The Framework is a road map for youth workers, organizations and policymakers that identifies desired long-term outcomes for young people and explains the youth development practices that need to be in place to achieve these outcomes. Specifically, the Framework focuses on five supports and opportunities that young people need to experience in a youth development program in order to move towards these positive longterm outcomes. Program effectiveness can then be measured by participants' experience of these five factors. The five supports and opportunities are:
Safety, so young people feel:
• Physically and emotionally secure.
Supportive Relationships, so young people can experience:
• Guidance, emotional and practical support
• Adults and peers knowing who they are and what's important to them
Meaningful Youth Involvement, so that young people can:
• Be involved in meaningful roles with responsibility,
• Have input into decision-making,
• Have opportunities for leadership, and
• Feel a sense of belonging.
Skill Building, so that young people can have:
• Challenging and interesting learning experiences which help them build a wide array of skills, and
• Experience a sense of growth and progress.
Community Involvement, so that young people gain:
• An understanding of the greater community, and
• A sense of being able to make an impact in their community.
The Framework then goes one step further by identifying the links between these supports and opportunities and the organizational practices necessary to support quality youth programming. The nine organizational practice areas are:
• Low youth to staff/volunteer ratios
• Safe, reliable, and accessible activities and spaces
• Flexibility in allocating available resources
• Range of diverse, interesting, and skill-building activities
• Continuity and consistency of care
• High, clear, and fair standards
• Ongoing, results-based staff and organizational improvement process
• Youth involvement
• Community engagement
The Youth Development Framework for Practice provides a clear path from nine clearly defined organizational practices to the desired outcome of young adults who have achieved economic self-sufficiency, healthy human relationships and positive community involvement. It has become an invaluable tool for organizational change, program design, staff development, program assessment and strategic planning and decision- making within organizations and across the youth services community.
Sacramento START MISSION
Sacramento START fosters enthusiasm for learning through fun and structured activities in a safe and caring after school environment.
Sacramento START VISION
Sacramento START builds the capacity of people to succeed by providing opportunities to learn and lead within our communities.
ROBLA
TO DO LIST
COMPETENCIES:
Welcome to the City of Sacramento ASES EXPANDED LEARNING PROGRAMS
Mandatory AAC Meeting Schedule
Wednesday, September 11th, 2024
Location: Individual Site Meeting: Program Coordinator and AAC
Wednesday, October 9th, 2024
Location: Bell Ave: Program Coordinator, Supervisor and AAC
Wednesday, November 6th, 2024
Location: Individual Site Meeting: Program Coordinator and AAC
Wednesday, December 11th, 2024
Location: Main Ave: Program Coordinator, Supervisor and AAC
Wednesday, January 8th, 2025
Location: Individual Site Meeting: Program Coordinator and AAC
Wednesday, February 4th, 2025
Location: Glenwood: Program Coordinator, Supervisor and AAC
Wednesday, March 12th, 2025
Location: Individual Site Meeting: Program Coordinator and AAC
Wednesday, April 16th, 2025
Location: Robla: Program Coordinator, Supervisor and AAC
Wednesday, May 14th, 2025
Location: Individual Site Meeting: Program Coordinator and AAC
Wednesday, June 4th, 2025
Location: Taylor: Program Coordinator, Supervisor and AAC
PARENT ORIENTATION SPECIAL EVENT REQUEST
Today’s Date: ___________
SITE CONTACT INFORMATION
Site: ________________________________
Program Coordinator: _________________________________
Event Date(s): ____________ Event Time (Begin): ___________ Event Time (End): ___________
1. Event Date(s): ____________ Event Time (Begin): ___________ Event Time (End): ___________
2. Event Date(s): ____________ Event Time (Begin): ___________ Event Time (End): ___________
3. Event Date(s): ____________ Event Time (Begin): ___________ Event Time (End): ___________
4. Event Date(s): ____________ Event Time (Begin): ___________ Event Time (End): ___________
5. Event Date(s): ____________ Event Time (Begin): ___________ Event Time (End): ___________
ASES EXPANDED LEARNING PROGRAM
PARENT ORIENTATION
Site Name: _______________________
Child’s Name Printed Parent’s Name
ASES EXPANDED LEARNING PROGRAM
Waiting List
The Sacramento START program is a city operated expanded learning program. The number of spaces per site is determined by the grant. This is a waiting list form only, not enrollment. Please turn this completed form into the Program Coordinator directly at the site Monday – Friday between 10:15am-6:00pm or via the site email.
