Children and youth who participate in Out-of-School Time programs gain the personal, social, emotional, and educational assets needed to support healthy development, increase well-being, and facilitate a successful transition through childhood and adolescence, and into adulthood.
All elements or requirements outlined in the standard are evident in practice, as indicated by full implementation of the practices outlined in the Practice Standards.
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards; e.g.,
Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
Procedures need strengthening; or
With few exceptions, procedures are understood by staff and are being used; or
For the most part, established timeframes are met; or
Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
Active client participation occurs to a considerable extent.
Practice requires significant improvement, as noted in the ratings for the Practice Standards. Service quality or program functioning may be compromised; e.g.,
Procedures and/or case record documentation need significant strengthening; or
Procedures are not well-understood or used appropriately; or
Timeframes are often missed; or
Several client records are missing important information; or
Client participation is inconsistent.
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards; e.g.,
No written procedures, or procedures are clearly inadequate or not being used; or
Documentation is routinely incomplete and/or missing.
No Self-Study Evidence
Daily schedules for past month
Documentation of collaboration among teachers, parents, and program personnel, if applicable
Qualifications of tutors, if applicable
Interviews may include:
Children, youth, and families
Observe program activities
Review files of children and youth
Personnel collaborate with school day staff to develop a system for facilitating communication among teachers, parents, and program personnel regarding:
homework assignments given;
materials needed to complete assignments;
the amount of time expected to be spent on homework; and
the ongoing progress and needs of children and youth.
COA recognizes that it may be challenging for organizations to establish systems for communicating with school-day staff regarding homework, especially when organizations serve students who attend different schools. However, organizations are expected to demonstrate that they have at least made an effort to facilitate communication with school staff.
Examples: Some organizations and schools may have children and youth maintain Homework Planners to record their daily assignments. These planners can also be used as tools to help children and youth prioritize their assignments, manage their time, and assess their progress.
Personnel play an active role during homework time by:
checking in with children and youth to make sure they understand their assignments;