DC TRUST Guide 1023 - Children & Youth Investment Trust ...
DC TRUST Guide 1023 - Children & Youth Investment Trust ...
DC TRUST Guide 1023 - Children & Youth Investment Trust ...
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a f i e l d g u i d e t o<br />
Best Practices and Indicators<br />
for Out-of-School Time Programs<br />
i n t h e d i s t r i c t o f c o lu m b i a<br />
<strong>DC</strong> <strong>Children</strong> and <strong>Youth</strong> <strong>Investment</strong> <strong>Trust</strong> Corporation
i n t r o d u c t i o n<br />
Best Practices and Indicators for<br />
Out-of-School Time Programs<br />
How do you define quality in an out-of-school time program, and how is it evidenced in practice?<br />
High-quality programs for children and youth are intentionally designed using best practices<br />
measured against practical, identifiable indicators. The <strong>DC</strong> <strong>Children</strong> and <strong>Youth</strong> <strong>Investment</strong> <strong>Trust</strong><br />
Corporation (the <strong>Trust</strong>) believes that program improvement is an ongoing process that includes:<br />
observing programs’ progress toward youth development goals, identifying strengths and<br />
challenges and setting objectives and developing strategies to meet them.<br />
The <strong>Trust</strong> developed this field guide as a resource that presents examples of the best in youth<br />
programming, including programming in an especially urban environment. It incorporates the<br />
learning of organizations and intermediaries across the country, the experience of <strong>Trust</strong> staff, and<br />
the front line insights of dedicated providers in the District of Columbia. It provides almost 100<br />
best practices and more than 600 indicators that illustrate what each practice looks like in<br />
day-to-day operations.<br />
The field guide can be used by any program, regardless of size, area of focus or years in existence.<br />
The best practices are presented in four broad categories of program quality – relationships,<br />
program content, community connection and organizational infrastructure. Whether used for<br />
independent self-assessment or as part of the <strong>Trust</strong>’s more formal assessment process, this field<br />
guide provides a wealth of ideas, information, and inspiration for program design or improvement.<br />
1. <strong>Youth</strong> Development Philosophy and Low Student-to-Staff Ratio<br />
The program provides positive interaction between youth and trained, caring adults<br />
through a youth development philosophy and low student-to-staff ratio.<br />
2. High-interest, Hands-on Activities<br />
<strong>Youth</strong> are engaged in high-interest, hands-on activities that offer a balance of ageappropriate<br />
programming that includes academic support, enrichment, recreation,<br />
arts, job skills, college prep, etc.<br />
3. Connections to Families and Community<br />
The program has strong connections to local community with opportunities for<br />
engaging parents and contributing to the community.<br />
4. Organizational Infrastructure<br />
The program is offered in a safe, structured, nurturing environment by a sustainable,<br />
well-run organization.<br />
Field <strong>Guide</strong> to OST Best Practices / Introduction: Best Practices and Indicators for Out-of-School Time Programs
T A B L E O F C O N T E N T S<br />
INTRODUCTION<br />
1<br />
<strong>Youth</strong> Development Philosophy and Low Student-to-Staff Ratio<br />
HUMAN RELATIONSHIPS • 4<br />
STAFF SUPPORT AND DEVELOPMENT • 7<br />
2<br />
High-interest, Hands-on Activities<br />
PROGRAM DESIGN AND PLANNING • 10<br />
PROGRAM ACTIVITIES AND PROJECTS • 12<br />
COGNITIVE DEVELOPMENT • 13<br />
ARTISTIC DEVELOPMENT • 18<br />
SPORTS AND RECREATION DEVELOPMENT • 20<br />
WORKFORCE AND CAREER DEVELOPMENT • 22<br />
READINESS FOR POST-SECONDARY EDUCATION • 25<br />
ENTREPRENEURSHIP DEVELOPMENT • 27<br />
3<br />
Connections to Families and Community<br />
CIVIC DEVELOPMENT • 32<br />
COMMUNITY CONNECTION • 34<br />
4<br />
Organizational Infrastructure<br />
PROGRAM ADMINISTRATION • 37<br />
SAFETY, HEALTH AND NUTRITION • 40<br />
INDOOR AND OUTDOOR ENVIRONMENT • 45<br />
ACKNOWLEDGMENTS & STAFF<br />
47<br />
<strong>DC</strong> <strong>Children</strong> and <strong>Youth</strong> <strong>Investment</strong> <strong>Trust</strong> Corporation<br />
1400 16th Street, NW Washington <strong>DC</strong> 20036 www.cyitc.org
1<br />
The program provides<br />
positive interaction between<br />
youth and trained, caring<br />
adults through a youth<br />
development philosophy and<br />
low student-to-staff ratio.
1<br />
HUMAN RELATIONSHIPS<br />
The main reason that young people cite for why they attend out-of-school time<br />
programs is that they want an environment where they can build ongoing, consistent<br />
relationships with caring adults and where they feel a sense of belonging to a group of<br />
peers who accept, respect and appreciate them. Creating such a place of connection and<br />
true caring is the foundation upon which we build after-school programming. To cultivate<br />
healthy, positive relationships, however, we must focus on creating this environment through<br />
our planning, communication and actions.<br />
The following are key elements in creating an environment conducive to building strong<br />
relationships:<br />
1. Staff relates to all young people in positive ways.<br />
a. Staff treats young people with respect and listens to what they say.<br />
b. Staff appropriately greets each young person as he or she arrives at the program (e.g.<br />
makes eye contact and addresses young person by name).<br />
c. Staff intentionally interacts and engages with young people.<br />
d. Staff maintains a consistent positive tone and manner in communicating and relating<br />
with young people.<br />
e. Staff communicates positive expectations for young people.<br />
f. Staff does not disparage young people or discuss their problems in front of other young<br />
people.<br />
2. Staff responds appropriately to the individual needs of young people.<br />
a. Staff provides activities and materials that consider the age range, special needs, interests,<br />
learning styles and skill levels of young people in the program.<br />
b. Staff is aware and respectful of the diversity of young people’s culture, religion, home<br />
language and values of the family.<br />
c. Program staff reflects the diversity of cultures among its young people and their<br />
community.<br />
d. Staff shows intentionality in putting young people together into teams or groups.<br />
Field <strong>Guide</strong> to OST Best Practices / <strong>Youth</strong> Development Philosophy and Low Student-to-Staff Ratio / 4
e. Staff is able to identify the strengths and weaknesses of young people and intentionally<br />
works to strengthen at least one area.<br />
f. Staff demonstrates an awareness of young people’s individual situations in meeting basic<br />
needs (e.g. food, clothing, hygiene, neglect or abuse).<br />
g. Program collaborates with other community-based organizations to meet the needs and<br />
realize the potential of its young people.<br />
3. Staff engages with young people to help them learn and develop.<br />
a. Staff works with each individual young person to set goals, and tracks his/her progress<br />
over time.<br />
b. Staff asks questions that encourage young people to become independent<br />
critical thinkers and problem solvers.<br />
c. Staff teaches young people skills and strategies to help them access information<br />
and solve problems.<br />
d. Staff creates opportunities for frequent discussions.<br />
e. Staff provides learning and developmental opportunities that promote<br />
youth voice and choice.<br />
4. Staff encourages young people to make choices and to accept responsibility.<br />
a. Staff gives young people opportunities for choice in program activities.<br />
b. Staff supports and encourages young people’s initiative within the program.<br />
c. Staff models and encourages critical analysis prior to making choices.<br />
d. Staff communicates the process of its own decision-making, rather than just the dos and<br />
don’ts.<br />
e. Staff supports young people in making choices without taking control from them.<br />
f. Staff provides opportunities for young people to take leadership roles.<br />
g. Staff works with young people and youth to assemble documentation of work (e.g.<br />
exhibits, performances, portfolios, and web-pages).<br />
h. Staff guides young people in making informed and positive decisions for their personal<br />
well-being and self-advocacy (e.g. health maintenance, sexuality, safety, education,<br />
civic involvement, interaction with friends and family, career development and<br />
entrepreneurship).<br />
i. Staff encourages ownership of and group responsibility for program space.<br />
5. Staff promotes positive social development between young people.<br />
a. Staff provides consistent opportunities for young people to socialize and collaborate as<br />
well as to engage in quiet or reflective activities.<br />
b. Staff gives young people the opportunity to work towards or rotate through different<br />
project roles and levels of authority and responsibility.<br />
c. Staff provides young people with opportunities to better understand their peers through<br />
the exploration of different life situations, viewpoints and cultures.<br />
d. Staff provides the opportunities for team-building activities and group projects with its<br />
young people.<br />
Field <strong>Guide</strong> to OST Best Practices / <strong>Youth</strong> Development Philosophy and Low Student-to-Staff Ratio / 5
e. Staff models the acknowledgment of strengths and accomplishments of different young<br />
people.<br />
f. Staff encourages young people to look beyond their own individual perspectives and<br />
feelings to cultivate empathy.<br />
6. Staff uses positive techniques to guide the behavior of children and youth.<br />
a. Staff neither uses corporal punishment with its young people nor withholds food/water<br />
as punishment.<br />
b. Staff does not tolerate verbal or physical violence or abuse and intervenes appropriately.<br />
c. Staff consistently uses a method of conflict resolution within the program.<br />
d. Staff recognizes and highlights positive engagement and behavior of its young people.<br />
e. Staff is forgiving and does not hold past behavior against young people.<br />
f. Staff helps young people understand the immediate impacts and subsequent consequences<br />
of their behavior.<br />
7. Staff and young people share an environment of consistency around rules.<br />
a. Staff consistently uses and visually displays a contract of behavior with rules co-created<br />
by staff and young people, with clear expectations and consequences for breaking the<br />
agreement, as well as incentives for abiding by it.<br />
b. Staff communicates confidentiality guidelines with young people and scrupulously keeps<br />
the commitments of confidentiality it makes.<br />
c. Staff clearly communicates a procedure by which young people can resolve conflicts<br />
with staff.<br />
d. Staff fairly and consistently applies rules with all young people.<br />
e. Staff models abiding by the program rules.<br />
8. Staff interacts and communicates with each other to model positive behaviors.<br />
a. Staff interacts with each other in a respectful and appropriately professional manner.<br />
b. There is consistent communication between staff to ensure program stability and<br />
continuity.<br />
c. Program provides a clear and established procedure by which staff resolves internal<br />
conflicts.<br />
d. Staff works to resolve major differences outside the presence of young people.<br />
9. When appropriate, program provides mentoring opportunities through internal<br />
and external sources (e.g. college students, volunteers, and older youth in the<br />
program).<br />
a. Adult mentors are trained and mentoring sessions take place consistent with research<br />
findings concerning effective practice (e.g. screening, matching, training and staff<br />
monitoring).<br />
b. Expectations in mentorships are clearly communicated and set between mentor and<br />
mentee.<br />
c. Program attempts to select mentors who reflect the diversity of the program population.<br />
Field <strong>Guide</strong> to OST Best Practices / <strong>Youth</strong> Development Philosophy and Low Student-to-Staff Ratio / 6
◆<br />
STAFF SUPPORT AND DEVELOPMENT<br />
An after-school program is only as good as the people who run it. Hiring youth workers<br />
who enjoy and believe in young people and have the necessary skill sets to work with<br />
them is each program’s responsibility. It is just as important, however, to cultivate and<br />
support the talented and dedicated people that you hire. Career-furthering professional<br />
development, the utilization of staff expertise and passion, meaningful recognition for<br />
contribution, systematic and constructive feedback, meaningful roles in program design,<br />
clear paths of ascent within the organization and other ways to make work more meaningful<br />
and manageable not only increase program quality, but also strengthen staff commitment,<br />
help professionalize the field, and create a new generation of OST leaders.<br />
1. Program provides staff with the basic supports and policies needed to create<br />
a sustainable professional work environment.<br />
a. Program actively attempts to pay its staff at competitive rates and has a clear schedule<br />
for raises and ladder for advancement.<br />
b. When possible, program provides full-time staff with paid leaves of absence, sick leave<br />
and provides back-up coverage to allow for staff absences due to health emergencies or<br />
professional development.<br />
c. Program provides staff with remuneration for time spent in program-related activities and,<br />
when possible, for professional development.<br />
d. Program provides staff with clear guidelines on organizational policies and procedures<br />
and reviews these guidelines regularly.<br />
e. Program ensures that staff is adequately trained and given the tools for successful<br />
program operation.<br />
f. When possible, program provides staff with private storage areas, adult restroom access,<br />
and a quiet place where members can confer.<br />
g. Program actively attempts to either insure full-time staff, offer them access to group<br />
health insurance rates, or provide a health insurance stipend.<br />
h. Program provides clear avenues for staff to air concerns and grievances.<br />
2. Program offers a clear path for staff advancement and an environment for<br />
professional growth.<br />
a. Program provides written job descriptions to staff (paid, unpaid, substitute and youth)<br />
and secures their agreement to them.<br />
b. Program provides a minimum of yearly written performance reviews with additional<br />
regular and documented opportunities for real dialogue around cultivating strengths<br />
and addressing areas of challenge.<br />
c. Program discusses changes in duties and responsibilities with staff before they are put<br />
into effect.<br />
Field <strong>Guide</strong> to OST Best Practices / <strong>Youth</strong> Development Philosophy and Low Student-to-Staff Ratio / 7
d. Program offers staff access to regular professional development and leadership training.<br />
e. Program fills jobs from within when possible.<br />
f. Program considers both merit and seniority when making promotions.<br />
3. Program creates a professional culture where staff feels that its contributions<br />
are meaningful and valued.<br />
a. Staff has regular access to directors to discuss ideas.<br />
b. Program provides opportunities for and encourages staff use of their individual interests,<br />
experience and expertise.<br />
c. Program regularly collects insights from staff on individual youth.<br />
d. Program encourages group consensus on ways to interact with and engage young people.<br />
e. Program involves staff in the process of program design, evaluation and refinement.<br />
f. Program provides opportunities for staff leadership and increased responsibility.<br />
g. Program gives staff opportunities to connect with colleagues in other programs to<br />
exchange ideas and learn from each other.<br />
h. Program provides an opportunity for staff to present at public events.<br />
i. Program provides public opportunities for meaningful recognition of staff.<br />
j. Administration informally acknowledges staff daily contributions.<br />
Field <strong>Guide</strong> to OST Best Practices / <strong>Youth</strong> Development Philosophy and Low Student-to-Staff Ratio / 8
2<br />
<strong>Youth</strong> are engaged in<br />
high-interest, hands-on activities<br />
that offer a balance of<br />
age-appropriate programming<br />
that includes academic support,<br />
enrichment, recreation, arts,<br />
job skills, college prep, etc.
