Scribd
Upload
49 views

Tab 4

The document discusses 12 quality standards for after school programs including safe and supportive environment and active engaged learning. It analyzes two tools for evaluating program quality: the Learning in Afterschool and Summer tool which uses a simple rubric rating system, and the California After School Program Quality Self-Assessment Tool which examines 11 program quality domains through a survey or discussion.

Uploaded by

api-314670710
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
49 views

Tab 4

The document discusses 12 quality standards for after school programs including safe and supportive environment and active engaged learning. It analyzes two tools for evaluating program quality: the Learning in Afterschool and Summer tool which uses a simple rubric rating system, and the California After School Program Quality Self-Assessment Tool which examines 11 program quality domains through a survey or discussion.

Uploaded by

api-314670710
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Anne Phan

Education 160
5/25/16
A Case for Quality
The 12 CA standards are as follows:
1. Safe and Supportive Environment
2. Active and Engaged Learning
3. Skill Building
4. Youth Voice and Leadership
5. Healthy Choices and Behavior
6. Diversity
7. Quality Staff
8. Clear Vision, Mission, and Purpose
9. Collaborative Partnerships
10. Continious Quality Improvement
11. Program Management
12. Sustainability
These are
1. Safe and Supportive Environment - This supports the development of a child through
social-emotional and physical needs of a child.
2. Active and Engaged Learning- This promotes collaboration and expands students
horizons.
3. Skill Building - Provides projects and activities in which participants demonstrate
mastery by working toward a final product or presentation.
4. Youth Voice and Leadership - It provides and supports intellectual opportunities for
students to play a meaningful role in program design and implementation, and provides
ongoing access to authentic leadership roles.
5. Healthy Choices and Behavior - This promotes student well-being through opportunities
to learn about and practice balanced nutrition, physical activity and other healthy choices
in an environment that supports a healthy lifestyle.
6. Diversity, Access and Equity- This program creates an environment in which students
experience values that embrace diversity and equity regardless of race,color, religion, sex,
age, income level, national origin, physical ability, sexual orientation and/or gender
identity and expression
7. Quality Staff - Contains individuals who are focused on creating a positive learning
environment, and provides ongoing professional development based on assessed staff
needs
8. Clear Vision, Mission and Purpose - This program has a clearly defined vision, mission,
goals, and measurable outcomes that reflect broadstakeholder input and drive program
design, implementation and improvement

9. Collaborative Partnerships - This program intentionally builds and supports collaborative


relationships among internal and external stakeholders, including families, schools and
community, to achieve program goals
10. Continuous Quality Improvement - . Program is focused on ensuring that the program
continually grows and develops with experience and time. Uses date to access its
strengths and weaknesses to grow.
11. Program Management - Ensures that fiscal and administrative practice supported by welldefined and documented policies and procedures that meet grant requirements.
12. Sustainability- Ensures that the program will continue to thrive and continue to grow.
Two off the standards that stand out the most for me are safe and supportive environment
as well as active and engaged learning. These two standards are incredibly crucial within an after
school program and provide the basis of an effective and inspiring learning experience. A safe
and supportive environment is crucial in an after school program because it provides students
with the opportunity to open up inside a nurturing environment. This type of environment
supports the developmental, social-emotional and physical needs. ( ) In this type of
environment, students are more inclined to participate and actively engage themselves because
they feel safe and supported. The participants and staff have a mutual responsibility in building
a sense of community and belonging and it works due to their respect and collaboration with
one another.
The second standard that I believe is important is active and engaged learning. An after
school program is nothing without its participants growing and learning from it. It is significant
for these programs to contain activities that reflect active, meaningful, and engaging learning
methods that promote collaboration and expand student horizons. When programs have highquality and enriching activities for students, their experience and learning increase greatly. It is
very important for the staff of after school programs to create activities that ensure that children
are learning and using their brain creatively. These programs must be designed to contain a
variety of activities that are hands-on, project-based, and result in a culminating product. It is
also important for these programs to give students the opportunity to think critically, as well as
act on issues and opportunities that are important but also of high interest and relevance to
them.
4. Two quality assessment tools that I would use to evaluate the quality of the after school
program would be the Learning in Afterschool and Summer (LIAS) tool and the California After
School Program Quality Self-Assessment Tool (CAN-QSA). The links to the tools are provided
below:
LIAS: http://www.learninginafterschool.org/documents/LIAS%20Observation%20Rubric.pdf
CAN-QSA: http://www.afterschoolnetwork.org/post/california-after-school-program-qualityself-assessment-tool
The LIAS tool is incredibly easy because it provides a simple rubric where individuals can rate
the program easily. The tool has everything written out for people to use as well as an
opportunity and space for one to write down each individual observation and opinion. The LIAS
divides an effective program into various different elements in which individuals can rate the

program effectively. The outcome is a quantitative score which can also be interpreted into a
qualitative score with the comments and observations on the side. This rubric is the most
convenient and simplest way to analyze the quality of an afterschool program.
The CAN-QSA tool is designed for use in afterschool programs serving youth in grades K-12. It
is used to engage a range of various program qualities in a reflective process regarding program
quality and to generate a concrete action plan to enhance program quality. This tool is generally
used at either the site level or the programmatic level. This tool examines a large range of
program quality standards. It can be completed as a survey by individuals or through a discussion
based process with staff and observers. The tool looks at 11 different program quality domains
that each focus on specific elements that determine an effective program. These indicators range
from specific to broad such as personal relationships and attendance. It is not as easy to use due
to the extent in which individuals must list and think about various reasons whether or not the
program

LIAS

Advantages
Very Easy to Use

Disadvantages
Only rates the activities and
not other elements such as
staff

Already Written Rubric


No training necessary
Thorough rating of the quality
of the activities

CAN-QSA

Advantages
Examines a large variety of
standards
Extremely thorough analysis
of the program
Extremely qualitative analysis

Disadvantages
No numeric interpretation
Training may be necessary
because it is very specific.

References:
1. California Department of Education After School Division and the California AfterSchool
Network (September, 2014). A Crosswalk between the quality standards for expanded learning
and program quality assessment tools.
2. Granger, R., Durlak, J., Yohalem, N., & Reisner, E. (2007). Improving after-school program
quality. New York, NY: William T. Grant Foundation.

You might also like