Quality Self-Assessment Tool

Supporting Continuous Program Improvement

for Quality After-School Programs

Developed August 2007–September 2009

A F T E R - S C H O O L P R O G R A M

C A L I F O R N I A

uality

elf-

ssessment

ool

After School Programs Ofﬁce

California Department of Education

1430 N Street, Suite 6408

Sacramento, CA 95814-5901

(916) 319-0923

www.cde.ca.gov/ls/ba

The California Afterschool Network

Quality Committee

University of California at Davis

School of Education

One Shields Ave, TB. 206

Davis, CA 95616

(530) 752-5965

www.afterschoolnetwork.org

D E V E L O P E D I N C O L L A B O R AT I O N B Y:

A N D

C A L I F O R N I A A F T E R - S C H O O L P R O G R A M Q U A L I T Y S E L F - A S S E S S M E N T T O O L

ACKNOWLEDGEMENTS

The California After School Program Quality Self-Assessment Tool is a collaborative project

of the California Afterschool Network and the California Department of Education

(CDE). Network Staff engaged the CDE, Regional Leads, The California After School

Demonstration Program (CASDP), The California After School Inclusion Project,

California Tomorrow, The Alliance for a Better Community, The Center for Afterschool

Education, The Network Quality Committee, The Network Nutrition and Physical

Activity Committee, ASAP Connect, after school providers, QSA Tool Implementation

Pilot Sites, and national experts in the revision of the Tool.

SPECIAL THANKS TO

THE CO-CHAIRS OF THE

CASN QUALITY COMMITTEE

Katie Brackenridge

Bay Area Partnership

Marcella Klein-Williams

Ventura County Office of Education

THE COMMITTEE’S

FORMER CO-CHAIRS

Lindsay Callahan

Central Valley Afterschool Foundation

Amy Scharf

California Tomorrow

THANKS ALSO TO

in alphabetical order

Jhumpa Bhattachyara

California Tomorrow

Kim Boyer

Central Valley Afterschool Foundation

Andrea Bustamante

San Francisco Unified School District ExCEL

After School Programs

Regino Chavez

LA’s BEST

Cheri Chord

Sacramento START

Amy Christianson

Butte County Office of Education

Sue Eldredge

Community Network for Youth

Development

Yvonne Evans

California Department of Education

Valodie Foster

California Department of Education

Kica Gazmuri

CalSAC

Robert Granger

William T. Grant Foundation

Gloria Halley

Butte County Office of Education

Nora Hannah

San Joaquin County Office of Education

Doreen Hassan

YMCA of Silicon Valley

Arnell Hinkle

CANFit

KJ Lavoie

Boys and Girls Clubs of America

Kathy Lewis

Center for Collaborative Solutions

Helen Magnusun

California Department of Public Health

John Malloy

California Department of Education

Mariah Martin

California After School Resource Center

Debra Mason

Mt. Diablo CARES

Norma Munroe

California Department of Education

Renee Mora

Teague KIDS After-School Program

Corey Newhouse

Public Profit

Laurie Olsen

California Tomorrow

Michelle Perrenoud

Los Angeles County Office of Education

Sam Piha

Temescal Associates

Jimena Quiroga

California Tomorrow

Chris Rury

California Department of Education

Monica Santos

Team Up For Youth

Kathie Scott

California Department of Education

Charles Smith

David P. Weikart Center for

Youth Program Quality

Deborah Tamannaie

California Department of Education

Claudia Weisburd

Center for Afterschool Education

Nicole Yohalem

The Forum for Youth Investment

Cynthia V. Zarate

Alliance for a Better Community.

