Massachusetts

QRIS

After-School and

Out-of-School

Program Standards

Draft – Prior to Public Input

DRAFT EEC QRIS Standards Guide – After-School and Out-of-School Programs Page 1

After-School and Out-of-School Program:

Quality Levels
Level 1:
·  Full licensing with no action to revoke, or
·  Programs operated and overseen by a local education agency (i.e. license-exempt programs)[1]
Level 2:
·  Programs must earn at least 36 points, at least 4 points must be earned in each standard area
Level 3:
·  Programs must earn at least 72 points, at least 8 points must be earned in each standard area
Level 4:
·  To be determined through public input process
Level 5:
·  To be determined through public input process


Guiding Principles: High quality after-school and out-of-school time (ASOST) programs that provide educational, recreation, and youth development opportunities to school-age children and youth provide daily interactions which demonstrate that staff respect, care for and enjoy working with children and youth. The staff is able to set the emotional tone of the program by providing warm, responsive relationships that support growth and development.

Points / Standards / Documentation
1 / a.)  A written philosophy statement about the importance of relationships is included in program information.
b.)  Program has written plan around limit-setting and guidance that is shared with parents.
c.)  Program offers staff opportunities for training and professional development opportunities related to limit setting and child/youth guidance.
d.)  Program staff has on-going mechanism for assessing participants’ peer interactions. / a.)  Written philosophy statement in parent and personnel handbook, as well as in materials about the program designed for the participants.
b.)  Written discipline and guidance policy in personnel and parent handbook.
c.)  Training agendas or other documentation of training(s).
d.)  Description of procedure for assessing participants’ interactions.
2 / a.)  Emphasis in curriculum on relationships among children and youth participants, and relationships with adults.
b.)  Self-evaluation of climate of classroom that includes interactions.
c.)  Use of an outside expert (mentor, coach, mental health consultant) with youth development expertise to assist in issues related to program climate, interactions, limit-setting and/or guidance.
d.)  Program staff assesses effectiveness of limit setting strategies on a regular and ongoing basis.
e.)  Program provides opportunities for staff and management to reflect on cultural expectations as they impact professional interaction, program practices, and interactions with children.
f.)  Staff has plan to promote peer interactions during planned activities and free-choice times. / a.)  Curriculum used has evidence of promotion of relationships. Statement about curriculum and how it includes relationships.
b.)  Use of a program assessment tool that looks at interactions or relationships. Proof of use of tool within past year.
c.)  Dated correspondence with outside expert that highlights point of visit to program.
d.)  Written review (at least quarterly) of limit setting strategies, including internal data on frequency of behavior issues.
e.)  Notes, minutes of staff meetings, training agendas and/or other documentation of related opportunities for discussion.
f.)  Description of strategies used.
3 / a.)  Director or administrator has a process to evaluate climate of the program that includes interactions and relationships.
b.)  Outside evaluation using an environmental rating scale with ratings related to relationships or interactions with score of 5.50 or above. / a.)  Evaluation of classroom that includes interactions and relationships.
b.)  Outside evaluation done by trained evaluator using a validated environmental rating scale that includes a subscale on relationships or interactions (e.g. SACERS, CLASS).

Guiding Principles: High quality after-school and out-of-school time (ASOST) programs that provide educational, recreation, and youth development opportunities to school-age children and youth have indoor and outdoor environments that are organized, well-maintained, and equipped to promote healthy opportunities to learn and develop in comfortable as well as safe settings. The quality of a program also is improved when settings are welcoming and accessible to youth and the adults in their lives.

