Sound administration and management increase program quality and sustainability; promote financial accountability and viability; support transparency and openness; and reduce risk, loss, and liability exposure.
Note: See CYD-HR 6.08 and 8.09 for more information regarding the importance of empowering personnel at all levels to grow their leadership abilities.
Program personnel work with, and provide reports or updates to, the person or entity responsible for providing oversight.
Different types of programs will report to different authorities. For example, while some programs may report to a governing body, others may be responsible to another type of review board (e.g., a military review board, school board, or school management committee), or to an individual (e.g., a principal or superintendent).
The person or entity providing oversight may have a variety of responsibilities, such as reviewing the development and implementation of the long-term plan; assessing program quality and fidelity to the program’s model; reviewing risk identification and management processes; providing financial oversight; anticipating the need for and developing resources; enhancing and promoting community-program relationships; appointing, collaborating with, and evaluating the program administrator or director; and developing and adopting policy. The program should be prepared to explain how the person or entity responsible for providing oversight and guidance supports the achievement of the program’s mission and goals.
NA The program is a privately-held and owner-operated for-profit, and is not responsible to another person or entity.
The program receives guidance from an advisory group that:
includes relevant stakeholders, such as children and youth, parents, and school or community representatives;
receives support and information from the program; and
provides input about community needs, desired outcomes, programming, and the community’s perception of the program.
Different types of programs will receive guidance from different types of groups. For example, while one program might convene a parent advisory group that is specific to the program, another program might receive guidance from a standing group affilliated with a larger entity, such as the advisory committee of a community school, the school Parent Teacher Association (PTA), or the governing body of the organization running the program.
As noted in CYD-AM 3, the advisory group will typically play a role in the development of the program’s logic model (or equivalent framework) and long term plan. In order for the group to function well there should be clear and transparent protocols regarding member recruitment and selection, and the program should: (1) establish guidelines regarding how frequently and at what times the group should meet (e.g., three times annually, including before developing goals for the upcoming year); (2) actively consider and respond to the group’s input, feedback, and recommendations; and (3) have reasonable expectations about what the group can accomplish within the parameters of its mission and available resources.
Note:Programs are also expected to involve and collaborate with stakeholders in a variety of additional ways, as referenced throughout the Child and Youth Development (CYD) Standards. For example, expectations regarding stakeholder involvement in program planning and continuous quality improvement are covered in CYD-AM 3 and 11, and additional standards addressing the involvement and input of children and youth, families, and communities are included in CYD-OST and CYD-ECE.