2<br />
PROGRAM DESIGN AND PLANNING<br />
Intentionality in the design and planning of out-of-school time programming is another key<br />
to after-school success. Research has shown that young people crave variety as well as a<br />
structure in which variety can take place. Since our focus in after-school programming is<br />
the whole child, a mixture of horizon-broadening experiences, engaging learning activities,<br />
and meaningful opportunities for intellectual, emotional, physical, spiritual, artistic, social<br />
and personal development will engage and retain the young people we work with. And<br />
while every out-of-school time program has its own genesis and objectives, we can all agree<br />
that the thought that goes into what we offer has a direct correlation to what young people<br />
get out of it.<br />
The following are key elements in building strong programming:<br />
1. Programming offers a structured mixture of different kinds of activities and<br />
experiences.<br />
a. There is variety in the program day beyond snack, free time and homework help.<br />
b. Young people are active participants in both short-term activities and long-term projects.<br />
c. Young people can articulate new things they have done and learned in the program.<br />
d. Program provides young people meaningful opportunities for participation in<br />
program design.<br />
e. Program addresses fundamental academic and life skills and also promotes enrichment<br />
and personal expression.<br />
f. Young people get to work individually and in teams.<br />
2. Programming intentionally creates an environment conducive to the human<br />
development of its young people and treats them in an asset-based manner.<br />
a. Staff communicates high expectations to young people and regularly acknowledges their<br />
achievements and progress.<br />
b. Program works to provide its young people with a sense of safety within its structure.<br />
c. Program fosters a sense of belonging and membership.<br />
d. Program provides opportunities for young people to achieve mastery.<br />
Field <strong>Guide</strong> to OST Best Practices / High-Interest, Hands-On Activities / 10
e. Program encourages a sense of spirituality and the act of self-reflection.<br />
f. Program provides opportunities for young people to contribute and build a sense of<br />
self-worth.<br />
g. Program provides opportunities for independence and autonomy.<br />
h. Program creates regular opportunities for its young people to meaningfully participate<br />
in and give feedback on program design.<br />
i. Young people can articulate their roles and responsibilities in the program.<br />
j. Young people participate in reflection, discussion and presentation after some activities.<br />
k. Young people and staff use vested language.<br />
l. Young people can articulate how program activities connect to their visions of their futures.<br />
m. Young people and staff engage in shared traditions and celebrations.<br />
n. Young people work independently with varying levels of supervision.<br />
3. Program creates an environment conducive to learning.<br />
a. Staff communicates intentional focus of activities, making young people conscious<br />
partners in their learning process.<br />
b. Staff actively guides young people in learning through a step-by-step process.<br />
c. Staff models and communicates enthusiasm about lifelong learning.<br />
d. Staff is able to accommodate young people with different skill levels and learning styles.<br />
e. Staff uses individuals’ strengths in addressing their challenges.<br />
f. Staff encourages questioning and hypothesizing.<br />
g. Staff models learning strategies and ways of problem solving.<br />
4. Program makes intentional connections between its activities, the school day<br />
and the world of work.<br />
a. Young people and staff can articulate connections between things learned or experiences<br />
in the program and things at school.<br />
b. Staff creates opportunities for learning through "non-academic” activities.<br />
c. Staff helps young people make the connection between skills and concepts that they<br />
work on in the program and those they will need for the world of work and careers.<br />
d. Themes and topics connect different components of programming.<br />
5. Program includes daily opportunities for “free choice” monitored time, group<br />
social interaction and fun.<br />
a. Program design includes planned “free choice” time.<br />
b. Young people show an understanding of “free choice” time.<br />
c. Staff listens to young people on their choices regarding their suggestions for “free choice”<br />
time and works to implement their input.<br />
Field <strong>Guide</strong> to OST Best Practices / High-Interest, Hands-On Activities / 11
Field <strong>Guide</strong> to OST Best Practices / High-Interest, Hands-On Activities / 12<br />
◆<br />
PROGRAM ACTIVITIES AND PROJECTS<br />
Activities are the heart and soul of out-of-school time programming. They are what our<br />
young people get to DO at our sites. They are what draw them in. OST is the perfect home<br />
for the kind of hands-on experiences and real life applications that children and youth need to<br />
develop into successful adults, support their in-school learning, broaden their conception of the<br />
world and its possibilities and improve their attitudes toward learning and toward themselves<br />
as learners.<br />
The following are key elements to establishing successful activities and projects:<br />
1. Program schedule is flexible and offers the necessary stability, variety and<br />
stimulation to meet the needs of young people.<br />
a. Young people go through several activities or segments in a program day.<br />
b. Young people are informed of the daily program schedule.<br />
c. There is a smooth and clearly defined transitional period that takes young people into<br />
the programming day.<br />
d. There are opportunities for both group activities and individual work.<br />
e. Young people move freely but orderly from one activity or segment to the next.<br />
f. Young people can participate in both competitive and non-competitive activities.<br />
2. Activities and projects promote the development of all young people in the<br />
program.<br />
a. There is an atmosphere of inclusion (e.g. accommodating skill levels, gender, native<br />
language, physical ability and age).<br />
b. Activities reinforce a positive sense of identity and self-worth.<br />
c. Activities reflect the unique talents and interests of the young people.<br />
d. Staff attempts to bring in young people who are reticent to join in activities.<br />
e. Activities are designed to engage different kinds of learning styles (e.g. auditory-sequential,<br />
visual-spatial, kinesthetic, interpersonal, intrapersonal, etc.).<br />
3. Activities and projects are intentionally designed for young people to develop<br />
a wide variety of skills.<br />
a. Activities support the acquisition of a variety of skills (e.g. academic, cognitive, life,<br />
social, physical, leadership and creative skills).<br />
b. Activities and projects are sequential with clear steps.<br />
c. Young people are involved in hands-on learning.<br />
d. Young people are involved in project-based learning.<br />
e. Activities reflect the experiences and interests of young people.
