Standards
and Guidelines
HUMAN RELATIONSHIPS
STANDARD 1: TEACHERS RELATE TO ALL STUDENTS IN A POSITIVE WAY:
1a
Teachers treat students with respect and listen to what they say
Teachers are responsive to children’s comments and input
Teachers use encouraging, supportive language
1b
Teachers are engaged with all students
Teachers attend to students throughout the session and positively interact with them
When appropriate, teachers participate in activities with students
Teachers show genuine interest in the students
STANDARD 2: TEACHERS RESPOND APPROPRIATELY TO THE INDIVIDUAL NEEDS OF ALL STUDENTS:
2a
Teachers respond to the special interests and talents of each child
Teachers speak individually with each student daily
Activities reflect the interests of the students
2b
Teachers recognize the range of children’s abilities
Teachers interactions are age and ability appropriate
All students contribute in a meaningful way to group activities
2c
Teachers respond to the range of student’s feelings and temperaments
A quiet place is designated where a student can discuss his/her feelings with a teacher
Teachers interact with students individually to discuss an incident or behavior in a quiet space
Teachers intervene in a calm and open minded manner
2d
Teachers respond appropriately to students’ divergent circumstances
Teachers communicate with student advisors and are aware of individual students’ challenges
Teachers draw on strategies utilized by students’ school day teachers
STANDARD 3: TEACHERS GUIDE ALL STUDENTS TOWARD A GREATER LEVEL OF RESPONSIBILITY:
3a
Teachers offer assistance in a way that supports a child’s initiative
Teachers use positive language and ask students “what if,” “why,” or “how” questions
Students suggest and plan activities with the teachers
Teachers provide students with choices during activities, such as what they will do, how they will do it, and with whom
3b
Teachers encourage students to take responsibility for the community
Teachers invite students to help resolve problems
Students are given jobs to accomplish daily
Procedures are in place for the care of materials and the space
3c
Teachers help students make informed and responsible choices
Teachers ask questions that help students understand the consequences of their choices
Teachers talk with students individually or in small groups about how a decision has affected others or might affect others
In activities or discussions, teachers incorporate real life examples of decisions made by people to whom the children can relate
STANDARD 4: TEACHERS USE POSITIVE TECHNIQUES TO GUIDE STUDENT BEHAVIOR:
4a
Teachers set appropriate limits for students
Rules and procedures are cooperatively developed by teachers with students’ input
Where appropriate, rules or procedures are consistent with the school day
Rules and procedures are posted
Teachers are proactive and intervene to redirect students engaging in inappropriate behavior
4b
Teachers use positive behavior management methods
Teachers utilize strategies such as proximity, redirection, ignoring, re-teaching, restating expectations, or asking students to restate expectations to address inappropriate behavior
Consequences for inappropriate behaviors are consistent with the behavior
Teachers’ intervention is calm and direct
Teachers are proactively aware of what is going on around them
4c
Teachers encourage students to resolve their own conflicts whenever possible:
Teachers teach students positive conflict resolution skills (e.g. “I” messages, expressing feelings)
Steps for resolving conflicts are posted in the classroom
Teachers encourage collaborative resolution of conflicts without imposing their own solution
STANDARD 5: STUDENTS INTERACT WITH ONE ANOTHER IN A POSITIVE WAY:
5a
Students appear relaxed and involved with one another
Overall tone throughout the program is peaceful and positive
Students actively participate in a variety of activities
Students engage with each other
Efforts are made to include new students in the community
5b
Students show respect for each other
There is no evidence of bullying or teasing
Students interact regardless of culture, race, gender, socioeconomic status or other perceived differences
Teachers model and teach methods for showing respect
5c
Students work well together
Students share materials, take turns, and encourage each other
Students work together, negotiate roles, divide tasks, and help each other
Teachers’ collegiality models effective team work
5d
When problems occur, students discuss their differences and work out a solution
Students work out differences in an age appropriate manner
Skills such as negotiation or turn taking are taught and incorporated into activities
Problems are solved collaboratively
STANDARD 6: TEACHERS WORK WELL TOGETHER TO MEET THE NEEDS OF ALL STUDENTS:
6a
Teachers communicate with each other while the program is in session to ensure the program flows smoothly
Teachers keep personal discussions to a minimum
A procedure is in place to insure the teachers know about the day’s schedule/plans before each member begins working
Teachers are well distributed to provide optimum supervision and attention to all students
Transitions are coordinated and do not interrupt student care
6b
Teachers are cooperative and respectful with each other
Teachers work together and distribute responsibilities equitably
