Administration & Organization
A quality program has a clear mission statement and set of goals. It has well-defined policies and procedures, which are documented in a handbook. The organization complies with mandates from government agencies and other funders. Records are well-maintained, and licenses are up-to-date.
Indicators & Performance Levels
(Click on the indicator to expand the performance level examples, or download the full set of indicators and performance levels here.)
A quality program:
*CHECKLIST:
a. *Maintains all required documents (e.g., permits, security clearances, insurance, etc.) where applicable.
b. *Has complete and current enrollment/registration documents for all participants.
c. *Maintains accurate and accessible medical records on participants that are shared on a need-to-know basis and in compliance with HIPAA regulations.
d. *Completes all required reports and submits them in a timely manner.
e. *Has site director and staff who comply with state training regulations where applicable.
f. *Maintains staff-to-participant ratio as per state regulations when applicable.
g. *Conducts all required fire/safety drills.
h. *Communicates about policies and expectations, including attendance, with parents.
i. *Creates, consistently uses, and updates an employee handbook that clarifies internal policies and procedures, including a clear salary structure for program staff.
j. *Has a clear policy for inclusion of all youth, including those with diverse abilities.
QSA Guide- Third Edition
Performance Levels
Rate your program in each of the indicators using the following system:
1 Must Address and Improve / Standards Not Met
2 Some Progress Made / Approaching Standard
3 Satisfactory / Meets Standards
4 Excellent / Exceeds Standards
Organizations are expected to strive for a satisfactory performance level (3) on all of the quality indicators.
Over time, programs should continue to strive for an excellent performance level (4).
1. * Establishes and maintains a centralized database of participant and program information, including participant attendance data, which is regularly updated and monitored.
Performance Level 1
The program does not have a database for tracking participants’ information, such as attendance records or emergency contact numbers. Attendance and other data is missing or is maintained by hand.
Performance Level 2
The program has a database for tracking participants’ information. The database is not maintained; information is often outdated or incorrect. Some participants’ information does not appear in the database. The site director is the only staff member with access to the information.
Performance Level 3
The program has a database for tracking participants’ information. The database is regularly maintained; information is generally updated and correct. Information appears in the database for all participants. The site director is the primary database user, but other staff members can access the information.
Performance Level 4
The program has a database for tracking participants’ information. The database is maintained at least weekly; information is generally updated and correct. All information for each participant appears in the database. In addition to standard information, the database includes sections for notes on participant behavior, progress, health, and diverse abilities. The site director is the primary database user, but other staff members can access the information and are encouraged to do so in order to ensure that as much information as possible is stored about each participant. Site director analyzes this data to look for patterns that affect recruitment, marketing, and decision making for the program/organization.
2. * Documents where participants are during program hours, including arrival and dismissal.
Performance Level 1
The program does not document where participants are during program hours. Staff members cannot easily locate participants, making it difficult for family members, health staff, or others to find them.
Performance Level 2
The program uses a sign-up form for activities during program hours in addition to sign in at program arrival and sign out at dismissal. When participants change activities, the activity sign-up lists are not updated. Staff members can generally locate participants when activity sign-up lists are accurate.
Performance Level 3
The program documents where participants are during program hours by having staff members take attendance for each activity in addition to sign in at program arrival and sign out at dismissal. The site director collects the attendance logs and keeps them on file. Staff members can always locate participants when necessary. Staff follow up to find out why children are not present (on vacation, still in classroom, excused for illness, etc.).
Performance Level 4
The program documents where participants are during program hours by having staff members take attendance for each activity in addition to sign in at program arrival and sign out at dismissal. The site director collects the attendance logs, reviews them to determine which activities participants attend most, and uses the information to make adjustments to the program. Staff members can always locate participants when necessary. Staff follow up to find out why children are not present (on vacation, still in classroom, excused for illness, etc.).
3. * Provides adequate security for the program.
Performance Level 1
No security is provided for the program. The program has no formal connection to the program host’s security. Participants are usually supervised by an adult, but occasionally are left unsupervised for short periods of time.
Performance Level 2
Security is informally handled by staff members. Staff members monitor the safety of program participants and monitor external guests. The program host’s security does not assist with visitors. Participants are always supervised by an adult, but occasionally the adult is a family or community member who does not work for the program.