f. Activities provide consistent opportunities for group discussion and personal reflection.<br />
g. Program exposes young people to experiences not readily available within their<br />
communities.<br />
h. Program has goal sheets co-developed with individual young people.<br />
i. Staff encourages young people to problem solve and models that process.<br />
j. Staff communicates its own pertinent experiences as young people.<br />
4. There are sufficient and appropriate materials to support program activities<br />
and projects.<br />
a. Materials are complete and in good condition.<br />
b. There are enough materials for the number of young people.<br />
c. Materials are age appropriate for the young people.<br />
d. Materials are culturally and linguistically relevant.<br />
5. Activities and projects provide opportunities for leadership development.<br />
a. Young people get the opportunity to take on different roles within activities and projects.<br />
b. Young people have the opportunity to design, initiate and implement their own ideas for<br />
activities and projects.<br />
c. Program has opportunities for autonomous group discussion and reflection.<br />
d. Staff teaches young people to work in teams, sharing responsibilities and roles for<br />
accomplishing tasks and solving problems.<br />
e. Staff models the acknowledgment of strengths and accomplishments of different young<br />
people.<br />
f. Young people have the opportunity to meaningfully participate in the governance and<br />
decision-making structure of the organization.<br />
6. Program activities and projects are designed and documented for the long-range<br />
benefit of both staff and students.<br />
a. There is a way for young people to have meaningful input into their activities.<br />
b. Young people can savor achievements and build portfolios.<br />
c. Steps for implementing activities and projects are documented so they can be replicated.<br />
d. Activities and projects are aligned with work plan objectives.<br />
Field <strong>Guide</strong> to OST Best Practices / High-Interest, Hands-On Activities / 13<br />
◆<br />
COGNITIVE DEVELOPMENT<br />
High quality after-school programs, especially those that provide academic enrichment,<br />
seek to create connections with the curriculum and instruction offered by schools during<br />
traditional school hours. It is crucial that programs do not duplicate but rather supplement<br />
school day programming by using creative and relevant ways of learning that promote cognitive<br />
exploration and growth. Such programs not only promote mastery of core skills, but also
help integrate them through the practical and engaging use of real-world skill<br />
application and skill intersection. Such out-of-school time programming also works to build<br />
young people’s skills in problem solving, communication, teamwork, reflection, perseverance,<br />
resilience and conflict resolution.<br />
1. Program activities include opportunities to expand comprehension, build skill<br />
mastery, and also increase facility to analyze, synthesize and evaluate.<br />
a. Activities are varied enough in their degree of challenge so that young people at different<br />
skill levels and of different learning styles can participate, benefit and experience success.<br />
b. Activities focus on developing critical thinking as well as subject mastery.<br />
c. The steps in some activities are sequenced to help all young people move from basic<br />
comprehension and understanding to using that knowledge to analyze, synthesize<br />
and evaluate.<br />
d. Program engages young people in thinking about how they learn and in forming an<br />
understanding of which ways work best for them.<br />
e. Program promotes and models problem solving and engages with young people in<br />
discussing its value in academic, professional and personal situations.<br />
f. Program promotes independent thinking and questioning within the media and messagerich<br />
environments of contemporary life.<br />
g. Program provides young people with opportunities to use their understanding of media<br />
strategies to forward their own ideas and ideals.<br />
2. Program staff intentionally aligns OST activities to <strong>DC</strong> Public Schools’<br />
Learning Standards and connects OST skills to school and life.<br />
a. Staff works intentionally to integrate educational opportunities into activities that<br />
complement, support and enrich classroom-based instruction (e.g. interaction with teachers,<br />
familiarization with <strong>DC</strong>PS website scope and sequence, navigating learning standards).<br />
b. Staff selects program materials and teaching strategies that are sound, engaging and<br />
intentional.<br />
c. Staff actively assists young people with homework.<br />
d. Staff actively engages young people in connecting skills and concepts used in OST<br />
activities to life outside the program.<br />
3. Program activities are relevant to the lives of its young people.<br />
a. Young people can select from a variety of activities that are designed around their interests.<br />
b Learning materials and resources reflect the culture of the young people in the program.<br />
c. Learning materials and resources highlight a variety of practitioners, professionals and<br />
role models.<br />
d. Young people are able to discuss how programming has affected their lives.<br />
e. Staff helps young people to find the connection between their interests and program<br />
activities.<br />
f. Program provides ample opportunity for discussion.<br />
g. Program provides young people with the opportunity to explore their own interests<br />
through reading and writing.<br />
Field <strong>Guide</strong> to OST Best Practices / High-Interest, Hands-On Activities / 14
h. Program provides opportunities for participants to become competent and thoughtful<br />
readers and writers.<br />
i. Program activities promote skill development in reading and writing and highlight the<br />
importance of these skills in life beyond the classroom and in effective communication.<br />
j. When appropriate, staff models reading and writing strategies (e.g. written brainstorming,<br />
outlining, active reading, questioning the text or author, chunking text, predicting,<br />
paraphrasing, synopsizing, vocabulary building, differentiating between fact and opinion).<br />
k. Program provides young people with opportunities for both group and individual reading<br />
and writing.<br />
l. Program provides young people with exposure to different formats and genres of writing.<br />
m. Program provides young people with guidance in how to do a variety of both creative<br />
and expository writings (e.g. poems, essays, testimonials, instructions, letters, biography,<br />
sermons, marketing materials, business letters, speeches).<br />
n. Program equips young people with opportunities to comprehend, interpret, evaluate and<br />
appreciate a wide range of written texts.<br />
o. Whenever possible, program provides a physical and visual environment that is text rich<br />
and stimulates young people to read, think, express and explore.<br />
p. Program uses rubrics and exemplary student work to help young people improve writing<br />
skills.<br />
q. Program attempts to connect reading and writing to activities that would not normally<br />
be considered literacy-based.<br />
4. Program provides opportunities for participants to become competent and<br />
thoughtful speakers and listeners.<br />
a. Program activities promote skill development in speaking and listening.<br />
b. When appropriate, staff models speaking and listening strategies (e.g. active listening,<br />
code switching, note taking, personal anecdote, vocal modulation, word choice, active<br />
language, making eye-contact).<br />
c. If resources allow, program assists non-native speakers in developing competency in<br />
English and in their own languages.<br />
d. Program provides young people with the opportunity to participate in and observe<br />
various models of oral communication and discussion (e.g. presentations, debates,<br />
interviews, speeches).<br />
e. Activities highlight the role of speaking and listening to life beyond the classroom and<br />
in effective communication.<br />
f. Program provides opportunities for young people to read and respond to each other’s work.<br />
g. <strong>Youth</strong>-led presentations offer young people the opportunity to both showcase and<br />
practice speaking and active listening skills.<br />
h. Program incorporates opportunities for oral presentation in other activities and projects.<br />
5. Program provides opportunities for participants to develop mathematical<br />
concepts, mathematical reasoning and problem-solving skills.<br />
a. Program provides young people with opportunities to estimate and calculate in order to<br />
solve increasingly challenging problems.<br />
Field <strong>Guide</strong> to OST Best Practices / High-Interest, Hands-On Activities / 15
. Program interconnects separate math concepts and skills (e.g. measurement and geometry).<br />
c. Activities provide a balanced emphasis on the recall of facts and formulas and the use<br />
of concepts and problem solving.<br />
d. Program actively engages young people in exploring, hypothesizing, analyzing and<br />
applying mathematics in a real world context.<br />
e. Program provides young people with math applications that correspond to practical<br />
tasks and personal life (e.g. understanding interest rates, reading statistics and graphs,<br />
managing technology, budgeting, balancing checkbooks, comparison shopping).<br />
f. Program supports math understanding by using concrete learning materials, manipulatives,<br />
appropriate measurement tools, as well as calculators and computers when possible.<br />
g. Programs give young people the opportunity to demonstrate understanding of math<br />
concepts through speaking and writing. (e.g. demonstrations, presentations, games and<br />
contests, puzzles, riddles).<br />
h. Program attempts to connect math skills and concepts to activities not traditionally thought<br />
of as mathematical.<br />
6. Program provides opportunities for participants to develop scientific reasoning<br />
and skill building.<br />
a. Program encourages questioning, hypothesis, research, experimentation and reflection as<br />
means of finding solutions.<br />
b. Program encourages young people to explore how things work.<br />
c. Program engages young people in hands-on projects that involve inquiry.<br />
d. Activities draw a connection between science and everyday life.<br />
e. Program promotes a thoughtful relationship with our natural environment.<br />
f. Program introduces young people to scientific innovators, their achievements and<br />
processes.<br />
g. Program provides and monitors a safe environment in which to do science.<br />
h. Program provides adequate materials and resources for science activities.<br />
i. Program attempts to connect science and inquiry skills to activities not traditionally<br />
thought of as scientific.<br />
7. Program provides opportunities for participants to connect social studies/<br />
historical events and ideas to their current lives and visions of the future.<br />
a. Program provides opportunities for participants to make a connection between their<br />
own lives and other people, times, places and events.<br />
b. Program provides opportunities for service learning projects and activism.<br />
c. Staff draws connections from things that have taken place in the past to things going<br />
on now.<br />
d. Program encourages young people to consider events in historical, societal, and<br />
cultural contexts.<br />
e. Program helps young people explore and discuss what it means to be a member of a<br />
community along with the rights and responsibilities that go along with it.<br />
f. Program provides opportunities for young people to explore other ways of life,<br />
value their own and consider connections between the two.<br />
Field <strong>Guide</strong> to OST Best Practices / High-Interest, Hands-On Activities / 16
g. Staff helps young people make the connections between historical events, contemporary<br />
events and their own lives.<br />
h. Program provides access to adequate materials and resources for social studies activities<br />
(e.g. biographies, speeches, artworks, journalism, field trips to museums, documentary<br />
film, and libraries).<br />
i. Program attempts to connect cultural exploration to activities not traditionally thought<br />
of as historical or social studies.<br />
8. Program encourages participants to express themselves creatively and to<br />
appreciate creative expression.<br />
a. Young people are engaged in discovering and developing their creative potentials.<br />
b. Activities provide opportunities for both individual and group creative expression.<br />
c. Program promotes the exploration of different forms of creative expression and their<br />
impact upon society.<br />
d. Program promotes the exploration of the creative expression of a variety of cultures and<br />
time periods.<br />
e. Program provides avenues and events for young people to display and be recognized<br />
for their creative expression.<br />
f. Program provides opportunities for its young people to reflect upon and make meaning<br />
of their experiences as audiences and as artists.<br />
g. Program provides the opportunity to discover the intersection between different forms<br />
of creative expression.<br />
h. Program provides access to adequate materials for creative expression.<br />
i. Program attempts to create avenues for creative expression in connection with activities<br />
not traditionally thought of as artistic.<br />
9. Program provides opportunities for participants to develop technology skills to<br />
explore and express ideas, exchange information, solve problems and derive<br />
meaning.<br />
a. Program gives all participants access to and training in the use of relevant technology<br />
(e.g. calculators, computers, educational software and the Internet).<br />
b. Program guides young people in how to use technology to locate, manage and exchange<br />
information.<br />
c. Activities reinforce the responsible, safe and ethical use of technology.<br />
d. Program helps young people recognize the icons and symbols needed to navigate<br />
technology.<br />
e. Program gives participants the opportunity to develop basic computer skills.<br />
f. Program monitors use of the Internet and video games.<br />
g. Program attempts to find ways for young people to use technology in conjunction<br />
with activities not traditionally thought of as technological.<br />
10. Program provides other tangible supports for cognitive development.<br />
a. Program brings in guest speakers.<br />
b. When possible, program connects different components into thematic units exploring<br />
different aspects of a topic or issue.<br />
Field <strong>Guide</strong> to OST Best Practices / High-Interest, Hands-On Activities / 17
c. Program engages young people in pre-field trip preparatory activities and post-field trip<br />
reflection and review.<br />
d. When appropriate, eating times are planned as a learning experience and/or discussion<br />
time.<br />
e. Program provides the opportunity for participants to display their work in a text and<br />
image-rich indoor environment that both stimulates thinking and celebrates achievement.<br />
f. Young people are given consistent opportunities to teach or demonstrate on topics that<br />
highlight their interests, talents, experiences and culture.<br />
g. Program provides activities that promote both competitive and non-competitive cognitive<br />
development.<br />
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◆<br />
ARTISTIC DEVELOPMENT<br />
Research has shown us that opportunities for young people to explore, express, analyze<br />
and achieve through the arts not only contribute to youth development outcomes, but<br />
also support academic and achievement outcomes. Just a few ways the arts bring learning<br />
to life are: expressing a persuasive argument through the lyrics of a song, using geometric<br />
principles to build a sculpture, practicing ratios through a scale drawing for a theater set or<br />
getting insight into the values of another culture through researching and replicating their<br />
iconography. Out-of-school time can provide the arena where arts as diverse as poetry,<br />
painting, drumming, dance, storytelling, computer graphics, journalistic photography,<br />
furniture design, hip-hop, opera, cooking, and comic book creation can broaden experience,<br />
connect communities, encourage goal setting, foster critical thinking, teach discipline,<br />
commemorate achievement, communicate ideas and even provide specific skill sets for future<br />
careers.<br />
The following are key elements to high-quality arts offerings:<br />
1. Arts programming emphasizes the importance of art as a tool of self-expression<br />
and exploration for all young people.<br />
a. Programming encourages young people to express their feelings, explore their interests,<br />
and assert and develop their ideas and unique identities.<br />
b. Programming promotes skill development and, when programmatically appropriate, mastery.<br />
c. Programming places as much emphasis on process as on product.<br />
d. Young people are able to reflect on and communicate about the connection between<br />
who they are and what they are creating.<br />
e. Programming gives young people guidance and practice in talking about the meaning<br />
and process of the art they make.<br />
f. Program embraces mistakes as learning opportunities.