WE ARE GRATEFUL FOR THE TIME

AND ATTENTION THAT OUR PILOT

PROGRAMS GAVE TO THE QSA

TOOL TESTING PROCESS:

w The Community Network for Youth

Development—Program Quality

Learning Network

w Galt High School District

w Long Beach YMCA

w San Francisco ExCEL

CALIFORNIA AFTERSCHOOL NETWORK

STAFF, 2008-09

Andee Press-Dawson

Executive Director

Jeff Davis

Program Coordinator

John Jones

Web Developer

Joanne Bookmyer

Research Associate

C A L I F O R N I A A F T E R - S C H O O L P R O G R A M Q U A L I T Y S E L F - A S S E S S M E N T T O O L

uality

elf-

ssessment

ool

A F T E R - S C H O O L P R O G R A M

C A L I F O R N I A

Where the QSA Tool Comes From

The California Afterschool Program Quality Self-Assessment

Tool (QSA Tool) is a collaborative project of the California

Afterschool Network and the California Department of Educa-

tion (CDE). Network Staff engaged the CDE, Regional Leads,

The California After School Demonstration Program (CASDP),

California Tomorrow, The Alliance for a Better Community, The

Center for Afterschool Education, The Network Quality Com-

mittee, The Network Nutrition and Physical Activity Commit-

tee, ASAP Connect, after school providers, QSA Tool Implemen-

tation Pilot Sites, and national experts in the revision of the Tool.

What the QSA Tool is for

w Engaging key stakeholders in meaningful conversations about

program quality and continuous program

improvement.

w Generating an Action Plan that identifies the immediate,

mid-range, and long-term professional development and

technical support needed to enhance program quality.

w This tool is not intended for use as an external evaluation tool.

It is appropriate for self-assessment purposes only.

Programs must decide how best

to use the QSA Tool

The Tool is a comprehensive look at many areas of program qual-

ity. Programs will utilize the tool in different ways depending

on time available and the developmental stage of the program.

There is no one right way to use the QSA Tool!

The QSA Tool can be used in many

ways, such as:

w Reviewing single sections of the QSA Tool during staff meet-

ings to inform program planning and

professional development.

w Using the several sections of the QSA Tool as a staff survey to

assess multiple dimensions of program quality.

w State-funded after school programs cannot overlook grant

compliance requirements. For more information, visit the

California Department of Education After School Programs Office

web site at www.cde.ca.gov/ls/ba

w The User’s Guide includes extensive guidance about imple-

menting the QSA Tool. Please review it prior to

distributing the QSA Tool to program staff and stakeholders.

C A L I F O R N I A A F T E R - S C H O O L P R O G R A M Q U A L I T Y S E L F - A S S E S S M E N T T O O L

What’s inside the QSA Tool: Eleven Program Quality Elements

The QSA Tool is organized into eleven program quality elements.

Quality Element

Section 1: Program Design & Assessment

Section 2: Program Administration & Finance

Section 3: Community Partnerships & Collaboration

Section 4: Alignment & Linkages with the School Day

Section 5: Program Environment & Safety

Section 6: Youth Development

Section 7: Staff Recruitment & Professional Development

Section 8: Family Involvement

Section 9: Nutrition & Physical Activity

Section 10: Promoting Diversity, Access, Equity, & Inclusion

Section 11: Effectively Supporting English Learners

Using the QSA Tool for Program

Planning & Professional Development

When developing an action plan based on the QSA Tool ratings,

after school programs should consider the following:

What is the current Performance Level in our program?

Practices that receive a 1 or 2 rating will likely need to be ad-

dressed in the short-term. Practices that receive a 3 rating will

likely need additional attention within the current school/fiscal

year and practices that are rated as a 4 should be sustained.

How urgent is the need to address the practice?

Practices that have a direct impact on participants’ health and

safety or that are closely linked to program goals should take

priority in the action plan.

Each program quality element includes a section at the end to re-

cord thoughts about planned next steps and technical assistance

needs. The User’s Guide includes suggestions for programs to

develop an action plan based on results of the self-assessment.

For more detailed information on how to use the QSA Tool,

please see the California After School Program Quality Self-Assess-

ment Tool User’s Guide.

Scoring the QSA Tool

The QSA Tool uses the following rating system to assess the

degree to which each quality indicator is evident in the program.

Level 1: Our program is just beginning to work in this area and

has an urgent need to address this practice. Our pro-

gram can be much better at this than we are currently.

Level 2: Our program has done some work in this area but will

need targeted support to move to the next level. Our

program is making progress, but can improve further.

Level 3: Our program has achieved a high level of proficiency in

this area and needs only a little additional work to be

exceptionally proficient. Our program is very good at

this practice.

Level 4: Our program is exceptionally proficient in this practice

and can demonstrate this in observable ways. This is an

area of quality practice where our program can serve as

an example for others.

