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1Introduction The Florida Afterschool Network™s (FAN) Standards for Quality Afterschool Programs de˜ne the principles and practices that lead to the delivery of quality programming for children in elementary school grade levels. The Standards provide a framework for the development of a caring, dynamic, stimulating and safe environment for children and youth. Research-based outcomes for quality programs include children and youth who are connected and engaged, parents who feel their children are safe and secure, and families who have a sense of pride and ownership of the program. We know that quality afterschool programs: improve children and youth performance in school reduce the incidence of delinquency and gang-related activities allow parents and guardians to work without worry, knowing their children are safe The FAN Quality Self-Assessment & Improvement Guide provides afterschool programs with a clear, concise and useable tool that will assist providers in enhancing their program. The Guide is intended to be supportive and user friendly, and to help providers improve their program and services in a thoughtful, planned and self-directed manner. We also know that quality afterschool programs: are well planned and implemented have clearly de˜ned goals and objectives have an array of thoughtfully scheduled activities that tie into the program™s mission and philosophy employ well-trained and dedicated sta˚ consistently analyze, review and evaluate all program goals, objectives and activities The Guide lays out a roadmap to support and facilitate e˚orts by providers to self-assess and improve their programs. It is meant to supplement, not replace, current e˚orts by providers to collect and analyze information regarding outcomes and progress and to make a determination of what is working and what may need to be changed. FAN recognizes the importance and value of securing input from sta˚ and program directors that directly provide afterschool services. Similar to the process used in developing FAN™s Quality Standards, regional workshops were held throughout the state with over 60 practitioners participating. Each proposed quality standard and their supporting elements were discussed and revisions to the draft were made. Before ˜nalization, the Guide was piloted in various afterschool programs throughout Florida to acquire feedback. The Guide can be used to complement other e˚orts by afterschool programs to improve the quality of their services. It is a resource to facilitate program improvement processes. Implementation of the Guide is voluntary. We hope the Guide is useful to those afterschool practitioners who support the FAN Quality Standards and want to follow through with implementation. Using the Quality Self-Assessment and Improvement Guide Categories of the Guide are consistent with FAN™s Standards for Quality Afterschool Programs: Administration and Organization Program Management and Sta˚ Communication and Interaction Program Structure and Activities Health, Safety and Nutrition Program Environment Family and Community Involvement
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2Each category begins with and reinforces a guiding principle that de˜nes the intent of the category. After the guiding principle, quality standards and supporting elements are identi˜ed. Elements are speci˜c indications that a program is meeting a quality standard. Here is an example of a category, a guiding principle, a standard and an element as they appear in the Guide. CATEGORY 1 Administration and Organization Guiding Principle Provide a solid framework for afterschool programming; state a mission, philosophy and goals. Quality Standards and Elements 1.1 The program has a written mission statement based on its philosophy and goals. 1.1a The mission statement, philosophy and goals are shared with and made available to sta˚, children and youth, and families. 1.1b The mission statement is posted prominently in high-tra˛c locations throughout the facility. Notice that one can tell exactly where to ˜nd this element simply by reading its alphanumeric code: 1.1a means Category 1, Standard 1, Element a. Using these codes may help simply the process of assessing a program and using the Guide™s Program Improvement Plan (PIP). Assessors using the Guide should employ the following rating system to gauge the degree to which each element is evident in the program. After consideration, assessors will assign the program a performance level for each element. Performance Levels At a minimum, afterschool programs should meet the criterion for Level 3 and aspire to meet Level 4 for each element. Assistance and support should be sought for elements scoring Level 1 or Level 2. The descriptors for each level are as follows: LEVEL 1: Our program has not addressed or is just beginning to work in this area and has an immediate need to address the standard. LEVEL 2: Our program has done some work on this standard. LEVEL 3: Our program frequently demonstrates this standard, but needs consistency. LEVEL 4: Our program is clearly pro˜cient with this standard and can demonstrate pro˜ciency in observable ways. DON™T KNOW: I am not familiar enough with this aspect of the program to rate its performance. How to Conduct a Program Assessment Getting Started. In preparation for using the Guide, each afterschool program should take the following actions. 1. Identify a program self-assessment coordinator. 2. Determine if one team will evaluate every standard and element, or if several teams of assessors will be emploWyed. 3. Assemble the assessment team(s); sta˚, families, children, volunteers and members of the community should be invited. 4. Prepare for an orientation meeting by organizing all required materials. 5. Conduct an orientation meeting to relate assessment procedures and to explain how the results will be tallied. Emphasize and re- emphasize that this is a team e˚ort. In preparation for using the Guide, each participant should review the Guide ahead of time to become familiar with the categories, guiding principles, quality standards and elements.