Teachers participate in a regular meeting time to discuss programming, concerns, or other related issues
Teachers model cooperation for students
Teachers concerns or disagreements are discussed in a professional manner away from students
STANDARD 7: TEACHERS SUPPORT FAMILIES’ INVOLVEMENT IN THE PROGRAM:
7a
Teachers keep families informed about the program
Parents receive orientation materials when they join the program
Families receive regular updates about program activities and events
Families are invited to participate in scheduled presentations or activities
7b
Teachers encourage families to give input about the program
Teachers check in with families at pickup for regular feedback
Family members are surveyed annually for program feedback
Teachers share contact information with families and make themselves available for discussion
7c
Teachers create an environment and procedures that put families at ease
Families receive clear procedures for arrival and departure
Teachers address any disagreements with families in a calm manner, away from students, and follow up outside of program meeting time
Families from all cultures feel included and respected by the teachers
PROGRAMMING AND ACTIVITIES
STANDARD 8: ACTIVITIES AND THE CURRICULUM REFLECT THE MISSION OF THE PROGRAM AND PROMOTE THE DEVELOPMENT OF ALL STUDENTS IN THE GROUP:
8a
Activities and the curriculum suit the students’ needs and interests
Activities and projects suit the range of ages and skills in the group
Teachers cultivate mentoring relationships between the older and younger students
8b
Activities and the curriculum reflect best practices in the field of youth development and afterschool programs
Teachers receive professional development focused on relevant youth development best practices
Activities focus on teaching cognitive and non-cognitive skills to foster positive social development
Programming includes community service projects
STANDARD 9: STUDENTS CAN CHOOSE FROM A WIDE VARIETY OF ACTIVITIES
9a
There are regular opportunities for active physical play
The schedule includes designated opportunities for physical activity
All students participate in physical activity regardless of weather
There is at least 30 minutes of physical activity for every three hours of programming
9b
There are regular opportunities for creative arts and dramatic play
There are adequate materials and supplies available for students to pursue creative arts and dramatic play activities
Creative arts and dramatic play activities are part of the weekly schedule
There are products or presentations resulting from creative art or dramatic play
9c
There are regular opportunities for quiet activities and socializing
The schedule includes quiet activities and quiet time
Teachers sit with students during snack time to encourage conversation
There is a designated space for students to participate in quiet and social activities
9d
There are regular opportunities for activities that promote cognitive development
The schedule includes a structured time for homework help and academic assistance
Students regularly participate in projects that require planning and problem-solving
Games are available that promote cognitive abilities
STANDARD 10: TEACHERS, STUDENTS, AND FAMILIES WORK TOGETHER TO PLAN AND IMPLEMENT SUITABLE ACTIVITIES THAT ARE CONSISTENT WITH THE PROGRAM’S MISSION:
10a
Teachers ask students to share their ideas and interests to engage them in program planning
Programming includes a regular brainstorming session for students
Teachers recognize students for their input during resulting activities
10b
Teachers request feedback and participation from families regarding program planning
Parents receive an annual survey that elicits their feedback and input for future program planning
Programming includes regular open houses for families, at times convenient for their participation
Programming includes regular forms of communication with parents such as newsletters, email, and social media
10c
The program’s daily activities are in line with its mission and philosophy:
There is a written mission of the program that is clear to the teachers, students, and families
Teachers reflect on the mission when planning or debriefing activities
Teachers can accurately communicate the mission of the program and explain activities in the context of this mission
10d
Teachers maintain a record of their planning
Teachers use a standard form to track planning and activities
The form includes a space for reflection and ideas for future plans
STANDARD 11: THE DAILY SCHEDULE IS FLEXIBLE, AND IT OFFERS ENOUGH SECURITY, INDEPENDENCE, AND STIMULATION TO MEET THE NEEDS OF ALL STUDENTS:
11a
The routine provides stability without being rigid
Teachers review the daily schedule at the start of the program and make adjustments as needs and opportunities arise
The schedule is similar from day to day to provide consistency
Teachers alert students and parents at the beginning of the week about significant changes to the schedule
11b
Students smoothly transition between activities
Teachers and children have clear procedures for transitions between activities
Teachers provides reminders in anticipation of transitions
Teachers begin new activities in a timely way to limit wait time
Students know how to get their physical needs met and the policies surrounding bathroom, drinks etc.