2. Arts programming emphasizes the importance of art as an avenue for connecting<br />
communities.<br />
a. Programming provides young people the opportunity to create collaboratively and explore<br />
common ground.<br />
b. Program takes young people on field trips to community arts organizations, museums,<br />
events, readings and exhibits.<br />
c. Program encourages family participation in planning and attending art experiences (both<br />
within the program and field trips).<br />
d. Program provides young people opportunities to create, perform and exhibit in a variety<br />
of arts venues that connect to the community (e.g. libraries, schools, galleries, coffee<br />
houses, festivals, talent shows, bookstores and events).<br />
e. Program pursues opportunities for its young people to collaborate with peers enrolled<br />
in other art programs/projects.<br />
f. Program highlights the use of art as a tool for community awareness and social change<br />
pertinent to its young people.<br />
3. Arts programming includes different related styles, from a variety of cultures.<br />
a. Programming explores the lineage and influences that relate to its art activities.<br />
b. Activities teach young people the terminology, principles, steps and uses of their artistic<br />
media.<br />
c. Programming explores the significance of and uses of artistic expression in everyday life.<br />
d. Program recruits and involves local artists, craftspeople and creative people of diverse<br />
ethnicities and cultures.<br />
4. Arts programming encourages teamwork, self-discipline and leadership.<br />
a. Activities present and reinforce positive social skills (e.g. respect, collaboration, patience<br />
and appreciation).<br />
b. Activities promote goal-setting and planning.<br />
c. Collaborative activities promote appreciation and strategic use of individual strengths<br />
and talents.<br />
d. Program intentionally connects the skills needed for success in art with those needed<br />
for success in other endeavors.<br />
e. Programming provides opportunities for peer-to-peer teaching and mentoring.<br />
f. Programming incorporates opportunities both for instruction and self-directed learning.<br />
g. Programming encourages additional practice beyond the program.<br />
h. Programming guides young people in a way to assess their own work as well as a<br />
constructive way to give feedback to others.<br />
i. Programming promotes critical thinking, analysis and problem solving.<br />
5. Arts programming promotes the arts as a tool for reinforcing and enhancing<br />
lessons learned in the classroom.<br />
a. Programming explores and promotes the applications of reading, writing, mathematics,<br />
science, social studies and language skills within an artistic discipline, activity or project.<br />
Field <strong>Guide</strong> to OST Best Practices / High-Interest, Hands-On Activities / 19
. Programming incorporates technology where appropriate and possible.<br />
c. Activities explore historic aspects of an artistic discipline.<br />
d. Programming views art through the context of the time period and events during which<br />
it was created and makes connections to the cultural and social contexts of today.<br />
Field <strong>Guide</strong> to OST Best Practices / High-Interest, Hands-On Activities / 20<br />
◆<br />
SPORTS AND RECREATION DEVELOPMENT<br />
Atrip down to the court, field or diamond is about much more than just basketball, football<br />
or baseball when you’re a professional youth worker. Emotional, social and even<br />
intellectual development can all be linked to physical activities. Participating in recreational<br />
and athletic activities not only provides fun, promotes kinesthetic awareness, develops<br />
physical coordination and the ability to work within a structure—it also gives young<br />
people opportunities for skill mastery, the achievement of tangible goals, the satisfaction<br />
of recognition, and meaningful membership within a group.<br />
The following are key elements of successful sports and recreation programming:<br />
1. Program offers individual, group and team activities.<br />
a. Program offers both competitive and non-competitive activities.<br />
b. Program provides opportunities for small group participation (e.g. catch, races, one-on-one,<br />
Frisbee, jump rope).<br />
c. Program provides opportunities for large group non-team activities (e.g. freeze-tag, step,<br />
Simon says, hiking).<br />
d. Program offers team activities.<br />
e. Programs with teams provide young people with opportunities to showcase their abilities<br />
as a team (e.g. tournaments, scrimmages, meets, games).<br />
2. Program allows for and promotes the participation of young people with diverse<br />
interests, objectives, preferences and physical and mental abilities.<br />
a. Program provides opportunities for passive play (e.g. cards, board games, brain teasers<br />
and puzzles).<br />
b. Program offers activities that promote physical, intellectual and social development (e.g.<br />
charades, chess, debate, weight lifting).<br />
c. Program offers activities requiring varying amounts of physical exertion.<br />
d. Program gives young people the opportunity to contribute activities, games and sports<br />
to the group.<br />
e. Program offers participants choice in and experience with different roles and responsibilities<br />
within activities.<br />
f. Program provides recreational programming that meets the needs of both genders.
3. Program offers both directed and self-directed activities.<br />
a. Coaches are trained in the sports activities that they lead.<br />
b. Program offers young people the chance to design and run activities.<br />
c. Program offers young people the chance to participate in recreational activities with<br />
minimum adult supervision.<br />
4. Recreational activities cultivate character development.<br />
a. Activities promote cooperation.<br />
b. Activities promote team-building and the sublimation of personal glory for the good<br />
of the whole.<br />
c. Activities promote leadership.<br />
d. Activities promote good sportsmanship and professionalism.<br />
e. Activities promote determination.<br />
f. Activities promote strategic thinking.<br />
g. Activities promote mutual respect for all participants.<br />
h. Higher skilled participants are given the opportunity to instruct, mentor and assist<br />
participants with lower skills.<br />
i. Program provides opportunities for individual reflection on and group discussion of<br />
activities.<br />
j. Program promotes the positive uses of losing and struggle.<br />
k. Program values, acknowledges and celebrates improvement and effort.<br />
5. Recreational program encourages skill acquisition and development and<br />
promotes full participation regardless of skills and experience.<br />
a. Program offers a range of recreational activities, from simple to complex.<br />
b. Program offers guided skill development in its recreational and athletic activities.<br />
c. Program offers a clear and communicated progression of activities based upon the<br />
abilities of the participants.<br />
d. Program staff plans and tracks participants’ progress through activities of increasing<br />
intensity or difficulty.<br />
e. When appropriate, program provides opportunities to explore recreational activities<br />
unfamiliar to participants.<br />
f. Program clearly communicates sport and game rules.<br />
g. Program creates the opportunity for young people to develop a variety of skills and<br />
techniques, even within one type of activity.<br />
6. Program values and supports educational and developmental growth.<br />
a. Program provides opportunities for mental engagement and learning (e.g. knowledge<br />
of rules and strategies for a particular sport/game/hobby, knowledge and appreciation<br />
of the history in a particular sport/game/hobby, biographical research, appreciation<br />
and understanding of natural resources).<br />
b. Program provides opportunities for reading connected to sport/game/hobby.<br />
Field <strong>Guide</strong> to OST Best Practices / High-Interest, Hands-On Activities / 21
c. Program provides opportunities for young people to build knowledge of the working<br />
and care of their bodies.<br />
d. Program celebrates the membership of its group and the contributions of all members.<br />
e. Program provides opportunities for leadership.<br />
f. Program provides opportunities for young people to learn the importance of good<br />
nutrition and physical fitness and puts those concepts into practice with them.<br />
g. Program provides activities that link the skills and values learned in sports/games/<br />
hobbies to other aspects of young peoples’ lives.<br />
Field <strong>Guide</strong> to OST Best Practices / High-Interest, Hands-On Activities / 22<br />
◆<br />
WORKFORCE AND CAREER DEVELOPMENT<br />
College is not the only productive path to the future. Some young people choose joining<br />
the workforce after high school. Yet the distinctions between WORK and a CAREER<br />
can make a tremendous difference in the quality of life and earning power that a young<br />
person is likely to experience in the working world. In after-school programs, we can help<br />
them understand and explore diverse paths into professional life. We can encourage them<br />
to envision themselves in ways that they may not have considered. We can provide the<br />
kind of mentoring that may not be available at home and bring families into the career<br />
process to strengthen support. We can do our part to make sure that our young people start<br />
out with the necessary skill sets and clarity to obtain meaningful employment that has both<br />
a viable future and a natural connection to their talents and interests.<br />
1. Program exposes youth to a broadening horizon of career possibilities.<br />
a. Program guides youth in the exploration of careers that combine their skills and interests<br />
(including those less obviously connected to their skills and interests).<br />
b. Program helps youth identify emerging career paths.<br />
c. Program helps youth access up-to-date statistical information on the compensation for<br />
different types and levels of work, as well as the experience and/or education needed to<br />
enter and advance in different fields.<br />
d. Program provides a diverse and engaging array of guest speakers from different<br />
professions and trades (including speakers from the immediate program community).<br />
e. Program provides opportunities to participate in tours of various workplaces.<br />
f. Program helps youth make the connection between skills used in program activities and<br />
skills used in careers.<br />
g. Program guides youth to research both traditional and non-traditional resources to achieve<br />
career goals.<br />
h. Program, when possible, offers youth meaningful, mentored, acknowledged and<br />
compensated opportunities to work within the program itself.<br />
i. Program helps youth understand that increased experience and training lead to greater<br />
advancement and reward.
2. Program includes career awareness and career planning activities.<br />
a. Program staff guides youth in strategizing, developing and maintaining career plans<br />
(including the first steps they will need to take as they begin their paths).<br />
b. Program activities and goals emphasize job retention and career advancement over<br />
entry-level placement.<br />
c. Program staff guides youth through self-assessment of personal interests and goal-setting.<br />
d. When possible, program provides youth with access to career aptitude and preference tests.<br />
e. Program offers both individual and group counseling sessions dedicated to career planning,<br />
as well as the assessment of personal skills, abilities, and aptitudes and personal strengths<br />
and weaknesses as they relate to careers and employment.<br />
f. Program assembles and provides youth with the use of a job reference library (including<br />
resources with which to explore the realities of a chosen career).<br />
g. Program connects youth to workshops with professionals who communicate the steps<br />
they took in achieving their work goals.<br />
3. Program trains youth in both hard and soft job-readiness skills.<br />
a. Program trains youth in understanding and completing job applications.<br />
b Program trains youth in resume preparation.<br />
c. Program trains youth in interviewing skills and strategies.<br />
d. Program trains youth in job hunting, job keeping and strategies for advancement.<br />
e. Program trains youth in effective self-advocacy in work environments (e.g. promotions,<br />
salary increases, benefits, working conditions, hours, etc.).<br />
f. Program trains youth in job behavior skills (e.g. appropriate attire, situation-appropriate<br />
language, time and materials management and communication).<br />
g. Program guides youth in exploring the impact of physical appearance on employability.<br />
h. Program helps youth explore workplace cultures, structure and workers’ rights.<br />
i. Program structures service learning, community service experiences and internships to<br />
teach transferable skills.<br />
j. Program staff models punctuality, preparedness and professionalism.<br />
4. Program for older youth focuses on employer engagement.<br />
a. Program works with local employers to offer job shadowing and connects youth to<br />
these opportunities.<br />
b. Program provides coaching during the learning stages of a new job.<br />
c. Program connects youth to internships or jobs related to their goals and interests.<br />
d. Where applicable, program teams with trade unions to offer apprenticeship or<br />
pre-apprenticeship opportunities.<br />
e. Program integrates vocational and academic curriculum.<br />
f. Program engages employers in active roles such as steering committees.<br />
g. Program gathers feedback and data regularly from employers for continuous improvement<br />
(e.g. providing employers with assessment forms to submit for youth).<br />
h. Program invites employers to provide instructional staff, training facilities and other resources.<br />
i. Program encourages employers to act as mentors to the youth they work with.<br />
Field <strong>Guide</strong> to OST Best Practices / High-Interest, Hands-On Activities / 23
5. Program connects work and learning.<br />
a. Program activities reflect the expectations that youth will meet in careers and work.<br />
b. Program ensures that career and workforce materials and resources are adequate and<br />
up to date.<br />
c. Program provides a structure through which youth can progress in their attainment of<br />
leadership and career skills.<br />
d. Program creates participant-run projects that are, or simulate, actual business enterprises.<br />
e. Program encourages growth of savings for participants (such as Individual Development<br />
Accounts) to use for education and/or training.<br />
f. Program connects youth to resources for education funding for when the program is<br />
completed.<br />
g. Program has systems in place to evaluate project sustainability.<br />
h. Program provides opportunities for peer assessment of projects.<br />
6. Program teaches youth life skills that enhance work.<br />
a. Program provides opportunities for youth to learn to present persuasive points of view,<br />
achieve consideration from others, influence agendas, procedures or approaches, and<br />
argue in support of people, ideas and changes.<br />
b. Program provides opportunities for youth to learn and practice the principles of negotiation<br />
(e.g. work incrementally toward agreements, come to terms through the<br />
resolution of divergent interests, turn conflict into partnership, find common goals).<br />
c. Program provides opportunities for youth to develop skills in guiding and teaching<br />
others (e.g. explanation, demonstration, coaching, answering questions, providing verbal<br />
support).<br />
d. Program provides opportunities for youth to learn to share knowledge and information,<br />
listen and respond, pay attention to verbal and non-verbal cues, ask questions, paraphrase<br />
and check for understanding/meaning.<br />
e. Program provides opportunities for youth to build leadership skills and provide direction<br />
to others around a common goal.<br />
f. Program provides opportunities for youth to learn to be adaptable, to respond to different<br />
situations and fill additional roles in relation to their scope of work.<br />