Performance Level 3
The program employs a security guard during program hours. During staff orientation, staff members are taught how to ensure the security of the program, including keeping participants safe and monitoring external guests. The program is formally included in the program host’s security efforts (e.g., safety agents patrol the halls during and after the program). Participants are always supervised by an approved adult according to all applicable regulations and program policies. Program staff are aware of and participate in lockdown plans for their buildings (which may include other partners) and other safety protocols and procedures.
Performance Level 4
The program employs a security guard during program hours. During staff orientation, staff members are taught how to ensure the security of the program, including keeping participants safe and monitoring external guests. A security plan was developed by staff members, the security guard, participants, families, and others that addresses what to do in the case of different emergencies. The program host seamlessly incorporates the program into all its security procedures. Participants are always supervised by multiple approved adults according to all applicable regulations and program policies. Program staff help develop and participate in lockdown plans for their buildings (which may include other partners) and other safety protocols and procedures.
4. * Has approved budget; reviews and adjusts budget periodically
Performance Level 1
The site director does not track expenses and revenues, and does not have access to budget information. The organization’s fiscal staff does this independently, and other staff members and stakeholders never review this financial information. No system of accountability exists related to budget issues.
Performance Level 2
The site director tracks expenses and revenues using a budget template. The budget is updated once or twice each year. The budget is approved by the program’s oversight body (i.e. Board of Directors, school administrators, etc.) once in the beginning of the year. However, staff members and stakeholders never review the budget and not aware of where to find expense records.
Performance Level 3
The site director tracks expenses and revenues using a budget template and records all accounts payable. Records are kept in a book or electronic spreadsheet or system. The budget is updated quarterly. The budget is approved by the program’s oversight body (i.e. Board of Directors, school administrators, etc.) once in the beginning of the year, and again at a mid-year point. The site director reviews the budget with other staff members and stakeholders. Staff members are aware of where the records are kept.
Performance Level 4
The site director tracks expenses and revenues using a budget template. The site director records all accounts payable and ensures that another staff member checks his or her records to confirm that expenses were tracked correctly. The budget is updated at least monthly, and includes updated expense and revenue projections. The budget is approved by the program’s oversight body (i.e. Board of Directors, school administrators, etc.) once in the beginning of the year, and again at a mid-year point. The site director reviews the budget with other staff members and stakeholders, and points out line items that directly affect staff decisions about the program such as the supplies budget. All staff members know where to find records in case an inquiry is made. Records are kept in both a book and an electronic spreadsheet or system.
5. Negotiates optimal use of school, community-based organization, and community resources to best meet the needs of participants and their families.
Performance Level 1
Staff members do not have established relationships with schools, community-based organizations, and other community organizations. Therefore, resources from other organizations are rarely shared with participants and their families. Staff members do not receive support from the staff at other organizations. Program activities are often moved to different spaces or lose access to shared equipment by the program host with no prior discussion or approval.
Performance Level 2
Staff members have some informal relationships with schools, community-based organizations, and other community organizations. These relationships are mostly based on the site director’s personal contacts. Resources from other organizations are shared with participants and their families occasionally, but not consistently, when staff members are aware of them. Staff members receive little support from the staff at other organizations.
Performance Level 3
Staff members have relationships with several local schools, community-based organizations, and other community organizations. Several staff members maintain these relationships; relationships are not lost during staff transitions. Resources from other organizations are shared with participants and their families regularly. Staff members receive support from the staff at other organizations. The program and other organizations share human resources such as specialist teachers, security guards, or nurses.
Performance Level 4
Staff members have relationships with most local schools, community-based organizations, and other community organizations. Several staff members maintain these relationships; relationships are not lost during staff transitions. Many of these relationships have established partnership agreements that outline how the relationship will benefit the program. Resources from other organizations are shared with participants and their families regularly. Staff members receive support from the staff at other organizations through partnerships. The program and other organizations share human resources such as specialist teachers, security guards, or nurses, and the program utilizes community volunteers to serve as tutors, mentors, and group leaders.
6. Builds trust and transparency for all participants, families, and staff through clearly communicated policies and procedures for data sharing.
Performance Level 1
Staff and families are unclear about policies and procedures for data sharing. Polices are implied. Families are unaware of what data the staff collects. Written staff and/or parent handbooks do not exist. The program does not have parent conferences or daily check-ins with parents or participants.
Performance Level 2
Staff and families are unclear about policies and procedures for data sharing. There are written parent/staff handbooks that include a section on data sharing. Informal daily check-ins with participants occur. Staff check in with parents infrequently. Parent conferences are available upon request.
