Assessing your current program is a necessary first step to identifying improvement opportunities. It is designed to help Y Afterschool staff support the development of achievement, relationships, and belonging through the following:

• Assessing how well their current afterschool program fosters the three high-priority outcomes for youth development: achievement, relationships, and belonging.
• Planning their program to improve its ability to impact these high-priority outcomes positively.
• Improving the overall quality of their afterschool program through the implementation of after-school resources.

INDICATOR 1: Staff keep families informed about the program throughout the program year.

EXAMPLES:

• A minimum of one family engagement activity is held every three months.
• Staff offer orientation sessions for new families.
• Information packets are given to each family.
• Families are provided with ongoing written communications.
• Families are provided with information about community resources, agencies, and special assistance opportunities.

INDICATOR 2: Staff encourage families to give input through planned feedback opportunities.

EXAMPLES:

• A newsletter, bulletin, or printed update is sent to families at least every other month.
• Family members are informed, active, and engaged in the participant’s Afterschool program involvement through activities (e.g., volunteering, leading a family meeting, or connecting community resources to the program) at least once a month.

INDICATOR 3: Staff build individual relationships with families.

EXAMPLES:

• Staff are aware of factors outside the program that affect youth (home, school, etc.).
• There are daily or weekly interactions between staff and individual family members.
• There is a system in place to provide ongoing, regular written communication to families.
• Family members and caregivers help plan and assess the program.

INDICATOR 4: Staff respond appropriately to the individual needs of youth.

EXAMPLES:

• Staff adapt and vary their approaches to help youth achieve, build relationships, and belong.
• Tools and systems are in place to document participants’ interests and learning needs (e.g., intake form).
• There is consistent, frequent interaction with youth.

INDICATOR 5: Staff respond appropriately to the individual needs of youth.

EXAMPLES:

• Staff recognize the range of youths’ abilities and use that information to inform program development.
• Staff help youth use language skills through frequent conversations.
• Staff help youth identify and achieve their personal goals by reflecting with them on their achievements each day.

INDICATOR 6: Activities reflect the philosophy of the program and promote the development of all youth in the program.

EXAMPLES:

• Staff plan activities that reflect the unique background and circumstances of participants and their families.
• Staff plan activities to take into consideration the developmental wants, needs, and interests of each participant.

INDICATOR 7: Curriculum and activities offer a holistic range of subjects that are age- appropriate, developmentally appropriate, and incorporate nationally recognized standards.

EXAMPLES:

• The program environment creates a space that supports youth interests and ensures participants feel emotionally and physically safe.
• The program reflects the Y’s mission and core values.
• The approach to youth development focuses on the development of achievement, relationships, and belonging in youth.
• There are sufficient materials to support program activities.
• Activities are well suited to the range of ages and abilities of youth in the program.
• The program curriculum incorporates YMCA or grant-approved components.
• Each participant has a chance to play outdoors daily.

INDICATOR 8: Staff interact with youth to help them learn.

EXAMPLES:

• Staff ask questions that encourage youth to think for themselves.
• Staff share skills and resources to help youth gain information and solve problems.

INDICATOR 9: Staff and youth work together to plan and implement suitable activities and projects consistent with the program’s philosophy.

EXAMPLES:

• Staff ask youth to share their ideas for planning so that activities reflect their interests.
• Staff provide youth with opportunities to lead activities that meet all nationally recognized standards for afterschool programs and are consistent with the standards of a Y Afterschool program.
• Youth drive service-learning.

INDICATOR 10: Program staff have ongoing contact with school staff.

EXAMPLES:

• School staff have received information on program offerings.
• School staff understand that a Y Afterschool program offers more than child care services and actively promote the Y’s work in youth development.

INDICATOR 11: School understands program needs and promotes program to families.

EXAMPLES:

• School and program staff have an established ongoing communication plan.
• School and program staff work cooperatively on issues of common concern (e.g., behavior management, children with diverse needs, curriculum and homework needs).
• School staff champion the program and are familiar with the evidence and best practices the program is based on.
• School staff actively seek additional collaboration opportunities with the program.

INDICATOR 12: School advocates for program needs and promotes program to the wider community.

EXAMPLES:

• There is a data-sharing agreement in place between the school and the program.
• School staff invite program staff to participate in the yearly planning process and in-service days.
• School staff help recruit new program participants.
• School staff view the program as a key resource; school staff feel the Y Afterschool program is an asset to youth, families, and the greater community and see the Y as a leading afterschool provider.
• Program staff are invited to attend parent-teacher organization and school board meetings and invite school staff to Afterschool program meetings.