Don’t Know: I am not familiar enough with this aspect of the

program to rate performance on this indicator or am

just not sure how to rate it at this time.

After school programs should strive to meet Level 3 or 4 for each

indicator to demonstrate overall program quality. Assistance and

support should be sought for areas scoring as Level 1 or Level 2.

C A L I F O R N I A A F T E R - S C H O O L P R O G R A M Q U A L I T Y S E L F - A S S E S S M E N T T O O L

In our program: Level

1-4,

Examples of this indicator

in our program

Vision and Planning

There is a clearly defined, well understood vision and mission in operation

that has been agreed upon by our staff and stakeholders.

Program activities support the vision and mission.

Activities are well defined, hands-on, and student-centered and

incorporate and combine academics, youth development, and recreation.

Attendance

Activities are attended at capacity.

Evaluation and Assessment

Evaluation and assessment activities are guided by clearly defined,

measurable, goals that are linked to participant and community needs.

A qualified staff person or consultant conducts regular self-assessments

and outcome evaluations using strong research design.

Staff who are responsible for collecting data are trained to ensure effective

collection of quality data.

Program leadership uses assessment and evaluation data to continuously

review and refine program activities, policies, staffing, and professional

development.

Key stakeholders receive accessible assessment and evaluation results

in a timely manner (i.e., shortly after the information is available to the

program).

SECTION 1: PROGRAM DESIGN & ASSESSMENT

Quality after school programs are intentionally designed to achieve clearly defined and

measurable goals. Quality after school programs conduct continuous improvement

and outcome evaluations, using strong research-based designs, to determine the level of

achievement of program goals and objectives and to determine overall program effective-

ness.

Action Plan Technical Assistance/Training Needed

Level 1: Just beginning; Level 2: Done some work; Level 3: High level of proficiency; Level 4: Exceptionally proficient; DK: Don’t Know

C A L I F O R N I A A F T E R - S C H O O L P R O G R A M Q U A L I T Y S E L F - A S S E S S M E N T T O O L

In our program: Level

1-4,

Examples of this indicator

in our program

Administration

Staff recruitment, hiring, and retention policies and practices are well

defined and support our program goals.

Leaders at the district or organization level have a working knowledge of

the program’s funding sources and associated reporting requirements.

Activities meet funder-mandated content standards and

hours of operation.

All required attendance, evaluation and expenditure reports are accurate

and submitted on time.

There is clear evidence that the program adheres to local, state, and federal

fiscal, accounting, recordkeeping and audit requirements, including keep-

ing records for five years (ASES & 21st CCLC).

Finance

Annual site and organizational budgets assure that resources are allocated

to meet organizational goals and objectives.

A sufficient proportion of funds are allocated for direct services (85% for

ASES and 21st CCLC).

Site coordinators have timely access to resources and are able to allocate

resources to meet site-specific needs.

Expenditures and cash flow are monitored continually and immediate

action is taken to address potential problems.

Leaders at the district or organization level actively pursue new sources of

funding and in-kind resources.

Action Plan Technical Assistance/Training Needed

SECTION 2: PROGRAM ADMINISTRATION & FINANCE

A quality program has an effective management and fiscal structure that develops and

implements policies, procedures, and practices to ensure the successful operation of

the after school program based on the program goals, vision, and design. Programs that

receive state or federal funds should take care that they do not supplant any other sources

of support.

Level 1: Just beginning; Level 2: Done some work; Level 3: High level of proficiency; Level 4: Exceptionally proficient; DK: Don’t Know

C A L I F O R N I A A F T E R - S C H O O L P R O G R A M Q U A L I T Y S E L F - A S S E S S M E N T T O O L

SECTION 3: COMMUNITY PARTNERSHIPS &

COLLABORATION

A quality program develops, maintains, and strengthens school-community collabora-

tions that engage diverse community members, school staff (where applicable), business

leaders, and community-based organizations in the development, implementation, and

support of after school programs. Strong collaborative groups are characterized by open,

respectful relationships among partners who share a common vision for their shared work.

In our program: Level

1-4,

Examples of this indicator

in our program

Program staff and leadership collaborate with partners to meet the

diverse goals of our program, such as fundraising, administrative support,

inclusion of children with special needs or disabilities, and expanding

activity options for youth and families.