Performance Level 3
Staff receive a manual at orientation and parents receive a handbook at enrollment. These clearly outline the program’s policies and procedures for data sharing and are updated as needed. Staff check in with parents frequently and have a daily check-in with participants. Parent conferences are available on request, and formal conferences occur once per year.
Performance Level 4
Staff check in with parents and participants daily. Families receive a handbook upon enrollment and sign after reviewing the handbook. Staff and family handbooks are updated annually. Policies are developed collaboratively with participants and families. Participants and families are involved in interpreting data. Staff and family handbooks clearly outline how data will be collected and incorporated into the program, such as the use of grades and test scores. Parent conferences are offered at least twice per year and are also available upon request.
- Focus on Families! How to Build and Support Family-Centered Practices in After School, Build the Out-of-School Time Network, Harvard Family Research Project, and United Way of Massachusetts Bay
Paper on family engagement strategies and services. - After School Counts! A Guide to Issues and Strategies for Monitoring Attendance in Afterschool and Other Youth Programs, Policy Studies Associates
Paper on why attendance is important and strategies for monitoring attendance. - Budget Template, Bay Area Partnership for Children and Youth ,
Excel template for creating a budget. - Sample Enrollment and Registration Form, English, adapted from the Ventura County Office of Education’s After School Education and Safety Program.
- Sample Enrollment and Registration Form, Spanish, adapted from the Ventura County Office of Education’s After School Education and Safety Program.
- Supply Order List, adapted from the Ventura County Office of Education’s After School Education and Safety Program Template for creating a supply order list.
- After-School Programs Parent Involvement Plan, The Pennsylvania State University Department of Agricultural and Extension Education
Recommendations for creating a family involvement plan. - Employee Handbooks, Wikipedia
Guidelines for what to include in an Employee Handbook. - Policy Statement: What Constitutes a School Age Child Care Program?, New York State Office of Children and Family Services
Policy Statement on school-age child care programs. - School Age Child Care Regulations, Part 414
- List of regional OCFS Offices and Contacts
- What to Include in an Employee Handbook, Inc. Staff
This article goes over important sections in an employee handbook and tips for putting yours together.
The following stakeholder groups may be appropriate to involve in surveys and focus group discussions around this element:
- Program Administrators
- Program Staff
- School Principals
- Staff of Partner Programs
- Other
RIGHT NOW: ADDRESSED WITHIN THE FIRST 30-60 DAYS OF ASSESSMENT.
Program leadership distributes a staff manual and reviews policies and procedures to ensure the safety and well-being of all young people and staff. A meeting is set with principals in local schools to discuss and create a written memo regarding the afterschool services to be provided, resources to be shared, and a clarification of roles and expectations.
THIS YEAR: ADDRESSED BY THE END OF THE PROGRAM YEAR.
Staff are trained on all reporting and documentation procedures. Program leadership works with school administrators on how to best share student information. They also begin meeting quarterly with principals to share successes and identify programs and projects for possible collaboration.
NEXT YEAR: ADDRESSED AT THE BEGINNING OF THE NEW PROGRAM YEAR.
Program leadership begins planning in June for the following academic year. A strategic planning session is held for partnering schools and afterschool staff to discuss new systems for information-sharing. The staff manual is updated as necessary. Licenses that are expired are renewed.
Try to implement these best practices in record-keeping at your site:
- Be concise. Notes on program participants should include only relevant information in appropriate detail, e.g., only provide information that is directly relevant to the delivery of services for intended youth outcomes.
- Be accurate. Besides providing accurate information, direct quotes should be recorded whenever possible. As the information may be shared with other agencies, the records must be legible and free from jargon (meaningless words).
- Be up-to-date. Progress notes, crisis interventions, or incident reports should be written as soon as possible after an event has happened to prevent loss of information due to time lapse.
- Be meaningful. Notes should distinguish clearly between facts, observations, hard data, and opinions.
- Be internally consistent. Notes should be structured according to a pre-set format, and acronyms used should be meaningful to all within the organization.
Here are a few tips for ensuring a solid organizational structure at your site, especially when time is limited:
- Set up a schedule that identifies deadlines for completing all necessary program reports and documentation of procedures; this can save a lot of time in the long run.
- Get to know your community and potential partners such as schools, businesses, and faith-based organizations. Be aware of barriers for establishing collaborative relationships with potential partners.
- Create, distribute, and review an employee handbook that outlines policies and procedures.
- Make sure that staff, parents, schools, and other stakeholders are aware of your mission and program goals. Find a central location at your site such as a bulletin board to display your mission and program goals.