7. Program helps youth develop the new basic skills needed for careers in<br />
the 21st century.<br />
a. Program provides opportunities for developing communication skills.<br />
b. Program provides opportunities for developing collaboration skills.<br />
c. Program provides opportunities for developing technological skills.<br />
d. Program provides opportunities for problem solving.<br />
e. Program provides opportunities to innovate (e.g. originate, generate, design and invent<br />
new applications, ideas, relationships, systems or products, including artistic contribution).<br />
f. Program provides opportunities for the synthesis of a wide variety of information.<br />
g. Program provides opportunities for analysis, evaluation and reflection.<br />
Field <strong>Guide</strong> to OST Best Practices / High-Interest, Hands-On Activities / 24
8. Program helps youth develop skills in specific modes of communication.<br />
a. Program provides instruction and opportunities in depicting information visually (e.g.<br />
creating tables, graphs, drawings, sketches, icons).<br />
b. Program provides instruction and opportunities to communicate information through<br />
text (e.g. instructions, plans, proposals, memoranda, timelines, work plans, logic models).<br />
c. Program provides instruction and opportunities in oral presentation (e.g. summaries,<br />
debate, narrative, pitch, and anecdote).<br />
d. Program provides instruction and opportunities in the use of communication technology<br />
(e.g. word processing programs, spread sheets, PowerPoint, maintaining and troubleshooting<br />
technical equipment).<br />
9. Program helps youth develop skills with which to manage their work lives.<br />
a. Program activities include the budgeting and management of finances, materials and<br />
facilities.<br />
b. Program guides youth in strategies and opportunities for the development of skills in<br />
goal-setting and self-assessment.<br />
c. Program guides youth in strategies and opportunities for the development of time<br />
management skills (e.g. managing deadlines, creating timelines, prioritizing actions,<br />
record keeping, punctuality, keeping on schedule).<br />
d. Program guides youth in learning to develop contingency plans for activities and projects.<br />
e. Program guides youth in strategies for materials management (e.g. binder creation, filing,<br />
portfolio creation, sample selection and submission).<br />
Field <strong>Guide</strong> to OST Best Practices / High-Interest, Hands-On Activities / 25<br />
◆<br />
READINESS FOR POST-SECONDARY EDUCATION<br />
Both the knowledge of and preparation for what it takes to “get in” and “stay in” the world<br />
of higher education are skill sets that after-school programs can help young people<br />
build, beginning as early as middle school. In OST we can help them figure out why they<br />
would want to pursue education beyond high school, providing them with the exposure to<br />
both college facilities and current students, guiding them as they navigate the steps and<br />
cultivate the mindset to be ready for a life of learning after high school.<br />
The following are key elements to encouraging readiness for higher education:<br />
1. Program works with young people and their families to increase their awareness<br />
about educational options beyond high school and their connections to careers<br />
and quality of life.<br />
a. Program acquaints young people with options in universities, community colleges, junior<br />
colleges, professional academies, vocational training and the military.<br />
b. Program exposes young people to a wide variety of careers and the educational<br />
requirements for entering them.
c. Program fosters awareness in young people of the relative pay levels of different careers<br />
and the educational paths to getting there.<br />
d. Program promotes the realistic understanding of the relative costs and academic<br />
requirements for admission into higher education.<br />
e. Program provides young people with opportunities to visit college campuses and get<br />
firsthand impressions of college life.<br />
f. Program promotes youth and family understanding of how to maximize available<br />
opportunities and resources to attain college admission.<br />
g. Program promotes the realistic understanding of the difference between a high school<br />
transcript that allows for graduation and one that makes a competitive college candidate.<br />
h. Program provides young people with opportunities to talk with and question college<br />
students or recent graduates, and encourages program staff to share their own<br />
experiences in post-secondary education.<br />
i. Program exposes young people to positive pop-culture portrayals of college life.<br />
2. Program provides young people with a gradual familiarization of the mechanics<br />
of the application process.<br />
a. When appropriate, program acquaints young people with the different components of<br />
a college application and provides guided practice in their completion.<br />
b. Program provides opportunities for young people to assemble and create a portfolio of<br />
writing and art, as well as documentation of OST projects.<br />
c. Program works with young people on writing about themselves, their experiences and<br />
opinions and crafting these pieces into a college essay or a personal statement.<br />
d. When possible, program guides young people in the college interview process and gives<br />
them opportunities to practice.<br />
e. When possible, program guides young people in exploring financial support options<br />
and how to access scholarships as well as other types of resources they will need for<br />
post-secondary education.<br />
3. Program works with young people to build and maintain their emotional readiness<br />
for higher education.<br />
a. Program staff models and promotes self-worth and group-worth in its interactions and<br />
activities with young people.<br />
b. Participants’ ownership language and the ability to articulate personal value within a team<br />
reflect their understanding of self-worth and group-worth.<br />
c. Program promotes an environment that values differences and identifies commonalities,<br />
and exposes young people to diverse groups.<br />
d. Program guides young people in developing skills in self-advocacy and knowing when<br />
and how to use them.<br />
e. Program promotes the exercise of self-control for the purpose of achieving a goal.<br />
f. Program helps young people develop positive criteria for selecting friends in regards to<br />
achieving a goal.<br />
g. Program gives young people guided opportunities to make informed choices that take<br />
into consideration personal preferences, interests and abilities.<br />
Field <strong>Guide</strong> to OST Best Practices / High-Interest, Hands-On Activities / 26
h. Program prepares young people for the realities of navigating college culture, environment<br />
and curriculum.<br />
i. Program promotes an awareness of process and fosters the understanding that worthwhile<br />
things take time.<br />
j. Program staff models, values and recognizes persistence and hard work to attain goals.<br />
k. Program provides young people opportunities to discuss their future plans and strategies<br />
with their peers.<br />
l. Program helps young people prepare for, reflect upon and discuss new experiences and<br />
their significance to their goals in higher education.<br />
m. Program guides young people in managing stress.<br />
4. Program promotes development of the soft skills needed for higher education.<br />
a. Program promotes independence in working.<br />
b. Program promotes goal-setting.<br />
c. Program helps young people develop skills in time management, priority setting, financial<br />
management and materials management.<br />
d. Program guides young people in exploring how they learn best and creates opportunities<br />
for them to claim and name their individual learning styles.<br />
e. Program provides young people with guided as well as independent opportunities to do<br />
research and synthesize that information.<br />
f. Program provides young people with opportunities to break work down into steps.<br />
g. Program creates opportunities for recognition and celebration of the accomplishment<br />
of these steps and goals.<br />
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◆<br />
ENTREPRENEURSHIP DEVELOPMENT<br />
The dot-com boom may have come and gone, but in the marketplace of the 21st<br />
century there are still more opportunities than most adults can imagine to create, grow<br />
and profit from original business ideas. Entrepreneurship development not only offers young<br />
people a fun experience that can provide a source of income and increase their feelings of<br />
mastery and future, it also teaches the kinds of skills, processes and big-picture thinking that<br />
easily translate to almost any other endeavor. With its emphasis on learning through doing,<br />
after school is a natural arena for testing out what it takes to see a process from conception<br />
through completion.<br />
1. Program helps young people understand what it means to be an entrepreneur<br />
and how to evaluate and build upon their own related skills.<br />
a. Program facilitates discussion and identification of what an entrepreneur does, what it<br />
takes to succeed, and how it fits into the business world.
. Program gives young people the opportunity to identify and access their own<br />
entrepreneurial traits and explore ways in which they might be used.<br />
c. Program explores types of “Social Entrepreneurship” and how their success is measured<br />
in more than profit.<br />
d. Program guides young people in developing a personal plan to build their entrepreneurial<br />
strengths (e.g. practice pitching ideas, researching, organizing a team, prioritizing).<br />
e. Program brings in working entrepreneurs to speak on their motivations, skills and<br />
experiences.<br />
f. Program uses the work of both better- and lesser-known entrepreneurs to illustrate its<br />
instruction.<br />
2. Program identifies habits of mind that are conducive to entrepreneurial success.<br />
a. Program examines how to recognize market needs and turn them into entrepreneurial<br />
opportunities.<br />
b. Program analyzes how customer satisfaction is essential for success.<br />
c. Program focuses on the process of problem identification and solution.<br />
d. Program analyzes the benefits and methods of networking and mentoring.<br />
e. Program explores the value of ethics in relating to employees, customers and business<br />
partners, and examines ethical standards.<br />
f. Program provides young entrepreneurs with the opportunity to role-play situations<br />
where an entrepreneur must make a decision around business ethics.<br />
g. Program helps young people make the connection between school performance and<br />
interpersonal skills and aptitude for success as an entrepreneur.<br />
3. Program enables young people to analyze customer groups and develop a plan<br />
to identify, reach, and retain customers in a specific target market.<br />
a. Program identifies the differences between marketing and selling.<br />
b. Program explores the wide variety of ways that entrepreneurs get their message across to<br />
prospective customers.<br />
c. Program guides young people through the process of preparing a marketing plan for a<br />
prospective business.<br />
d. Program emphasizes the link between customer service and client retention.<br />
e. Program teaches how to create customer surveys.<br />
f. Program provides opportunity and instruction for young people in determining meaning<br />
from data and statistics.<br />
g. Program explores the role of test-marketing in product development.<br />
4. Program enables young entrepreneurs to apply economic concepts when making<br />
decisions for entrepreneurial ventures.<br />
a. Program guides young people in the process of analyzing and listing “risk vs. benefit”<br />
both in business and in personal life and examines the criteria for taking reasonable<br />
risks.<br />
b. Program examines the processes of partnering and outsourcing in production and<br />
distribution.<br />
Field <strong>Guide</strong> to OST Best Practices / High-Interest, Hands-On Activities / 28
c. Program explores the opportunities, risks and demands of different kinds of business<br />
ownership (e.g. sole proprietorships, partnerships, corporations).<br />
d. Program examines the differences between short-term and long-term profits.<br />
e. Program explores the relationship between supply and demand.<br />
f. Program explores the role of government and how regulations relative to taxes, employees’<br />
social security, workplace regulations, health insurance, etc., affect entrepreneurs.<br />
g. Program provides the opportunity to choose a hypothetical product, identify a buyer’s<br />
market, and then determine how much that market would be willing to pay for the<br />
product.<br />
5. Program offers young people practical experience in developing the basic<br />
financial skills that are required in business.<br />
a. Program teaches the basics of personal financial management (e.g. checkbook balancing,<br />
creating and implementing a budget, record keeping, financial planning and comparison<br />
purchasing).<br />
b. Program explores why keeping good records is essential to both business and personal<br />
success (e.g. personal taxes, tracking monetary transactions, documenting communications,<br />
collecting contacts, preparing proposals, grant compliance).<br />
c. Program identifies various types of business records and guides young people in their<br />
application.<br />
d. Program teaches how to create formal business statements from business records and<br />
how to analyze and use the resulting data.<br />
e. Program guides young people in tracking personal expenses for a specific time period<br />
and examining what they have learned from the experience.<br />
6. Program teaches young people specific business skills particular to<br />
entrepreneurship.<br />
a. Program teaches how to research and estimate the cost of manufacturing a product.<br />
b. Program teaches how to identify and estimate start-up costs for an entrepreneurial<br />
endeavor.<br />
c. Program teaches how to identify and approach varied sources of funding (e.g. family,<br />
friends, personal savings, grants, bank loans, venture capital).<br />
d. Program teaches how to read annual reports of businesses to determine profit or loss.<br />
e. Program teaches about buying in bulk and wholesale.<br />
7. Program gives young people the opportunity to develop a business plan/proposal<br />
for an entrepreneurial venture.<br />
a. Program explores the differences between vision (why you’re doing it), goals (what you’re<br />
going to do) and objectives (the steps you’re going to take to get there).<br />
b. Program guides young people in developing a vision statement for their ventures and<br />
monitoring the achievement of that vision.<br />
c. Program guides young people in the creation of a business plan.<br />
d. Program helps young people understand the roles necessary for fulfilling their vision and<br />
how to engage others who will fill those roles.<br />
Field <strong>Guide</strong> to OST Best Practices / High-Interest, Hands-On Activities / 29
e. Program teaches how to evaluate goal achievement and set both short- and long-term goals<br />
within the frame of a timeline.<br />
f. Program teaches strategies for team building.<br />
8. Program gives young entrepreneurs the opportunity to analyze the effect of<br />
cultural differences, export/import opportunities, and trends on an entrepreneurial<br />
venture in the global marketplace.<br />
a. Program helps young people explore how youth, as a target market, have been<br />
approached, manipulated and exploited by businesses and entrepreneurs.<br />
b. Program explores how to make predictions of trends.<br />
c. Program examines the social responsibility connected to import/export.<br />
d. Program examines the role of business in a variety of local cultures and connects it to<br />
opportunity recognition.<br />
e. Program explores opportunity recognition within our national culture.<br />
Field <strong>Guide</strong> to OST Best Practices / High-Interest, Hands-On Activities / 30
3<br />
The program has strong<br />
connections to local community<br />
with opportunities for engaging<br />
parents and contributing<br />
to the community.