Today’s Date: _______________
Requested Site: ________________________________
Parent/Guardian Contact Information:
Name (First, Last): __________________________________ Email: ________________________
Name (First, Last): __________________________________ Email: ________________________
Street Address : __________________________________ City: ________________________
Zip Code: ________________________
Home Phone: _________________ Work Phone: ________________ Cell Phone: ________________
Sibling currently in program (circle one): YES or NO
Name of sibling(s) in program: ________________________________________________
When do you need enrollment to start? _________________
Student Name
Current Grade Level as of Today’s Date
___________ (initial ) I understand this is a waiting list form only and in no way guarantees registration into the Expanded Learning Program. You will be contacted if a spot becomes available.
___________ (initial) I understand that due to the nature and popularity of our program, positions may be filled based on grade level availability and not first come-first serve. Sacramento START reserves the right to handle special cases accordingly.
Signature of Parent/Guardian: ___________________________________________________
Program Coordinator’s Initial: __________________________
Enrolled: __________
PROFILE INFORMATION COMPLETE PROFILE
Submit W/ Program Coordinator Packet
School Name
School Address
School Telephone #
School Fax #
Principal Name
AAC Name
Site Director Name
2nd-in-charge Name
Site Hours
Supper Time
START Grades (served)
Site’s Mission
Site Moto
Site Goals
Demographics (race/ethnicity)
Number of Students Enrolled in School
Program Coordinator Acknowledgement
The Program Coordinator is responsible for collecting the appropriate data to complete the profile. This chart provides information for a site booklet that will be made available for visitors and district officials.
PROGRAM QUALITY ASSESSMENT MEETING WITH PRINCIPAL
Program Coordinators: Schedule a date with your Principal when the Program Supervisor and the Program Coordinators can identify additional resources that the program could implement that would lead to further opportunities for students.
Date of meeting: ________________
Time of meeting : ________________
Please make sure you share the above date and time with Program Supervisor.
What is one element of program quality that you think your expanded learning program needs to work on?
Describe the positive things you see happening in the expanded learning program.
How can we plan to integrate START STAFF into the regular day meetings, school events, and trainings?
What enrichment, learning, or recreation areas would you like to see implemented into the site as we plan for the 2024-2025 school year?
CDE Federal Program Monitoring
FPM Quick Set-Up Guide
FPM MONITORING INSTRUMENT ITEMS
FOLDER ONE: (ASES)
I-BASP 01: COLLABORATION WITH SCHOOL
□ Family Event Flyers
□ Meeting Agendas & Minutes
□ Monthly Site Calendars in Monthly Order
□ Partners’ Meeting Agenda & Minutes
□ Program Plan
□ Program Schedule
□ Site Newsletters
FOLDER TWO: (ASES)
□ Program Collaboration Materials
□ Site Surveys
□ Sign In Sheets for Family Events
II-BASP 03: SERVES ELIGIBLE PUPILS in APPROPRIATE GRADE LEVELS
□ Student Recruitment Flyers
□ Student Enrollment Process
□ Single Plan for Student Achievement
FOLDER THREE: (ASES)
□ Student Registration Forms
□ Parent Handbook
II-BASP 04: OPERATES PROGRAM REQUIRED HOURS AND DAYS
□ Parent Agreements & Guidelines
□ Site Booklet
□ Site Profile
□ Student Pledges
□ Early Release Flyers
□ Late Notices
□ Parallel Program Forms
□ Program Schedules
□ Flyers/Brochures
FOLDER FOUR: (ASES)
II-BASP 05: EARLY RELEASE & LATE ARRIVAL POLICIES
□ Sign in/Out Sheets
□ Early Release Policy
□ Parallel Program Rosters
□ Walker Monthly Check Off Summary
□ Walker Release Permission Slips
□ Nutrition Indicators
□ Wellness Policy
□ Late Arrival Policy
FOLDER FIVE: (ASES)
II-BASP 06: DAILY NUTRITIOUS SNACK AND/OR MEAL
□ Menu(s)
□ Nutrition Fact Label (s)
FOLDER SIX: (ASES & 21st Century)
II-BASP 07: PHYSICAL ACTIVITY ELEMENT
□ Physical Activity Program Components/Curriculum
FOLDER SEVEN: (ASES)
II-BASP 08-SUBMITS DATA AND MAINTAINS RECORDS