Collaborative partners’ roles and expectations are clearly defined through

Memoranda of Understanding or other documents.

Collaborative partners have regular opportunity to provide feedback about

the program.

Leadership and collaborative partners establish policies and procedures

that provide clear governance and regular meetings to ensure effective

engagement of partners.

Staff provide partners and stakeholders with regular updates about

program events, activities, and achievements in a variety of formats and in

multiple languages, as needed, such as through a program website,

newsletters, flyers, and emails.

The collaborative supports long-term sustainability through joint

fundraising and in-kind contributions of services and materials.

Action Plan Technical Assistance/Training Needed

Level 1: Just beginning; Level 2: Done some work; Level 3: High level of proficiency; Level 4: Exceptionally proficient; DK: Don’t Know

C A L I F O R N I A A F T E R - S C H O O L P R O G R A M Q U A L I T Y S E L F - A S S E S S M E N T T O O L

SECTION 4: ALIGNMENT & LINKAGES WITH

THE SCHOOL DAY

A quality program supports, complements, and expands the school day through intentionally

designed enrichment activities and student-centered academic assistance. School-based after school

programs and programs with a purposeful focus on youth’s academic development are especially

likely to benefit from communication with the host school. Note: After school programs that re-

ceive CDE funding are required to collaborate and coordinate with the regular school day program.

In our program: Level

1-4,

Examples of this indicator

in our program

Staff are aware of the ways in which academically-oriented activities in

after school support participants’ school success and help to address the

achievement gap.

Staff communicate frequently with administrators and faculty to ensure

alignment of program activities to the host school’s learning goals and

curricula.

Staff seek input from school day teachers and from administrators on the

impact of after school programming for participants.

Staff participate in school committees (e.g., School Site Council, School

Wellness Committee, meetings to develop Individualized Education Plans)

and the program is included in the Single School Plan for Student

Achievement and School Wellness Policy.

Staff and participants have access to sufficient indoor and outdoor space,

including classrooms, library, computer labs, gym, fields, kitchen, and

storage that can be locked when needed.

Staff use information about participants’ academic and behavioral progress

in school to tailor activities (e.g. assessment results, attendance, language

fluency, needed accommodations, grades, and homework completion

rates).

Youth who need intensive academic support work with trained staff

members individually or in small groups.

Academic activities build on or complement school day curricula and are

clearly linked to state content standards.

Academic activities are engaging and build on youths’ interests and

individual learning styles.

Academic activities incorporate a variety of age-appropriate instructional

strategies to help youth build and master key academic skills and content.

Participants have enough time to make substantial progress on their

homework (where applicable).

Action Plan Technical Assistance/Training Needed

Level 1: Just beginning; Level 2: Done some work; Level 3: High level of proficiency; Level 4: Exceptionally proficient; DK: Don’t Know

C A L I F O R N I A A F T E R - S C H O O L P R O G R A M Q U A L I T Y S E L F - A S S E S S M E N T T O O L

SECTION 5: PROGRAM ENVIRONMENT & SAFETY

A quality program provides a safe, healthy and nurturing environment for all youth. It

ensures that young people are physically and emotionally secure, respected and accepted

for who they are.

In our program: Level

1-4,

Examples of this indicator

in our program

Physical Environment

Youth use equipment and space that is clean, well maintained and safe.

Youth receive a variety of healthy and nutritious snacks that meet Califor-

nia Education Code (where required) and participants’ dietary needs.

There is access to enough equipment, supplies, and space to carry out a

variety of academic, social, nutritional, and physical activities to meet the

needs of all youth.

There are effective health and safety procedures in place, and these are

known to staff, youth, and families.

We have a comprehensive safety plan in place; school-based programs’

plans are aligned with their host schools’ safety plans.

Staff are aware of participants’ health and medical needs as appropriate,

and adjust activities as needed.

Social Environment

Staff members address youth by name.

Youth-to-staff ratios do not exceed 20:1 to encourage youth engagement

and motivation.

The emotional climate of the program is positive, characterized by mutu-

ally respectful, supportive, and relaxed interactions among staff and youth.