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3Conducting the Self-Assessment. During observations, assessors should be objective and honest, so that assessments of each quality standard are as free as possible from any bias or preconceived notions. The program should devote su˛cient time for observations so assessors can view the full range of activities and experiences o˚ered by the program. It is a best practice to ask assessors to observe the program on more than one occasion for each element before making an assessment. And each assessor should complete the Guide on his or her own. Finishing Up. After the assessment, these actions should take place. 1. Tally individual responses and calculate an overall rating for each element. (This is usually done by the self-assessment coordinator.) 2. Schedule meetings to discuss the results with the assessment team(s). (This is usually done by either the director or self- assessment coordinator.) 3. Develop a program improvement plan for any elements that were assessed at Levels 1, 2 or 3. (It should be a goal for the program to earn a Level 4 for every element.) How to Write a Program Improvement Plan The Guide provides a suggested format for a plan of action that will address elements that don™t score either Level 3 or Level 4. It is recommended that all program improvement plans be developed using a team approach. Using the Guide™s PIP, the program should: 1. Indicate what element is being addressed by its alphanumeric code. 2. Record the program™s current assessment level for that element. 3. Identify reasons/causes for this assessment level. 4. Document the program™s plan of action to achieve at least a Level 3 for this element. 5. Identify a due date and a person responsible for implementing the plan of action. (The due date will be the day a re-assessment of that element takes place). 6. Document progress and achievements as they occur. FAN recommends the following timeframes for corrective actions: Right Now: Address elements that are assessed at Level 1 within three months of the assessment. If the health, safety or well-being of the children is being impacted, corrective measures must be taken immediately. This Year: Address elements assessed at Level 2 within six months of the assessment. Next Year: Address elements that are assessed at Level 3 within twelve months of the assessment. A ˜nal note: The PIP is a working document that should be reviewed on a regular basis. Monthly updates on activities undertaken to improve the program™s performance should be shared with the self- assessment team. It is recommended that programs self-assess all quality standards and elements at least every six months or more frequently if the program has experienced any major sta˚ or program changes.
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4CATEGORY 1 Administration and Organization Guiding Principle Provide a solid framework for afterschool programming; state a mission, philosophy and goals. SCORING GUIDE (LEVEL 1 or LEVEL 2 on any element should develop a program improvement plan that will help it meet LEVEL 3 or LEVEL 4 standards) LEVEL 1: Our program has not addressed or is just beginning to work in this area and has an immediate need to address the element. LEVEL 2: Our program has done some work on this element. LEVEL 3: Our program frequently demonstrates this element, but needs consistency. LEVEL 4: Our program is clearly pro˜cient with this element and can demonstrate pro˜ciency in observable ways. DON™T KNOW: I am not familiar enough with this aspect of the program to rate performance. Quality Standards and Elements 1. The program has a written mission statement based on its philosophy and goals. a) The mission statement, philosophy and goals are shared with and made available to sta˚, children and youth, and families. b) The mission statement is posted prominently in high-tra˛c locations throughout the facility. 2. The program involves children and youth, families and sta˜ in planning and implementing suitable activities that are consistent with the program™s mission statement. a) Program administration documents the input of sta˚, children and youth, and families and uses it plan activities and o˚erings as appropriate. Comments LEVEL 1LEVEL 2LEVEL 3LEVEL 4DON™T KNOW Administration & Organization Category:
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5CATEGORY 1 Administration and Organization Guiding Principle Provide a solid framework for afterschool programming; state a mission, philosophy and goals. SCORING GUIDE (LEVEL 1 or LEVEL 2 on any element should develop a program improvement plan that will help it meet LEVEL 3 or LEVEL 4 standards) LEVEL 1: Our program has not addressed or is just beginning to work in this area and has an immediate need to address the element. LEVEL 2: Our program has done some work on this element. LEVEL 3: Our program frequently demonstrates this element, but needs consistency. LEVEL 4: Our program is clearly pro˜cient with this element and can demonstrate pro˜ciency in observable ways. DON™T KNOW: I am not familiar enough with this aspect of the program to rate performance. Quality Standards and Elements 3. The program has established written goals that are measurable and aligned with the mission statement and help the program achieve sustainability. a) There is documentation that program goals are reviewed annually and updated as appropriate. 4. The program has established written policies and procedures for families, sta˜ and volunteers. a) The program has documentation that family policies and procedures have been distributed. b) The program has documentation that sta˚ policies and procedures have been distributed. c) The program has documentation that volunteer policies and procedures have been distributed. Comments LEVEL 1LEVEL 2LEVEL 3LEVEL 4DON™T KNOW Administration & Organization Category:
