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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  QUALITY

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

The customs, traditions, habits, values, skills, technology, beliefs, and religious, social, and political behaviors of a group of people.		  
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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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  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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  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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ASP-PS 8: Health and Nutrition

 
The program protects and enhances the health of children and youth.
Note: Exercise is also important to the health of children and youth, and points to the importance of providing activities that promote and encourage physical fitness, as addressed in ASP-PS 5

ASP-PS 8.01

 

The program meets the nutritional needs of children and youth by:

  1. making drinking water readily available at all times;
  2. serving healthful foods;
  3. offering amounts and types of food that are appropriate for the age and size of children and youth; and
  4. providing snacks and meals at appropriate times.

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

  • Water from sinks and fountains has been tested for quality and is safe for drinking;
  • Filtered water is available at sites where the water quality is poor;
  • Drinking water is carried along on off-site visits and field trips;
  • Personnel allow more time for children to drink water in hot weather;
  • Clean drinking water is available indoors and outdoors;
  • Foods high in fats, salts, and sugars are limited;
  • Personnel serve milk and fruit juice instead of soda and fruit drinks;
  • A balance of fruits, vegetables, grains, and proteins is served;
  • The program offers serving sizes appropriate for the ages and sizes of children and youth;
  • Personnel support children’s and youth’s need to self-regulate the amount they eat;
  • Most of the food put out at snack time gets eaten;
  • Options are provided for children and youth with special dietary concerns (e.g., allergies, vegetarian, diabetic, gluten-free, Kosher);
  • Snacks are available for children and youth when they arrive at the program;
  • Children and youth have enough time to eat without rushing;
  • The timing of snacks is flexible enough to meet the needs of individuals;
  • Children and youth are notified before snacks are put away;
  • Children and youth do not complain a lot about disliking the food;
  • Children and youth do not claim to be tired of having the same foods all the time; and
  • Food from a range of cultures is served for snacks and meals, and the program is sensitive to the culture of children in the program when deciding what foods to serve.
Research Note: Funding for snacks may be available through the United States Department of Agriculture’s Child and Adult Care Food Program, National School Lunch Program, or Summer Food Service Program.

ASP-PS 8.02

 
Personnel are responsive to the individual health needs of children and youth.
related ASP-AM 8.02,  ASP-HR 3.04

Interpretation: Relevant health needs to be aware of include, but are not limited to, dietary restrictions, allergies, and medication needs. Personnel should also take care to respect the confidentiality of the health needs of children and youth.

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

  • Personnel are aware of the health needs of individual children and youth; and
  • Personnel respect confidentiality when addressing health needs.

ASP-PS 8.03

 
The indoor and outdoor facilities are clean.

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

  • Floors, walls, and sinks are clean;
  • Someone makes sure that surfaces are washed and sanitized;
  • Food service areas are disinfected after each use;
  • Bad odors do not linger;
  • Bathrooms are cleaned daily;
  • Access to restrooms is restricted to prevent public use;
  • Toilets are not overflowing; and
  • Basements are not flooded.

ASP-PS 8.04

 
There are adequate supplies and facilities for hand washing, and personnel and children wash hands frequently, especially before preparing food or after using the toilet.

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

  • Soap dispensers are filled regularly;
  • Towels are not shared;
  • Signs or pictures are posted at each sink to show proper hand washing techniques; and
  • Personnel, children, and youth wash hands frequently, with soap and water.

ASP-PS 8.05

 
The temperature, ventilation, noise level, and light in the indoor space are comfortable.

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

  • Air quality in and around the facility is acceptable;
  • Heating systems are functional;
  • Floor or table lamps are used when needed;
  • The temperature can be turned up or down; and
  • Rugs and ceiling tiles are used to help absorb noise.

ASP-PS 8.06

 

The program minimizes the risk of exposure to contagious and infectious disease by:

  1. adhering to CDC and OSHA guidelines;
  2. consulting with the local health department or an individual qualified to provide such information; and
  3. annually training program personnel on universal disease precautions.

Interpretation: In order to minimize the risk of contagion when children or youth become ill, personnel should separate the sick children and youth, and take proper health precautions when supervising them. Personnel should also notify the parents of sick children and youth.

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

  • There is a designated area to care for ill children and youth; and
  • Personnel follow the program’s written policies and/or procedures when they respond to children and youth who become ill.

ASP-PS 8.07

 
The program develops and implements a policy to prohibit smoking in all areas except in specified circumstances and in locations environmentally separate from service areas.

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

  • A no-smoking policy is enforced at all times, and applies to both indoor and outdoor spaces, as well as field trips;
  • The personnel and family handbooks clearly state the no-smoking policy;
  • No-smoking signs are posted; and
  • Personnel’s cigarettes are never visible to children and youth.

ASP-PS 8.08

 

The program implements a targeted tuberculosis testing program for personnel who are in direct contact with children and youth, as appropriate given the identified service population and as required by law or regulation.

Interpretation: Local and state public health authorities should be a program’s primary source of information when determining if there is a need to implement a targeted testing program among its staff. Local public health authorities have access to epidemiological data analysis, guidance from national authorities, and local rates of TB infection, which will help programs assess the risk for TB. Programs should consult annually with their local health department for any new information or changes in the local population that might affect the risk of TB.
Research Note: The Center for Disease Control discourages TB testing among individuals with a low risk for developing tuberculosis because it utilizes resources that should be maintained for populations at greater risk of infection and increases the prevalence of false positives. Mandated skin-testing programs should be avoided unless a large percentage of the program population is defined as “high risk” by local authorities.
NA The organization does not serve high risk groups and is not required by law to conduct TB testing.
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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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