Staff consistently intervene when youth or adults make hurtful or negative

comments.

There are clearly defined expectations for youth and staff conduct that are

well known to staff, participants, and parents.

Action Plan Technical Assistance/Training Needed

Level 1: Just beginning; Level 2: Done some work; Level 3: High level of proficiency; Level 4: Exceptionally proficient; DK: Don’t Know

C A L I F O R N I A A F T E R - S C H O O L P R O G R A M Q U A L I T Y S E L F - A S S E S S M E N T T O O L

SECTION 6: YOUTH DEVELOPMENT

A quality program employs research-based youth development strategies that reflect a complemen-

tary, holistic approach that is built on youths’ assets and promise rather than risk prevention and

repairing deficits. Rather than a separate activity or strand of programming, youth development

philosophy describes the manner in which programs do what they do – providing a set of guiding

principles that can be incorporated into any kind of after school program or activity.

THIS ELEMENT IS DIVIDED INTO THREE SUB-SECTIONS:

Supportive Environment: A quality program develops, nurtures and maintains positive relationships

and interactions and supports young people as they try new things.

Interaction: A quality program is structured to encourage participation and ownership by youth.

Engagement: A quality program provides participants with an opportunity to play a meaningful,

active role in their program, so that youth can have input into decision-making, opportunities to

take responsibility and demonstrate leadership.

In our program: Level

1-4,

Examples of this indicator

in our program

Supportive Environment

Staff consistently strive to understand youths’ interests, talents, life

experiences, and developmental needs.

Youth have the opportunity to try new skills with support from staff.

Staff provide specific feedback to youth about positive behavior and

accomplishments.

Staff approach conflicts and negative behavior in a non-threatening way,

approaching youth calmly and acknowledging youths’ feelings while

stopping hurtful or dangerous behavior.

Interaction

Youth and staff demonstrate a strong sense of ownership and belonging,

such as by holding one another accountable to behavioral expectations and

sharing program traditions.

Activities are carried out in different groups, each one with a

clear purpose.

Level 1: Just beginning; Level 2: Done some work; Level 3: High level of proficiency; Level 4: Exceptionally proficient; DK: Don’t Know

C A L I F O R N I A A F T E R - S C H O O L P R O G R A M Q U A L I T Y S E L F - A S S E S S M E N T T O O L

Action Plan Technical Assistance/Training Needed

Staff have high expectations for youth and support youth as they strive for

excellence.

Youth and staff share leadership of most activities: adults provide guidance

and facilitation while youth have the opportunity to lead activities and to

work independently or as part of a small group.

Engagement

Youth have age-appropriate opportunities to make choices, such as picking

books to read, joining clubs or teams, or deciding on a project topic.

Young people have structured opportunities to reflect on their goals and

accomplishments.

Youth have multiple opportunities to provide input into the structure and

content of the program, such as through youth councils, informal conver-

sations or surveys.

Youth have the opportunity to participate in community service projects,

such as neighborhood clean-ups, peer-to-peer tutoring, or community

needs assessments.

Level 1: Just beginning; Level 2: Done some work; Level 3: High level of proficiency; Level 4: Exceptionally proficient; DK: Don’t Know

C A L I F O R N I A A F T E R - S C H O O L P R O G R A M Q U A L I T Y S E L F - A S S E S S M E N T T O O L

SECTION 7: STAFF RECRUITMENT &

PROFESSIONAL DEVELOPMENT

The quality of after school programs is directly related to training, and ongoing professional develop-

ment for staff and volunteers that enhances their qualifications and motivation. High quality after

school programs thoroughly orient new staff members, and provide ongoing career development

opportunities for veteran staff. Note: In programs that receive CDE funds, all staff members who

directly supervise pupils meet the minimum qualifications for an instructional aide, pursuant to the

policies of the school district.

Action Plan Technical Assistance/Training Needed

In our program: Level

1-4,

Examples of this indicator

in our program

Staff are recruited and hired based on their experience and interest in

working with youth and their knowledge and skill in the program’s content

areas.

We strive to recruit a diverse group of staff who reflect the racial, ethnic,

linguistic, gender, family, and community characteristics of participants.

New staff are thoroughly oriented to the after school program, including

policies and procedures that affect youth safety or are required by funders.