Points / Standards / Documentation
1 / a.)  Self-assessment to identify needed accommodations or adaptations for children including children and youth with disabilities and special needs for all spaces within the program.
b.)  Self-assessment of indoor and outdoor spaces.
c.)  Equipment that protects the physical safety and well-being of staff. / a.)  Annual self-assessment that includes an action plan of necessary accommodations or adaptations.
b.)  Summary of findings from self-assessment tool.
c.)  Checklist of equipment that is ergonomically correct for staff.
2 / a.)  Indoor spaces that include gross motor opportunities.
b.)  Improvement plan based on self-assessment for indoor and outdoor spaces.
c.)  Outdoor space incorporates nature and natural elements.
d.)  Separate adult space available for meetings, planning, and other activities.
e.)  Program staff discusses ways in which they can modify and improve space for activities on at least a monthly basis. / a.)  Description of indoor gross motor opportunities along with pictures of these spaces.
b.)  Dated improvement plan that includes a plan of action.
c.)  Description of outdoor space with pictures to support the description.
d.)  Description of adult spaces with pictures to support the description.
e.)  Minutes or notes from staff meeting or other formal discussions of use of space for activities.
3 / a.)  Indoor space exceeds 35 square feet per ___.
b.)  Outdoor space exceeds 75 square feet per ___.
c.)  Independent entrances and exits for each group with a separate indoor space.
d.)  Activity spaces are located 50% above grade with exterior windows that provide access to natural light.
e.)  Playground inspected by certified playground inspector.
f.)  Sinks with running water available for hand-washing in each indoor space.
g.)  Acoustical separation between groups of children.
h.)  Outside evaluation using an environmental rating scale with ratings related to physical environments with a score of 5.50 or above.
i.)  Program involved in community-based activities to promote healthy, environmentally-friendly spaces for youth.
j.)  Program uses eco-friendly practices to ensure that spaces are environmentally-friendly.
k.)  Program has implemented action plan for space improvements that are part of a program improvement plan. / a.)  Floor plan of indoor spaces that indicates square footage.
b.)  Map of outdoor space that includes square footage.
c.)  Floor plan that indicates entrances/exits.
d.)  Floor plan that indicates where windows are located. Pictures of spaces are acceptable.
e.)  Copy of playground inspection that is dated and signed.
f.)  Floor plan that indicates location of sinks.
g.)  Floor plan that indicates acoustical separation.
h.)  Outside evaluation done by trained evaluator using a validated environmental rating scale that includes a subscale related to physical environments (e.g. SACERS, CLASS).
i.)  List of activities that the program is involved in to promote healthy, environmentally-friendly spaces for youth and any contracts, agreements with outside agencies that may address this.
j.)  Description of eco-friendly practices and spaces.
k.)  Documentation detailing implementation of program improvement action plan.


Guiding Principles: High quality after-school and out-of-school time (ASOST) programs that provide educational, recreation, and youth development opportunities to school-age children and youth have leaders that are competent and knowledgeable. A management system is in place with comprehensive policies and procedures to ensure that the program is high quality and well-functioning.

Points / Standards / Documentation
1 / a.)  Director/Administrator is a member of a professional organization.
b.)  Director/Administrator periodically uses an internal administrative assessment plan, such as PAS or BAEYC’s Director Self-Assessment.
c.)  Staff received a salary increase within past two years.
d.)  Paid time off is offered to full-time employees.
e.)  A system is in place to generate quarterly income and expense statements.
f.)  All staff that has direct contact with program participants has a full, on-site orientation within four months of starting employment.
g.)  Staff supervision includes self-assessment component.
h.)  Program has process for determining training and professional development needs of students in the areas of serving ELL’s, individualization, differentiation, scaffolding, and making accommodations for children with developmental needs.
i.)  Director/Administrator has organizational mechanism to assure timeliness of administrative tasks. / a.)  Proof of professional membership (i.e. copy of membership card).
b.)  Documentation of assessment results.
c.)  Documentation of increase
d.)  Policy on paid time off.
e.)  Most recent quarterly financial statement.
f.)  Proof of attendance.
g.)  Description of staff evaluation procedure.
h.)  Description of staff evaluation procedure.
i.)  Copy of calendar or other tool used to track administrative tasks.
2 / a.)  Director/Administrator uses reflective supervision techniques with staff.
b.)  Director/Administrator seeks professional support, development, and feedback.
c.)  Director/Administrator shares new information, training, and resources with staff.
d.)  Director/Administrator mentors staff and provides opportunities for professional development, growth, and new responsibilities.
e.)  Recruits, attracts, and hires staff at a higher level of quality than required.
f.)  Recruits, attracts, and hires staff whose skills and experience support and expand program’s goals and curriculum.
g.)  Staff receives paid planning time.
h.)  The Director/Administrator develops a budget based on program goals and needs.
i.)  An independent review is conducted of accounting practices by someone who is certified to do so. / a.)  Description of staff evaluation procedure.
b.)  Records of Director/Administrator’s professional development and support as well as any samples of feedback.
c.)  Copies of agendas or staff training materials that show that training the Director/Administrator received was shared with staff.
d.)  Records of staff professional development and documentation of other professional activities.
e.)  Copy of recruitment plan or policies on hiring as well as a recent advertisement for hiring new staff.
f.)  Copy of recruitment plan or policies on hiring as well as a recent advertisement for hiring new staff.
g.)  Personnel policy on planning time.
h.)  Written goals and budget plan.
i.)  Policy on separation of financial duties and name of independent reviewer.
3 / a.)  Director/Administrator receives consultation and/or supervision from an outside person.
b.)  Director/Administrator has a leadership role in the ASOST community.
c.)  An independent audit is conducted by a certified individual annually.
d.)  Staff receives weekly paid planning time.
e.)  Staff receives a salary increase every year.
f.)  Paid time off is offered to all employees.
g.)  Director/Administrator uses quarterly income and expenses to monitor fiscal status and make programmatic decisions.
h.)  Outside evaluation using an environmental rating scale with ratings related to leadership and management with a score of 5.50 or above.
i.)  Program has long-term strategic plan, updated within the past year. / a.)  Description of consultation that includes date(s) and name of outside person and his/her title.
b.)  Name of, description of, and role on the committee or group with which the Director/Administrator is involved.
c.)  Copy of most recent audit.
d.)  Personnel policy on planning time.
e.)  Documentation of increase.
f.)  Personnel policy on paid time off.
g.)  Description of how quarterly income and expense statements are used to make programmatic decisions.
h.)  Outside evaluation done by trained evaluator using a validated environmental rating scale that includes a subscale related to leadership and management (e.g. SACERS, CLASS).
i.)  Copy of current strategic plan.