□ Flyers/Brochures □ Sign in/Out Sheets
□ Operation Policies
□ FPM Box Process
□ Supply Flow Chart
□ Purchasing Process
□ Inventory Records
□ Inventory Process
FOLDER EIGHT: (ASES)
II-BASP 09: EFFECTVE USE OF PUBLIC RESOURCES
□ Site Budget Reports
FOLDER NINE: (ASES)
II-BASP 10: INVENTORY
□ Physical Check of Inventory
□ Program Plan
□ On Site Goal Setting Notes
CDE Federal Program Monitoring
FPM Quick Set-Up Guide
FOLDER TEN: (ASES)
II-BASP 11: PROGRAM PLAN REVIEW
□ Mid Year Program Plan Check In
□ Site Quality Plan (Indicator Notes)
FOLDER ELEVEN: (ASES )
III-BASP 12: FUNDING DIRECT SERVICES TO PUPILS
□ Staffing Lists
□ Job Descriptions
□ Site Budgets
□ Time sheets
□ Program Schedules
□ Program Code Sheet
□ AAC Contract/Invoices
□ Program Code Sheet
FOLDER TWELVE: (ASES)
III-BASP 14: LOCAL CONTRIBUTION OF CASH OR IN KIND
□ Site Operating Agreements (MOU)
□ Contracts
FOLDER THIRTEEN: (ASES)
IV-BASP 16: ANNUAL EVALUATION DATA
□ Mid Year Staff Evaluation & Observations
□ Program Performance Assessment
□ Staff Evaluation Packets
□ Curriculum Materials □ Site Surveys (school, parent, student)
□ School Accountability Report Card (SARC)
□ Performance Indicators
□ Evaluation results used to improve and strengthen program
□ Evaluation Plan
□ Site Staff Roster
□ Monthly Attendance Reports
FOLDER FOURTEEN: (ASES)
IV-BASP 17: DATA DRIVEN QUALITY IMPROVEMENT PROCESS
□ Site LIAS Quality Evaluation
□ Quality Assessment Indicators Evaluation
□ Staff Evaluation Packets
□ Evaluation Plan
□ Site Surveys (school, parent, student)
□ School Accountability Report Card (SARC)
□ Evaluation results used to refine, improve and strengthen program
□ Performance Indicators
□ Site Visit Debrief Reports
□ Series Training Schedules
FOLDER FIFTEEN: (ASES)
V-BASP 18: STAFF TRAINING
□ District Professional Development Schedule
□ Staff Absent Report
□ Program Coordinator Community Connection Schedule □ Staff List
CDE Federal Program Monitoring FPM Quick Set-Up Guide
□ ASES Employee Application
FOLDER SEVENTEEN: (ASES)
V-BASP 20: STAFF MINIMUM QUALIFICATIONS
□ ASES Employee Requirements
□ NCLB Testing Flyer
□ Staff Recruitment and Training Materials
FOLDER EIGHTEEN: (ASES)
□ District Hiring Requirements
□ Job Descriptions
V-BASP 21: SAFE ACCESS TO FACILITIES
□ Emergency Log/Drills Forms
□ Emergency Management Plan
□ Site Safety Plan
□ School Safety Plan
□ Parent Agreements
□ Registration Forms
□ Student Interest Forms
□ Incident Reports/Ouch Reports
□ Communication Protocols
□ Parent Notifications
□ Student Safety Travel Route Maps
FOLDER NINETEEN: (ASES)
V-BASP 22: INFORMATION IN PARENTS LANGUAGES
□ School Language Census Data
□ Translated Parent Notifications
□ All Parent Communications
□ Site Lesson Plans
□ Event Flyers/Brochures
FOLDER TWENTY: (ASES)
V-BASP 23: PROVIDES ACADEMIC ENRICHMENT
□ Curriculum Materials
□ Special Events Forms
FOLDER TWENTY-ONE
V-BASP 24: PROVIDES LITERACY EDUCATION FOR FAMILIES
□ Site Special Event Report
□ Parent Orientation Handouts
□ Event Flyers/Brochures
□ Special Events Forms
□ Parent Training Materials
□ Site Newsletter & Calendars
□ Curriculum Materials
□ Site Lesson Plans
□ Parent Central Samples
Expanded Learning Opportunities Program Plan Guide
Prepared by: Expanded Learning Division
California Department of Education 1430 N Street, Suite 3400 Sacramento, CA 95814-5901
916-319-0923
This Program Plan Template Guide is required by California Education Code (EC) Section 46120(b)(2)
Note: This cover page is an example, programs are free to use their own logos and the name of their program.
California Department of Education Created
Expanded Learning Opportunities Program Plan Guide
Name of Local Educational Agency and Expanded Learning Opportunities Program Site(s)
Local Educational Agency (LEA) Name:
Contact Name:
Contact Email:
Contact Phone:
Instructions: Please list the school sites that your LEA selected to operate the Expanded Learning Opportunities Program (ELO-P). Add additional rows as needed.
Purpose
This template will aid LEAs in the development of a program plan as required by EC Section 46120(b)(2). In this program plan, LEAs will describe program activities that support the whole child, and students’ Social and Emotional Learning (SEL) and development.