3<br />
CIVIC DEVELOPMENT<br />
In our work with young people, we are not only growing future leaders, accomplished<br />
artists, world-renown scientists, celebrated authors, brilliant mathematicians, amazing<br />
engineers and architects, adept administrators, pioneering naturalists, remarkable teachers,<br />
theorists, practitioners, doers, movers and shakers—we are also helping shape our next<br />
generation of everyday, informed, invested and involved citizens. How young people come<br />
to contribute to and improve the society in which they live will be the ultimate measure of<br />
the success of our service. After school can provide ample opportunities for young people<br />
to learn how to give back in a way that has personal meaning, to grasp the issues that<br />
affect their lives, gain experience and understanding and navigate and change the very<br />
systems and forces that govern them.<br />
The following are key elements to promoting civic responsibility:<br />
1. Program effectively encourages good citizenship.<br />
a. There is evidence of an understood code of conduct.<br />
b. Code of conduct is co-created by staff and young people.<br />
c. Program encourages young people to think through choices and the associated<br />
opportunities and costs of those choices.<br />
d. Staff models cooperation and collegiality in their contact with young people and<br />
each other.<br />
e. Young people are singled out for acts of kindness, community and responsibility.<br />
f. There is evidence that consequences for negative behaviors have been clearly<br />
communicated to young people.<br />
g. Young people seem comfortable in doing things for the good of the group.<br />
h. Mistakes and not meeting goals are embraced as learning opportunities rather than<br />
as failure.<br />
i. Program encourages young people to explore coping strategies with which to<br />
navigate social codes of conduct.<br />
Field <strong>Guide</strong> to OST Best Practices / Opportunities for Engaging Parents and Contributing to the Community / 32
2. Program develops and provides opportunities for service learning and community<br />
contribution.<br />
a. Young people’s projects connect to the community at large (e.g. forums, councils,<br />
newsletters and magazines, petitions, radio shows, panels, workshops, committees).<br />
b. Young people’s projects are based both on community need and their own interests.<br />
c. Service learning projects include opportunities for implementing diverse skills such as<br />
research, needs assessment, interviewing, taking surveys, youth mapping and evaluation.<br />
d. Staff and participants work together to create service-learning opportunities with the<br />
needed planning, resources, relationships and reflection to be successful.<br />
3. Program ensures that young people receive encouragement and<br />
acknowledgement for the community contributions that they make.<br />
a. Program staff documents the process and product of young people’s contributions to the<br />
community.<br />
b. Program schedules both annual and summer events for the recognition of young people’s<br />
contributions to the community and invites families, teachers and community members.<br />
c. Staff develops a youth recognition strategy that is tied to ongoing development activities.<br />
d. Program communicates young people’s civic accomplishments in venues that are<br />
accessible to the general public (e.g. ceremonies, newsletters, news stories, nominations).<br />
4. As appropriate for their ages, program introduces young people to the structures<br />
and systems that affect their community and how to navigate them.<br />
a. Program provides young people with training around self-advocacy (e.g. voting, talking<br />
to teachers, applying for summer jobs, family discussions, exercising their rights within<br />
their communities and schools, standing up for their civil liberties).<br />
b. Program provides access to information on protocols for self-advocacy.<br />
c. Program provides opportunities for young people to practice self-advocacy.<br />
5. Civic education, leadership development and citizenship activities link to issues<br />
of race, ethnicity, economics and gender.<br />
a. Program examines the need for and history of civil rights movements, both past and present.<br />
b. Program staff does not model cultural assumptions and actively identifies and challenges<br />
stereotypes in gender, ethnicity, race, age, religion, economic status and sexual preference.<br />
c. Program draws connections between different kinds of discrimination and intolerance<br />
past and present, at home and abroad and examines factors that contribute to them.<br />
d. As appropriate, programs explore strategies for bridging the gaps that exist between races,<br />
genders, ethnicities, religions and sexual orientations.<br />
e. Program gives young people the services and supports to be able to address issues of<br />
unfairness and intolerance in an atmosphere of safety.<br />
f. While valuing individual and group identity, program also works to help its young people<br />
identify common ground.<br />
g. Program addresses the power of language in discrimination and unification.<br />
h. Program helps young people examine the factors that contribute to discrimination and<br />
intolerance.<br />
Field <strong>Guide</strong> to OST Best Practices / Opportunities for Engaging Parents and Contributing to the Community / 33
◆<br />
COMMUNITY CONNECTION<br />
It takes a village to raise a child. And it takes a community to bring out the best in afterschool<br />
programming. While young people are undeniably our focus, reaching out to<br />
families, schools, libraries, law enforcement, recreation centers, local businesses, places of<br />
worship, neighborhood organizations, policymakers and community leaders can only make<br />
our programs even more effective. As well as creating the two-way connection between<br />
young people and the communities that they live in, reaching out also helps promote an<br />
asset-based image of youth and gives our young people an asset-based image of our<br />
community. It gives our programs the kind of visibility and partnerships that help them<br />
flourish.<br />
The following are key elements to building strong community connections:<br />
1. Program invites families (i.e. parents, relatives, extended family members,<br />
caregivers and guardians) to become active partners in the life of the program.<br />
a. Staff acknowledges and/or welcomes families when they come on site.<br />
b. There is evidence of the program making meaningful opportunities for involvement to<br />
parents (e.g. as program volunteers or administrative staff, workshop leaders, aides,<br />
committee members, mentors).<br />
c. Program creates opportunities and access to information for families to increase family<br />
ability to advocate for the benefit of their young people and to learn how to navigate<br />
the systems that affect them.<br />
d. There is evidence that the program contacts families on a regular basis with information,<br />
concerns and kudos for their kids.<br />
e. Program passes along appropriate information from school and youth to families.<br />
f. Program has methods of integrating family feedback into programming.<br />
g. Program has scheduled times when families can confer with staff and director.<br />
h. When appropriate, program creates opportunities for families to participate in goal-setting<br />
for their young people.<br />
i. There is documentation of events where families are involved.<br />
2. Program embraces the culture of young people’s families and family culture.<br />
a. Staff has an awareness of, sensitivity to and familiarity with the languages and cultures<br />
of the families they serve and the communities in which they reside. Program makes sure<br />
that families with language barriers have access to program information.<br />
b. Program encourages young people to understand their cultures.<br />
c. Program encourages young people to explore and share their home cultures with their peers.<br />
d. Program organizes events that celebrate the families and the cultures that they come from.<br />
Field <strong>Guide</strong> to OST Best Practices / Opportunities for Engaging Parents and Contributing to the Community / 34
e. When possible, program creates opportunities for young people to bring what they are<br />
learning into their homes to involve their families.<br />
f. Program makes use of cultural institutions and embassies here in <strong>DC</strong> in the exploration<br />
of young people’s home cultures.<br />
3. Program seeks and builds community partnerships and alliances.<br />
a. There is observable or documented evidence of collaboration with other youth-serving<br />
programs, community organizations and businesses.<br />
b. Program management is able to explain the roles of community partners.<br />
c. Program demonstrates ongoing efforts to access diverse funding streams.<br />
d. Program creates opportunities to integrate local volunteers and interns into the program.<br />
e. Program is involved in raising the awareness of their work within the community and<br />
awareness of value of youth work and OST in general.<br />
f. Program pursues opportunities to participate in and/or host community events.<br />
g. Program staff facilitates relationships between young people and local public and<br />
community agencies (e.g. police, fire, library, A.N.C., city government).<br />
Field <strong>Guide</strong> to OST Best Practices / Opportunities for Engaging Parents and Contributing to the Community / 35
4<br />
The program is offered<br />
in a safe, structured, nurturing<br />
environment by a sustainable,<br />
well-run organization.