Professional development opportunities are available in multiple formats,

including workshops, observation, coaching, and peer-to-peer learning.

Staff participate in ongoing professional development to address the

unique characteristics of youth and families. Examples include working

with English Learners, supporting students’ academic success, discussing

sensitive issues with parents, working with youth with special needs or

disabilities, and culturally sensitive practice.

Veteran staff have the opportunity for professional growth and develop-

ment, such as by coaching other staff members, attending trainings and

conferences, or representing the program in the community.

Staff members participate in regular, performance-based, assessments of

their work and have opportunities to build needed skills.

Program Leadership

Supervisors from the district or agency are available to meet with site level

staff on a regular basis.

Senior staff use shared leadership strategies to encourage ownership,

accountability, collaboration, and learning among all staff.

Staff are fairly compensated and publicly recognized for their

achievements in order to support staff retention.

Level 1: Just beginning; Level 2: Done some work; Level 3: High level of proficiency; Level 4: Exceptionally proficient; DK: Don’t Know

C A L I F O R N I A A F T E R - S C H O O L P R O G R A M Q U A L I T Y S E L F - A S S E S S M E N T T O O L

SECTION 8: FAMILY INVOLVEMENT

Quality after school programs regularly provide families with opportunities to get

involved with the program, link parents and caregivers with resources in the community,

and communicate with families in a variety of formats and in multiple languages, if

necessary. School-based after school programs share information about events in the host

school, capitalizing on their in-person contact with parents and caregivers.

In our program: Level

1-4,

Examples of this indicator

in our program

We host regular orientations so that parents and caregivers can learn

about the program, meet the staff, and learn how after school programs

can support their children’s social and academic growth.

Parents and caregivers are encouraged to visit the program to observe and

participate in activities or to interact with youth and staff.

Staff make an effort to learn the names of all parents and caregivers and to

greet them personally.

Staff make a regular effort to share positive information with parents

and caregivers about their child through both written updates and

conversations.

Staff communicate constructive feedback about children with parents and

caregivers in a respectful way and in a confidential setting.

Parents and caregivers are encouraged to share their thoughts about the

after school program, such as through informal conversations, focus

groups, or surveys appropriate to the culture, language, and literacy level

of parents and caregivers.

We offer a variety of family events at different times of day and year,

ranging from potlucks and celebrations to field trips.

Parents and caregivers are supported and empowered to play an active role

in supporting their children’s education.

Parents and caregivers have the opportunity to play leadership roles in the

after school program, such as by serving on the collaborative committee,

organizing special events, or volunteering at the program.

Staff refer families to community resources such as summer camps, food

pantries, adult education classes, counseling, local parks and family-

friendly events.

Action Plan Technical Assistance/Training Needed

Level 1: Just beginning; Level 2: Done some work; Level 3: High level of proficiency; Level 4: Exceptionally proficient; DK: Don’t Know

C A L I F O R N I A A F T E R - S C H O O L P R O G R A M Q U A L I T Y S E L F - A S S E S S M E N T T O O L

SECTION 9: NUTRITION & PHYSICAL ACTIVITY

Quality after school programs create and sustain environments that promote healthy

choices among youth and staff. They may do this by providing a variety of developmen-

tally appropriate, research-based nutrition and physical activity education experiences

that engage students in active and meaningful learning to master new and life-long

behaviors.

In our program: Level

1-4,

Examples of this indicator

in our program

Food and Nutrition

Healthy food is available for youth (including snacks, cooking

classes, events).

Safe drinking water is available to youth and staff at all times and youth are

encouraged to drink water.

Program staff model healthy eating habits for youth by consuming healthy

food and drinks during program hours and encouraging youth to do the

same.

Youth have the opportunity to learn about healthy eating and positive food

choices through activities such as cooking clubs, gardening, or visits to local

grocery stores.

Physical Activity

Youth have the opportunity to engage in daily moderate-to-vigorous

physical activity.

Staff emphasize character-building components of physical activities

(e.g., playing by the rules, treating opponents with respect, learning from

mistakes).

Physical activities are physically safe (e.g. activity rules and equipment help

to assure that youth are at limited risk for injury, activities are adjusted for

inclement weather).

