mandatory reporting process for suspected child abuse and neglect. Details about the mandatory reporting laws in each state can be found on the Child Welfare Information Gateway website, formally known as the National Clearinghouse on Child Abuse and Neglect.

ASP-HR 3.06

 

Program administrators and/or directors receive training in:

  1. program administration and management;
  2. staff supervision; and
  3. legal topics relevant to program operations, management, and oversight.

Interpretation: If personnel can demonstrate that they are already competent in these areas, additional training may not be necessary.

Topics relevant to program administration and management include financial management, risk prevention and management, and continuous quality improvement.

Legal topics relevant to program operations, management, and oversight include: (1) federal and state laws requiring disclosure of confidential information for law enforcement purposes, including compliance with a court-order, warrant, or subpoena; (2) the program’s policies and procedures on confidentiality and disclosure of information, and penalties for violation of these policies and procedures; and (3) the legal rights of children and youth and their families.

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PURPOSE: A stable, qualified, trained, and supported workforce contributes effectively and efficiently to the delivery of quality after school programming that promotes positive child and youth development.

  
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