Standards for public agencies

2020 Edition

Out-of-School Time Services (PA-OST) 1: Child/Youth-Centered Logic Model

The agency implements a program logic model that describes how resources and program activities will support the achievement of positive outcomes.
2020 Edition

Currently viewing: OUT-OF-SCHOOL TIME SERVICES (PA-OST)

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Purpose

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.
1
Full Implementation, Outstanding Performance
A rating of (1) indicates that the agency's practices fully meet the standard and reflect a high level of capacity.  
  • All elements or requirements outlined in the standard are evident in practice, with rare or no exceptions: exceptions do not impact service quality or agency performance. 
2
Substantial Implementation, Good Performance
A rating of (2) indicates that an agency's infrastructure and practices are basically sound but there is room for improvement.
  • The majority of the standards requirements have been met and the basic framework required by the standard has been implemented. 
  • Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality or agency performance.
3

Partial Implementation, Concerning Performance
A rating of (3) indicates that the agency's observed infrastructure and/or practices require significant improvement.  

  • The agency has not implemented the basic framework of the standard but instead has in place only part of this framework.  
  • Omissions or exceptions to the practices outlined in the standard occur regularly, or practices are implemented in a cursory or haphazard manner.  
  • Service quality or agency functioning may be compromised.  
  • Capacity is at a basic level.
4
Unsatisfactory Implementation or Performance
A rating of (4) indicates that implementation of the standard is minimal or there is no evidence of implementation at all.  
  • The agency’s observed service delivery infrastructure and practices are weak or non-existent; or show signs of neglect, stagnation, or deterioration.
Self-Study EvidenceOn-Site EvidenceOn-Site Activities
  • Program logic model that includes a list of child/youth outcomes being measured
  • Policy for prohibited interventions
No On-Site Evidence
  • Interviews may include:
    1. Program director 
    2. Relevant personnel

PA-OST 1.01

A program logic model, or equivalent framework, identifies:
  1. needs the program will address;
  2. available human, financial, agency, and community resources (i.e. inputs);
  3. program activities intended to bring about desired results;
  4. program outputs (i.e. the size and scope of services delivered); 
  5. desired outcomes (i.e. the changes you expect to see in service recipients); and
  6. expected long-term impact on the agency, community, and/or system.
Examples: Please see the W.K. Kellogg Foundation Logic Model Development Guide and COA’s PQI Tool Kit for more information on developing and using program logic models.

Examples: Information that may be used to inform the development of the program logic model includes, but is not limited to: 
  1. the needs of children, youth, families, and the community; and
  2. the best available evidence of effectiveness.

Examples: Desired outcomes can include, but are not limited to: improved social and emotional functioning; improved school attendance/participation; reduced behavioral problems; increased academic achievement; and increased aspirations for college and career. Logic models will often also include outputs and outcomes related to establishing a positive program climate that allows all children and youth to feel socially, emotionally, physically, and intellectually safe and supported, as addressed in PA-OST 5.08.

Fundamental Practice

PA-OST 1.02

Agency policy prohibits: 
  1. corporal punishment;
  2. the use of aversive stimuli;
  3. withholding nutrition or hydration;
  4. inflicting physical or psychological pain;
  5. the use of demeaning, shaming, or degrading language or activities;
  6. overly punitive restrictions;
  7. forced physical exercise to eliminate behaviors;
  8. punitive work assignments;
  9. punishment by peers; and
  10. group punishment or discipline for individual behavior.