STANDARD 12: PROGRAMS ARE INTENTIONAL ABOUT SUPPORTING STUDENTS’ DEVELOPMENTAL GOALS:
12a
Programs establish connections with school day teachers and parents about individual students’ developmental goals
Teachers have met with Division Directors prior to the start of the school year to discuss communication/coordination between Afterschool teachers and advisors
Teachers contact all advisors and parents within the first month of the program to establish a communication system for the year
School communications (e.g. classroom and school newsletters) to parents are also provided to Afterschool teachers
Teachers periodically invite school-day teachers to stop by the program
There is evidence of ongoing communication between all constituents regarding support for students’ goals
12b
Programs have an established schedule and thoughtful approach to academic support and homework completion (for older students)
A daily or weekly schedule of activities and times is posted in clear view
Teachers review the schedule with students on a daily basis
The designated area(s) for academic work is quiet, distraction free, and supervised by teachers
Teachers guide students to develop effective study skills and work habits
PROGRAM ENVIRONMENT
STANDARD 13: PROGRAM SPACE IS ARRANGED TO ENCOURAGE STUDENT ENGAGEMENT:
13a
The program includes engaging materials
Materials are accessible to all students
A variety of materials are available that suit the developmental and academic levels of students in the program
There is a procedure for getting and returning materials
13b
The environment adapts to meet students’ needs
Students and teachers can rearrange the room to create appropriate space for activities
Students work and projects are displayed throughout the space
The space is personalized to reflect the students in the program
SAFETY, HEALTH, AND NUTRITION
STANDARD 14: PROGRAMMING MAINTAINS AND PROMOTES THE SAFETY AND SECURITY OF ALL STUDENTS:
14a
Systems are in place to protect students from harm
Written procedures have been developed, taught to students, and posted for the following situations:
- Arrival
- Dismissal
- Restroom visits
- Transitions
Teachers re-teach procedures when students do not follow them
14b
A system is in place for dismissing students safely
Teachers maintain a list of people authorized to pickup individual students
Procedures are in place to ensure students leave only with people listed as authorized pickups
There is an established procedure for teachers’ action when an unauthorized person attempts to take a child from the program
14c
Teachers know their responsibilities and how to respond in emergency situations such as evacuations, lockdowns and shelter in place situations.
14d
Teachers prepare students for emergency situations.
STANDARD 15: STUDENTS ARE CAREFULLY SUPERVISED TO MAINTAIN SAFETY:
15a
Teachers note when children arrive, when they leave, and with whom they leave
An attendance procedure is in place for teachers to note arrivals and departures
The procedure is reviewed with teachers
Students are supervised at arrival and dismissal times
15b
Teachers have a system for knowing where all students are at all times
Teachers regularly move around their area to keep all students in sight
Teachers are aware when students leave to use the restroom
15c
Teachers supervise students appropriately according to their ages, abilities, and needs
Teachers check for understanding when they teach procedures to make sure all students can follow
For students who may be challenged to follow or understand procedures, teachers utilize visual clues and prompts
Teachers provide older students more independence by providing supervision from afar at times
STANDARD 16: TEACHERS WORK TO PROTECT AND ENHANCE THE HEALTH OF THE STUDENTS:
16a
Teachers are responsive to the individual health needs of the students
During the first week, teachers review health information on each student in their care
Teachers have access to health records for each student, including allergy information
Teachers keep health information confidential and in a secure location
Teachers receive health information on new students who enter the program
Teachers know the policies and procedures for the first aid care and reporting of illness or injuries
Teachers know the procedure if a student is injured, has an allergic reaction, or needs emergency treatment
Ambulance and evacuation procedures align with the school day and are provided in staff binders
Teachers know whom to contact and inform about health emergencies and other health-related matters
Teachers have access to emergency backpacks with first aid materials and Epi Pens.
16b
Teachers protect students from communicable disease by separating children who become ill during the program:
- A separate, isolated area is designated for the isolation of students having or suspected of having a communicable disease or illness
- Procedures are in place describing how to notify parents of the situation and to determine feasibility of a student being picked up early
- Students are supervised in the isolation area
STANDARD 17: THE PROGRAM SERVES FOODS AND DRINKS THAT MEET THE NEEDS OF ALL STUDENTS:
17a
The program serves healthy and nutritious snacks
Snacks do not contain trans fats or artificial colors and flavors
Snacks contain little sugar and few simple carbohydrates
Drinks are milk or water
Snacks represent a healthy balance of food groups and include fresh fruits, vegetables, and proteins
Students appear to enjoy the snack
Appropriate snacks are available for students with dietary and allergy restrictions
Teachers are familiar with the School’s allergy guidelines and ensure that appropriate protocols are in place for students with food allergies
Food is stored appropriately
17b
Snack time is used as a learning opportunity
Teachers leverage snack time to educate students about healthy eating choices
Snacks include foods from various cultures and encourage students to explore
When possible, students help plan snacks and prepare them