Guiding Principles: High quality after-school and out-of-school time (ASOST) programs that provide educational, recreation, and youth development opportunities to school-age children and youth have adults to promote healthy decision-making among participants through education and modeling. High-quality programs offer activities and environments that allow for risk-taking and new experiences but are not hazardous to participants, staff, or families.

Points / Standards / Documentation
1 / a.)  Annual visit by qualified health care consultant with expertise in youth development to review and update health care policies and practices.
b.)  Curriculum experiences for children include education around health and safety practices.
c.)  Educational information on dental health is offered to families.
d.)  Program identifies a staff person who is responsible for inspections of the grounds, facilities, and equipment.
e.)  Program has staff person responsible for regular review of accident log. / a.)  Signed document of health care consultant visit within past year.
b.)  Yearly curriculum plan that outlines themes of study that include health and safety practices.
c.)  Copies of dental health education materials available to parents.
d.)  Name of person(s) responsible for inspections and copies of checklist(s) used by that person.
e.)  Record of review with notes.
2 / a.)  Connections are made for families to access dental care.
b.)  On-site health consultant training on program specific needs related to health and safety.
c.)  Program improvement plan for implementing strategies learned at health and safety trainings.
d.)  Staff training and support on cultural traditions related to health and nutrition.*[2]
e.)  Staff is trained to incorporate developmentally appropriate personal hygiene into curriculum. / a.)  Description of how families are connected to dental health services.
b.)  Agenda from on-site health consultant training.
c.)  Copy of health and safety program improvement plan.
d.)  Agenda on training specific to cultural traditions around health and nutrition.
e.)  Agenda on training including specific to strategies for teaching personal hygiene.
3 / a.)  Transportation and pedestrian safety are a part of curriculum.
b.)  Program uses internal and external data to design health and nutrition curricula that meet the needs of children and youth in program.
c.)  Health consultant with expertise in youth development available to talk with staff about health policy questions and/or concerns.
d.)  Training for families on developmentally appropriate health and safety issues.
e.)  Programs partner with organizations and schools to address nutritional, hygiene, and health needs
f.)  Outside evaluation using an environmental rating scale with ratings related to health and safety with a score of 5.50 or above.
g.)  Program uses internal and external data to provide meals and snacks that are culturally appropriate and meet the nutritional needs of the children it serves.*
h.)  Program serving school-age children partners with public schools, transportation resources, and other organizations to provide safe transportation alternatives to enable children to participate in the program. / a.)  Yearly curriculum plan that outlines themes of study that include transportation and pedestrian safety practices.
b.)  Weekly schedule that incorporates a nutrition activity, with description of data used.
c.)  Health consultant contract that addresses how to interface w/staff.
d.)  Agendas of training provided to families on developmentally appropriate health and safety.
e.)  Agreements or contacts with organizations and schools to provide assistance to address nutritional, hygiene, and health needs.
f.)  Outside evaluation done by trained evaluator using a validated environmental rating scale that includes a subscale related to health and safety (e.g. SACERS, CLASS).
g.)  Weekly or monthly menu with written explanation of data used to identify children’s needs.
h.)  Documented plan for transportation strategies and improvements, including role and approval of community partners.