4<br />
PROGRAM ADMINISTRATION<br />
Setting up and adhering to purposeful policies and procedures comprise the foundation<br />
for growing, sustaining and evolving an effective program for young people. Clarity of<br />
mission and targeted outcomes are as important to a program’s viability today as self<br />
evaluation, collaboration and diversification of funding are to a program’s longevity tomorrow.<br />
Working within a planned and realistic structure that has the ability to change and grow with<br />
the landscape of out-of-school time is an important way that we can strengthen our<br />
profession and help the young people whom we serve.<br />
1. Program has systems in place to meet day-to-day challenges.<br />
a. Program employs sufficient full-time, part-time and substitute staff that in case of staff<br />
illness or emergency, an adequate staff-to-student-ratio (1:15 for ages 14-24/ 1:10 for<br />
ages 5-13) can be maintained.<br />
b. Program has a written plan for changes in child-staff ratios when level of risk in an<br />
activity increases.<br />
c. There is a system in place to ensure that staff has adequate experience, training and<br />
desire to work with young people.<br />
d. Program has documented procedures for tracking enrollment.<br />
e. Program has documented procedures for tracking attendance.<br />
f. Program has documented procedures for tracking levels of participation in individual<br />
young people.<br />
g. Program maintains enough information on other youth-serving organizations and<br />
programs to be able to refer out and guide young people in their transition when they<br />
age out, relocate or change their interests or needs.<br />
h. Program staff collaborates on how best to understand and serve young people with<br />
special needs in a group setting and makes provisions whenever such a young person<br />
enters the program.<br />
i. Relevant, subsidized, professional development training is provided both to administrative<br />
and frontline staff.<br />
j. At least 2 frontline staff and 1 supervisor have completed AYD (Advancing <strong>Youth</strong><br />
Development) and at least 1 program staff has completed training on the use of the<br />
WEBSTARS data reporting system.<br />
Field <strong>Guide</strong> to OST Best Practices / Organizational Infrastructure / 37
k. For continuity of service, program has provisions for use of an alternate space if the<br />
current site becomes unusable.<br />
l. Program has documented weather and communication procedures.<br />
m. Program has set and documented procedures for the arrival and dismissal of its young<br />
people.<br />
2. Program has documentation in place to meet day-to-day challenges as well as<br />
emergencies.<br />
a. Prior to beginning work, all staff – full-time, part-time, volunteer, substitute and youth –<br />
are provided with written job descriptions, an employee handbook, and comprehensive<br />
program orientation and are introduced to the other staff they will be working with.<br />
b. Program maintains all required participant documents and can readily access them when<br />
needed (e.g. signed parental consent forms, emergency contact information, administration<br />
of medications, special dietary needs, transportation instructions, swimming permission).<br />
c. Program maintains accurate, updated and accessible medical records on its young people<br />
(e.g. medications, allergies, emergency contacts, etc.).<br />
d. Program maintains a regularly updated list of phone and email contacts for families. And<br />
young people and their families are provided with practical ways to contact the program.<br />
e. Written policies and procedures are reviewed with staff on an ongoing basis (e.g. fire<br />
drills, disciplinary procedure, confidentiality policy).<br />
f. Program provides all staff with a phone/email contact tree, in case of emergencies.<br />
g. Program documents and files succinct descriptions and steps for activities and projects,<br />
so that substitutes can easily pick up where program staff has left off.<br />
h. Program keeps confidential archive of information for at least one year after a young<br />
person has left the program.<br />
i. Program tracks the progress of young people after they leave the program.<br />
j. Program conducts exit strategy meetings with young people leaving the program and,<br />
when appropriate, with their families.<br />
k. Program documents up-to-date personal and academic information on young people that<br />
can be shared with program colleagues.<br />
3. Program uses evaluation as a tool for continuous growth and improvement.<br />
a. Program defines and documents specific outcomes that it desires for its young people,<br />
what it will do to help young people achieve them, what indicators will show that<br />
progress is being made, and how it will measure that progress.<br />
b. Program shares evaluation information with funders and other stakeholders.<br />
c. Program regularly involves staff, young people, families and other community<br />
stakeholders in evaluation of the program through various means (e.g. surveys,<br />
questionnaires, interviews, focus groups, meetings and town halls).<br />
d. Program uses information from past evaluations to inform present strategies.<br />
e. Program participates in group information gathering to further the youth-serving<br />
community and the field of out-of-school time.<br />
f. Program makes use of evaluation to generate promotional and fund-raising material<br />
and to raise its visibility.<br />
g. When possible, program engages external evaluators.<br />
Field <strong>Guide</strong> to OST Best Practices / Organizational Infrastructure / 38
4. Program has plan in practice for program oversight.<br />
a. Program regularly reviews its administrative policies and procedures to ensure that they<br />
are effective, fair and in keeping with the mission and goals of the program.<br />
b. Program facilitates no less than an annual meeting with its board of directors.<br />
c. Program board is composed by a diverse group of stakeholders and community leaders<br />
outside of its administrative staff.<br />
d. The board of directors is active in the day-to-day function, operations and life of the<br />
program.<br />
e. Program policies and procedures are readily available to the community (e.g. posted<br />
at site, posted on website, in other languages).<br />
f. All hiring, placing, promoting and terminating of staff is documented and supported.<br />
g. All admission, exclusion or expulsion of youth within the program is documented and<br />
supported.<br />
h. Program implements and documents regular staff performance reviews.<br />
i. Program regularly reviews materials and supplies to ensure adequacy.<br />
j. Program reviews staff time-sheets for accuracy and pays staff in a timely manner.<br />
k. Program uses volunteers and records their involvement.<br />
l. Program has site budget and processes in place for the appropriate distribution of funds.<br />
5. Program, staff, board, young people and families are clear on an articulated and<br />
documented mission and purpose of the program.<br />
a. Program develops and shares a strong mission statement that communicates how it<br />
currently enriches young people’s lives and what its aims are for the future.<br />
b. Program activities are consistent with its mission.<br />
c. Financial management of the program supports its goals and mission.<br />
d. All staff is provided and familiarized with how the program supports <strong>DC</strong> OST best<br />
practices.<br />
e. Staff, board, families and young people themselves provide input on how to achieve<br />
program mission and goals.<br />
f. Program solicits and documents testimonials from its young people and their families.<br />
6 Program seeks sustainability.<br />
a. Program actively seeks a diversified stream of funding from different sources (e.g.<br />
government, foundations, business, and the private sector).<br />
b. Program makes proactive provisions for expanding its work, outreach, location and<br />
hours during the summer and, when applicable, during school vacations.<br />
c. Program creates opportunities to showcase its young people and their accomplishments<br />
to funders and local policymakers (e.g. newsletters, events, websites, flyers, evites,<br />
collaborations, news coverage).<br />
d. Program seeks and secures ongoing training in grant writing and other aspects of<br />
organizational development.<br />
e. Program creates a plan for succession in leadership and prepares emerging leaders to<br />
take the lead in a way where continuity of program service will not be disrupted.<br />
Field <strong>Guide</strong> to OST Best Practices / Organizational Infrastructure / 39
f. Program actively partners with other organizations to achieve goals, secure funds and<br />
raise consciousness about youth programming.<br />
g. Program attempts to coordinate staff development activities with those of school and<br />
community partners.<br />
h. Program documents and archives the “how-to” of activities and projects (e.g. resources,<br />
contacts, outcomes).<br />
i. Program offers topics and materials that are relevant enough to engage and sustain the<br />
interest of its customers.<br />
Field <strong>Guide</strong> to OST Best Practices / Organizational Infrastructure / 40<br />
◆<br />
SAFETY, HEALTH AND NUTRITION<br />
There is little argument that safety must always be a high priority for all out-of-school time<br />
programs. It can make or break everything else good that happens during the program<br />
day and it is one of the prime developmental needs of young people. Safety, however, takes<br />
thought and planning. Systems need to be in place and followed in order to create an<br />
environment where learning, exploring and youth development can thrive. Attention to<br />
details that as adults we often take for granted can ensure healthy conditions, adequate<br />
nutrition, and a feeling of security for young people, their families and program staff.<br />
1. Program protects the safety and security of young people at and around its site.<br />
a. All program site entrances are either continually monitored or locked with a buzzer<br />
system that requires voice identification for admittance.<br />
b. Systems are in place to protect young people from harm when using site areas where<br />
supervision is more challenging (e.g. hallways, playgrounds, rest-rooms, etc.).<br />
c. Program monitors arrival and dismissal of young people and does not allow them to leave<br />
with anyone who does not have approval to pick them up.<br />
d. Parental sign-off is required for students who will leave on their own from the program.<br />
e. Programs can identify where their young people are throughout the program day.<br />
f. A consistently enforced code of conduct is publicly displayed and used to prevent accidents<br />
or violent conflict.<br />
g. Program provides young people with confidential avenues for informing the appropriate<br />
adults if they don’t feel safe.<br />
h. Program encourages young people walking or taking public transit home to travel together.<br />
i. When possible, program has designated security personnel.<br />
2. Program provides a safe physical environment for on-site activities.<br />
a. There are no observable safety hazards in the program space, either indoor or outdoor.<br />
b. There is a procedure in place for regularly checking the adequacy, safety and<br />
maintenance of the indoor and outdoor program environment.
c. All indoor and outdoor program areas meet all applicable <strong>DC</strong> laws and regulations for<br />
use of space and occupancy.<br />
d. All toxic materials are kept in original, labeled containers which are inaccessible to<br />
young people.<br />
e. Hot water pipes and other sources of heat exceeding 110 degrees F that are accessible<br />
to young people are equipped with protective guards or insulated to prevent contact.<br />
f. All electrical outlets and wiring are covered.<br />
g. Unsafe areas or areas under construction or repair are fenced off and inaccessible to<br />
young people.<br />
h. Hallways and exits are unobstructed and not locked to inside access.<br />
i. Staff intensifies supervision for activities that can be potentially harmful to young people.<br />
j. An adequately supplied first aid kit is always available and locatable both at the program<br />
site and during trips off site.<br />
3. Program protects the safety and security of its young people during off-site<br />
activities.<br />
a. Staff monitors whether young people are adequately prepared for outdoor climate and<br />
temperature and informs families of what young people will need for off-site activities<br />
(e.g. maintains supplies of sun hats, sun block and bug repellent).<br />
b. Adequate water and snacks are either brought or accessed on all outdoor and off-site<br />
activities, especially in summer.<br />
c. When possible, staff is equipped with means of intercommunication when working<br />
off-site.<br />
d. Up-to-date emergency and medical information is readily available for each young<br />
person during all off-site activities.<br />
e. Parental permission is required for all off-site activities, and families are kept informed<br />
of any requirements for safety.<br />
f. Program solicits information on all physical and medical conditions, allergies and<br />
psychological conditions on program intake and registration forms.<br />
g. All staff are knowledgeable of their individual responsibilities during off-site activities<br />
(e.g. communication, monitoring, medical, transportation, etc.).<br />
h. Program establishes clear codes of conduct and behavior while off-site.<br />
i. Program informs young people on the dangers and consequences of leaving the group<br />
when off site.<br />
j. Monitoring systems and check-off systems are in place to ensure staff knowledge of<br />
young people’ s whereabouts just before, during and just after trips off-site.<br />
k. Program establishes a safe meeting place in case a young person gets lost during an<br />
off-site activity as well as phone contact for at least one staff.<br />
4. Program provides safe transportation to off-site activities.<br />
a. The operator of any vehicle transporting young people shall be 18 years-of-age or older<br />
and possess a valid driver’s license and adequate insurance coverage.<br />
b. Staff-to-young person ratios do not include drivers when off-site.<br />
Field <strong>Guide</strong> to OST Best Practices / Organizational Infrastructure / 41
c. Vehicles used for program transportation meet motor vehicle safety standards and have<br />
adequate seat belts to cover each person in the vehicle.<br />
d. All vehicles providing transportation to young people are fully insured.<br />
e. No more than three people shall occupy the front seat of a vehicle.<br />
f. The cargo area of a van or station wagon, or the back of a pick-up truck may not be<br />
used for transporting young people.<br />
g. Young people under the age of 13 may not be left unattended in a vehicle.<br />
h. While in operation the doors to a vehicle transporting young people must be locked.<br />
i. Vehicles transporting young people must have a basic first aid kit on board.<br />
j. When in an active roadway, adults supervise young people boarding and exiting a<br />
vehicle from outside the vehicle.<br />