Physical activities are emotionally safe (e.g. teams are picked at random,

youth are encouraged to do their best, varied activities appeal to youths’

interests and skill levels).

All staff members participate in physical activities to model an active

lifestyle for youth participants.

Action Plan Technical Assistance/Training Needed

Level 1: Just beginning; Level 2: Done some work; Level 3: High level of proficiency; Level 4: Exceptionally proficient; DK: Don’t Know

C A L I F O R N I A A F T E R - S C H O O L P R O G R A M Q U A L I T Y S E L F - A S S E S S M E N T T O O L

SECTION 10: PROMOTING DIVERSITY, ACCESS,

EQUITY & INCLUSION

Quality after school programs embrace and value diversity, and have a conscious commit-

ment to helping all youth thrive by providing inclusive, accessible, responsive, and engag-

ing services. Quality programs understand, value, and respect the myriad backgrounds

and experiences of youth and their families. This commitment is reflected in program

vision and leadership, and is woven throughout the program.

In our program: Level

1-4,

Examples of this indicator

in our program

The mission statement, outreach materials, and policies emphasize our

commitment to serving all youth and families in the community.

No one is turned away from the program because they cannot pay

enrollment fees (where applicable).

Information is available in parents’ and caregivers’ home languages (e.g. in

the home languages of 15% or more parents and caregivers).

When possible, participating youth represent the full diversity of the host

school or neighborhood in terms of language fluency, gender, special needs

or disability, family income, and race/ethnicity.

Staff and leadership make reasonable accommodations to serve youth with

learning differences, such as breaking activities into smaller parts, working

in smaller groups, and providing extra time to complete tasks.

Staff adapt activities to be accessible to English learners and encourage

their active participation in the program.

Youth have opportunities to explore, share, and celebrate their heritage

and culture with others.

Action Plan Technical Assistance/Training Needed

Level 1: Just beginning; Level 2: Done some work; Level 3: High level of proficiency; Level 4: Exceptionally proficient; DK: Don’t Know

C A L I F O R N I A A F T E R - S C H O O L P R O G R A M Q U A L I T Y S E L F - A S S E S S M E N T T O O L

SECTION 11: EFFECTIVELY SUPPORTING ENGLISH LEARNERS

Quality after school programs embrace the significant and growing English Learner (EL)

population in California and the nation. Quality programs understand the complexity

and diversity of EL youth and work to be culturally responsive to them, while maintain-

ing high expectations for all EL participants. They utilize current research-based effec-

tive strategies to both teach EL youth English and keep a connection with their home

languages and cultures.

In our program: Level

1-4,

Examples of this indicator

in our program

Staff provide an environment and activities that encourage English Learn-

ers to practice oral English skills without fear of judgment or ridicule.

Staff adapt activities to engage participants with different levels of English

fluency. For example, through visual cues for very limited English speakers

or opportunities for discussion for students who have a greater degree of

English fluency.

Staff use academic support strategies for English Learners, such as

explaining common academic terms and providing content-based

materials and instruction in participants’ home languages.

Staff and program leadership encourage participants to develop and

sustain their home languages and cultures. For example, the program can

encourage the use of home languages in the program and provide materials

that represent participants’ home cultures and languages.

All adults in the program are committed to meeting the socio-emotional

needs of English Learners, who come from varied backgrounds and

familiarity with American norms and customs.

English Learners and English-fluent students interact regularly, both in

structured program activities and during free time, which promotes

inclusion and strengthens participants’ English development.

Staff and leadership empower and encourage English Learners socially and

academically. For example, programs may provide leadership opportuni-

ties for English Learners and acknowledge their academic and linguistic

progress.

Staff communicate with EL participants’ teachers to learn about partici-

pants’ language fluency, home language, and academic program in order to

tailor after school activities.

Staff communicate frequently with families about English Learners’ needs

and accomplishments.

Action Plan Technical Assistance/Training Needed

Level 1: Just beginning; Level 2: Done some work; Level 3: High level of proficiency; Level 4: Exceptionally proficient; DK: Don’t Know

C A L I F O R N I A A F T E R - S C H O O L P R O G R A M Q U A L I T Y S E L F - A S S E S S M E N T T O O L