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7CATEGORY 1 Administration and Organization Guiding Principle Provide a solid framework for afterschool programming; state a mission, philosophy and goals. SCORING GUIDE (LEVEL 1 or LEVEL 2 on any element should develop a program improvement plan that will help it meet LEVEL 3 or LEVEL 4 standards) LEVEL 1: Our program has not addressed or is just beginning to work in this area and has an immediate need to address the element. LEVEL 2: Our program has done some work on this element. LEVEL 3: Our program frequently demonstrates this element, but needs consistency. LEVEL 4: Our program is clearly pro˜cient with this element and can demonstrate pro˜ciency in observable ways. DON™T KNOW: I am not familiar enough with this aspect of the program to rate performance. Quality Standards and Elements 6. The program collects written feedback through surveys, parent conferences and/or other forms of communication. a) All survey results for program improvement are documented. 7. The program has implemented a written evaluation system to determine whether its mission and goals are being achieved. a) The program is evaluated at least annually by sta˚, children and youth and volunteers. b) The mission statement, philosophy and goals are reviewed at least annually in terms of evaluative ˜ndings and updated as appropriate. c) To improve operations and programming, the program reviews data collected from its evaluations at least annually. Comments LEVEL 1LEVEL 2LEVEL 3LEVEL 4DON™T KNOW Administration & Organization Category:
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8CATEGORY 1 Administration and Organization Guiding Principle Provide a solid framework for afterschool programming; state a mission, philosophy and goals. SCORING GUIDE (LEVEL 1 or LEVEL 2 on any element should develop a program improvement plan that will help it meet LEVEL 3 or LEVEL 4 standards) LEVEL 1: Our program has not addressed or is just beginning to work in this area and has an immediate need to address the element. LEVEL 2: Our program has done some work on this element. LEVEL 3: Our program frequently demonstrates this element, but needs consistency. LEVEL 4: Our program is clearly pro˜cient with this element and can demonstrate pro˜ciency in observable ways. DON™T KNOW: I am not familiar enough with this aspect of the program to rate performance. Quality Standards and Elements d) Results of evaluations are documented and shared with sta˚, children and youth, families and the community. e) The program implements appropriate ˜ndings from its evaluations. 8. The program has developed relationships with community and business leaders to ensure program enhancement and sustainability. a) There is documentation of community support for the program. Comments LEVEL 1LEVEL 2LEVEL 3LEVEL 4DON™T KNOW Administration & Organization Category:
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9CATEGORY 2 Program Management and Sta˜ Guiding Principle Employ quali˜ed administrative and direct care/instructional sta˚ who are focused on the needs of children and youth, families and fellow sta˚. SCORING GUIDE (LEVEL 1 or LEVEL 2 on any element should develop a program improvement plan that will help it meet LEVEL 3 or LEVEL 4 standards) LEVEL 1: Our program has not addressed or is just beginning to work in this area and has an immediate need to address the element. LEVEL 2: Our program has done some work on this element. LEVEL 3: Our program frequently demonstrates this element, but needs consistency. LEVEL 4: Our program is clearly pro˜cient with this element and can demonstrate pro˜ciency in observable ways. DON™T KNOW: I am not familiar enough with this aspect of the program to rate performance. Quality Standards and Elements 1. The program documents the daily arrival and departure of individual children and youth. Children and youth are released only to authorized persons designated by parent(s) or guardian(s) in writing. a) There are written policies and procedures to document attendance. b) There are written policies and procedures to ensure that children and youth are released only to authorized persons. c) Policies and procedures are in place to ensure warm greetings, smooth transitions, and organized arrivals and departures for all children and youth. Comments LEVEL 1LEVEL 2LEVEL 3LEVEL 4DON™T KNOW Program Management & Sta˜ Category:
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10CATEGORY 2 Program Management and Sta˜ Guiding Principle Employ quali˜ed administrative and direct care/instructional sta˚ who are focused on the needs of children and youth, families and fellow sta˚. SCORING GUIDE (LEVEL 1 or LEVEL 2 on any element should develop a program improvement plan that will help it meet LEVEL 3 or LEVEL 4 standards) LEVEL 1: Our program has not addressed or is just beginning to work in this area and has an immediate need to address the element. LEVEL 2: Our program has done some work on this element. LEVEL 3: Our program frequently demonstrates this element, but needs consistency. LEVEL 4: Our program is clearly pro˜cient with this element and can demonstrate pro˜ciency in observable ways. DON™T KNOW: I am not familiar enough with this aspect of the program to rate performance. Quality Standards and Elements 2. The program provides direct supervision at all times. The Florida Afterschool Network (FAN) recognizes that sta˜-to-child/sta˜- to-youth ratios vary according to ages, abilities and the type and complexity of activities being presented. FAN recommends the program maintains a minimum ratio of one (1) direct service sta˜ member for every twenty (20) children and/or youth. a) Written procedures are in place to ensure adequate sta˚ coverage in case of emergencies or absenteeism. b) Sta˚ provides di˚erent levels of supervision according to ages, abilities, needs and program policy. c) Sta˚ knows where children and youth are and what they are doing at all times. Comments LEVEL 1LEVEL 2LEVEL 3LEVEL 4DON™T KNOW Program Management & Sta˜ Category:
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