5. Program, staff and young people are prepared to handle emergencies.<br />
a. Emergency plans and evacuation routes are posted and in place for young people as<br />
well as staff to know how to know how proceed in case of an emergency (e.g. fire,<br />
illness, accidents, gunfire, terrorist attack, etc.).<br />
b. Families are given telephone contact and location information so that they may reconnect<br />
with their young people in case of an emergency.<br />
c. Family contact information as well as medical information for young people is kept in a<br />
portable container on-site that can be easily accessed in case of an emergency.<br />
d. A fire drill is held at least every 60 days.<br />
e. At least one adult trained and up-to-date on CPR and First Aid is on site at all times.<br />
f. Program has written permission from families to secure appropriate medical treatment<br />
for young people during emergencies.<br />
g. Every staff person in all programs knows the location of phones and emergency<br />
equipment and how to use them.<br />
h. All staff is instructed in security procedures and for dealing with emergencies.<br />
i. Program maintains an adequate supply of drinking water and snacks at site in case of<br />
an overnight stay.<br />
6. Program ensures that both paid and volunteer staff creates a safe environment<br />
and pose no security or health risks to its young people.<br />
a. Prior to their contact with young people in the program, all paid and volunteer staff is<br />
screened for prior criminal records, child protective service findings, and other improper<br />
conduct.<br />
b. Prior to their contact with young people in the program, all paid and volunteer staff are<br />
tested and cleared for Tuberculosis on an annual basis.<br />
c. Program reserves the right to drug test paid or volunteer staff if they are suspected of<br />
being under the influence while working with young people.<br />
d. Staff is trained in a documented form of conflict resolution and implements it to manage<br />
conflicts between young people.<br />
e. Program has established procedure and clear communications for staff to follow if they<br />
have concerns about other staff’s interactions with young people.<br />
Field <strong>Guide</strong> to OST Best Practices / Organizational Infrastructure / 42
f. Program establishes rules for staff around physical conduct with young people and how<br />
to manage emergency situations where physical contact may be needed.<br />
g. Staff are oriented in how to recognize signs of child abuse, emotional disturbance and<br />
drug use, as well as in how and when to report concerns and refer to outside expertise.<br />
7. Program site is a healthy and sanitary environment.<br />
a. Garbage is removed from the facility each day and from the facility grounds at least once<br />
per week.<br />
b. Removal, clean up and disposal of leaded paint, chips, dust and debris shall be accomplished<br />
in a manner that avoids dispersal of dust in debris into the environment.<br />
c. Heating, cooling and ventilation levels in indoor space are kept at a comfortable level. If<br />
facility air conditioning is absent or malfunctioning, multiple fans are used with the priority<br />
being the young people, not the staff.<br />
d. No smoking is done where young people are present or where food is being prepared.<br />
Tobacco products are not allowed at program.<br />
e. Adequate lighting is provided for young people to be able to see clearly.<br />
f. Adequate supplies are maintained for hand-washing, hand-drying, hand sanitization and<br />
surface clean up, with at least one working sink for every 30 young people.<br />
g. Program supplies signs for instruction in hand washing at all site bathrooms as well as a<br />
covered trash can for the girls’ bathroom.<br />
h. Adequate supplies are maintained for toilet use and cleaning, with at least one working<br />
toilet for every 20 young people.<br />
i. When possible, high noise activities are separated from non-participating young people<br />
and there is a regular quiet space available.<br />
j. Indoor areas are kept clean on at least a weekly basis, and eating surfaces are cleaned<br />
before each meal or snack.<br />
k. Staff attempts to protect young people from communicable disease by separating youth<br />
who become ill during the program or come to the program sick.<br />
l. Staff uses appropriate hand washing or gloves when serving food.<br />
m. Program stores food in accordance with USDA standards.<br />
n. If possible, in programs where food preparation is involved, staff have training in sanitary<br />
food handling.<br />
8. Program provides adequate nutrition, promotes awareness of healthy eating and<br />
uses snack and mealtimes constructively.<br />
a. Program asks families to supply them with information on any food allergies that their<br />
young people may have, and this is taken into consideration in food selection and<br />
preparation.<br />
b. In a program that operates for 4 consecutive hours, a snack which meets USDA Child<br />
and Adult Care Food Program guidelines is provided.<br />
c. Drinking water is available at all times.<br />
d. The amount and type of food offered is appropriate for the ages and sizes of young<br />
people, and supplementary snacks and second servings are made available to those who<br />
may not be getting adequate food outside the program.<br />
Field <strong>Guide</strong> to OST Best Practices / Organizational Infrastructure / 43
e. Program provides snacks and meals on a consistent schedule and, when possible, posts<br />
menus for young people, parents and families.<br />
f. Food may not be withheld from a young person as an act of discipline or punishment.<br />
g. Food focus is on healthy eating and drinking that includes fruits and vegetables and not<br />
on foods and drinks that are high in sugar, fat or which are heavily processed. Staff<br />
models these choices while working with young people.<br />
h. Program educates young people on nutrition (e.g. posting a nutrition chart, cooking<br />
classes, informative discussions, product comparisons, gardening, obesity awareness, etc.).<br />
i. Staff engages young people during snack and mealtimes times and, when possible,<br />
uses the time for discussion, individual recognition, community building and exposure<br />
to new things.<br />
j. When possible, some meals at program relate to areas of cultural exploration.<br />
k. When possible, some meals and snacks take place at small tables that promote small<br />
group discussion.<br />
9. Program refers to or offers health resources for its young people.<br />
a. When appropriate, small group discussion and instruction on healthy sexuality, AIDS,<br />
STDs, birth control and pregnancy is offered to young people.<br />
b. When appropriate, small group discussion and instruction on drug and alcohol abuse is<br />
offered to young people.<br />
c. When appropriate, small group discussion and instruction on domestic violence and<br />
violence in communities is offered to young people.<br />
d. Program can provide active contact information for mental health and social service<br />
referrals when young people have issues and crises that are beyond the program’s scope<br />
of expertise.<br />
e. Program can provide active contact information for pregnancy and sexual health referrals<br />
when young people have sexual or health issues beyond the program’s scope of expertise.<br />
f. Programs are able to refer older youth to adult resources around housing, banking and<br />
budgeting, parenting, education, transportation, employment and counseling.<br />
10. Program provides opportunities for health education and awareness.<br />
a. As appropriate, activities include instruction and guided as well as peer discussion on<br />
sexuality, pregnancy prevention, sexual health and the role of sex in relationships.<br />
b. As appropriate, activities include instruction and guided as well as peer discussion on<br />
substance abuse and addiction.<br />
c. As appropriate, activities include instruction and guided as well as peer discussion<br />
on violence.<br />
d. As appropriate, activities include instruction and guided as well as peer discussion<br />
on sickness prevention.<br />
Field <strong>Guide</strong> to OST Best Practices / Organizational Infrastructure / 44
Field <strong>Guide</strong> to OST Best Practices / Organizational Infrastructure / 45<br />
◆<br />
USE OF INDOOR AND OUTDOOR ENVIRONMENT<br />
Creating an indoor and an outdoor environment that is safe, structured, stimulating and<br />
sustainable is often a challenge in settings where space is shared, rented or even<br />
borrowed. Yet, within the parameters of our control it is vital that we make the space that<br />
we have for young people a space they want to come back to and a place where they feel<br />
ownership. While standards of safety are mandatory, there are creative ways to make the<br />
best of less than optimal space situations and outside resources that can be identified and<br />
used to enhance our services.<br />
1. The program’s indoor space meets the needs of the program and its young people.<br />
a. There is adequate room and appropriate space for program activities and adequate<br />
materials for the number of young people to be served.<br />
b. Program insures that indoor space is clean, safe and free from health hazards (e.g.<br />
broken furniture, exposed wiring, exposed hot water pipes, unsecured toxic materials,<br />
broken glass, etc.).<br />
c. The space is arranged so that staff can monitor all activities at all times.<br />
d. The space is arranged to make activities accessible and enjoyable to young people with<br />
special needs and follows the ADA guidelines for basic emergency preparedness.<br />
e. Program space, materials and equipments are well maintained and in good working order.<br />
f. In programs where only common space is available, it is consistently set up into discrete<br />
sections which are conducive to different kinds of activities.<br />
g. In programs where only common space is available, the effort is made to create visual<br />
and acoustic buffers and that activities requiring quiet are not in proximity to activities<br />
creating noise.<br />
h. There is adequate and convenient storage space for equipment, materials, and personal<br />
possessions of young people and staff.<br />
i. Program has contingency plans for dealing with excessive heat (and other facility<br />
emergencies).<br />
2. Program space is conducive to student ownership.<br />
a. Young people access appropriate materials and put them away themselves with ease.<br />
b. Young people have a say in arranging materials and equipment to suit their activities.<br />
c. When possible, the decoration of program’s indoor space reflects the interests of its<br />
young people.<br />
d. When possible, young people’s work, accomplishments and creations are prominently<br />
displayed in program space.<br />
e. In space that cannot be decorated, program documents young people’s work,<br />
accomplishments and creations by other means (e.g. cases, portfolios, fold outs, scrap<br />
books, videos).
f. In shared space, program clearly communicates to young people the limitations of its use.<br />
g. Young people and staff are cooperatively involved in clean up and in setting up and<br />
taking down equipment.<br />
h. When possible, program space includes comfortable furniture and floor covering and<br />
provides a place where young people can experience quiet time.<br />
i. When possible, young people have meaningful input in posted rules and policies<br />
regarding the use of indoor space.<br />
3. Outdoor program space meets the needs of young people.<br />
a. Each young person has the regular opportunity to participate in outdoor activities, subject<br />
to weather conditions.<br />
b. When possible, dedicated program outdoor space is not accessible to the public.<br />
c. When in use, outdoor space accessible to the public is continuously monitored for safety<br />
by program staff. (See “Safety, Health & Nutrition” section).<br />
d. Outdoor space is free from health hazards (e.g. broken glass, rusty metal, splintered<br />
wood, etc.).<br />
e. Outdoor equipment is in good repair and, when possible, safety matting is in place<br />
under and around equipment.<br />
f. If program does not have access to its own dedicated outdoor space, then nearby public<br />
space is identified, planned for and utilized.<br />
g. When possible, playground equipment is suitable for young people of different sizes and<br />
abilities.<br />
h. When possible, outdoor space is large enough to allow young people to engage in large<br />
muscle group activity (e.g. running, jumping and climbing, etc.).<br />
i. When physically able, staff participates with young people in outdoor activities.<br />
j. In inclement weather, indoor space is identified and used for physical activities and games<br />
which are modified for an indoor environment.<br />
k. Young people and staff are cooperatively engaged in bringing out and putting away<br />
outdoor equipment.<br />
Field <strong>Guide</strong> to OST Best Practices / Organizational Infrastructure / 46
ACKNOWLEDGEMENTS<br />
This compilation of best practices and indicators for after-school programs in <strong>DC</strong> is the product of many<br />
minds and many sets of experiences. The process benefited from the wisdom of other cities – Baltimore,<br />
Philadelphia, New York, Boston, Denver and Chicago to name a few – and was shaped by generous input<br />
from a wide range of after-school practitioners across the District of Columbia. They include:<br />
Stacey Stewart of Arena Stage<br />
Carl Thomas of Capital Educational Support<br />
Stephen Berry of Capitol Hill Computer Corner<br />
Alexe Nowakowski of City Dance<br />
Gail Oliver of the Columbia Heights <strong>Youth</strong> Club<br />
Christopher Page and Cora Clark from Community Preservation and Development Corporation<br />
Xavier Johnson of Covenant House Washington<br />
Joe Davis of Digital Success<br />
Katrina Hochstetler of <strong>DC</strong> Scores<br />
DeAngelo Rorie and Shana Savage of Heads Up<br />
Rachel Gwaltney and William Masson of the Higher Achievement Program<br />
Andria Hollis, Maya Mimms and Kim Singer of Kid Power- <strong>DC</strong> Inc.<br />
Fred Rogers of LINK<br />
Timothy Jones and Juanita Cammon of Martha’s Table<br />
Eshe Armah from the National Cathedral School<br />
Tasheen Stallings and Gary Johnson-Bey from National Organization of Concerned Black Men<br />
Kristian Whipple and Marvin Coote of New Community for <strong>Children</strong><br />
Robert Simon of Nomis <strong>Youth</strong> Network, Inc.<br />
Joe Angel-Babb of the Shakespeare Theatre Company<br />
Claude Elliot of Step Afrika<br />
Estafani Rondon of WAVE<br />
Mazi Mutafa of Words, Beats & Life<br />
Patrick Torres of Young Playwrights’ Theater<br />
Ragasten Paul of Y.O.U.R. (<strong>Youth</strong> Organization United to Rise) Community Center<br />
<strong>TRUST</strong> STAFF<br />
Several members of the <strong>Trust</strong> spearheaded the project, including:<br />
Peter Guttmacher<br />
Carol Strickland<br />
Ed Davies<br />
Krsna Ellsworth<br />
Shanita Burney<br />
Syreeta Evans<br />
Broderick Clarke<br />
Jose Dominguez<br />
Lynn Pinder<br />
Meeta Sharma-Holt<br />
Michael Warmstein<br />
Field <strong>Guide</strong> to OST Best Practices / Acknowledgments & Staff / 47