Definitions
“Expanded learning” means before school, after school, summer, or intersession learning programs that focus on developing the academic, social, emotional, and physical needs and interests of pupils through hands-on, engaging learning
California Department of Education Created September 30, 2021 1 8
Expanded Learning Opportunities Program Plan Guide
experiences. It is the intent of the Legislature that expanded learning programs are pupil-centered, results driven, include community partners, and complement, but do not replicate, learning activities in the regular school day and school year. (EC Section 8482.1[a])
“Expanded learning opportunities” has the same meaning as “expanded learning” as defined in EC Section 8482.1. “Expanded learning opportunities” does not mean an extension of instructional time, but rather, opportunities to engage pupils in enrichment, play, nutrition, and other developmentally appropriate activities. (EC Section 46120[e][1])
Instructions
This Program Plan needs to be approved by the LEA’s Governing Board in a public meeting and posted on the LEA’s website.
The program plan template guide is considered a living document that is periodically reviewed and adjusted to reflect the needs of the community, updates in the law, and to provide continuous improvement in the development of an effective ELO-P.
The LEA is responsible for creating, reviewing, and updating the program plan every three years in accordance with EC Section 8482.3(g)(1). LEAs are encouraged to work collaboratively with partners and staff to develop and review the program plan. The LEA is responsible for the plan and the oversight of any community partners or subcontractors. The LEA should include any partners in the development and review of the plan. It is recommended that the plan be reviewed annually.
The Expanded Learning Division adopted the Quality Standards for Expanded Learning in California (Quality Standards) and introduced requirements for Continuous Quality Improvement (CQI) to help programs engage in reflection and be intentional about program management practices and activities delivered to students. To create the program plan, provide a narrative description in response to the prompts listed under each Quality Standard below. The LEA may customize and include additional prompts, such as describing SEL activities, or refining the plan. In addition to the narrative response, it may be useful to include tables, charts, or other visual representations that contribute to the understanding of the ELO-P. LEAs are encouraged to download and reference the Quality Standards in order to provide ongoing improvements to the program. The Quality Standards can be found on the California Department of Education’s (CDE) Quality Standards and CQI web page, located at https://www.cde.ca.gov/ls/ex/qualstandcqi.asp California Department of Education Created
Expanded Learning Opportunities Program Plan Guide
1—Safe and Supportive Environment
Describe how the program will provide opportunities for students to experience a safe and supportive environment. Include if the program will be offered on the schoolsite or off campus If not on site, describe where in the community it will be and how students will be supported to get there.
2—Active and Engaged Learning
Describe how the program will provide opportunities for students to experience active and engaged learning that either supports or supplements, but does not duplicate, the instructional day.
Expanded Learning Opportunities Program Plan Guide
3—Skill Building
Describe how the program will provide opportunities for students to experience skill building.
4—Youth Voice and Leadership
Describe how the program will provide opportunities for students to engage in youth voice and leadership.
Expanded Learning Opportunities Program Plan Guide
5—Healthy Choices and Behaviors
Describe how the program will provide opportunities for students to engage in healthy choices and behaviors. Describe how students will be served nutritious meals and/or snacks during the ELO-P hours of programing.
6 Diversity, Access, and Equity
Describe how the program is designed to address cultural and linguistic diversity and provide opportunities for all students to experience diversity, access, and equity. Describe how the ELO-P will provide access and opportunity for students with disabilities.
Expanded Learning Opportunities Program Plan Guide
7—Quality Staff
Describe how the program will provide opportunities for students to engage with quality staff.
8—Clear Vision, Mission, and Purpose
Describe the program’s clear vision, mission, and purpose. California Department of Education Created
Expanded Learning Opportunities Program Plan Guide
9—Collaborative Partnerships
Describe the program’s collaborative partnerships. Local educational agencies are encouraged to collaborate with non-LEA entities to administer and implement ELO-P programs.
10 Continuous Quality Improvement
Describe the program’s Continuous Quality Improvement plan.
Expanded Learning Opportunities Program Plan Guide
11—Program Management
Describe the plan for program management.
General Questions
Existing After School Education and Safety (ASES) and 21st Community Learning Centers (21st CCLC) Elementary and Middle School grantees.
ASES, 21st CCLC Elementary/Middle School, and the ELO-P should be considered a single, comprehensive program. In coordinating all these funding streams to move towards a single program, the expectation is that the most stringent requirements will be adopted for program guidance. If one or both grants are held, please describe how the ELO-P funding will be used to create one comprehensive and universal Expanded Learning Program.
Expanded Learning Opportunities Program Plan Guide
Transitional Kindergarten and Kindergarten
Programs serving transitional kindergarten or kindergarten pupils shall maintain a pupilto-staff member ratio of no more than 10 to 1. (EC Section 46120[b][2][D]). Please address the proposed schedule and plan for recruiting and preparing staff to work in the program, including supporting them to understand how to work with younger children. How will the lower pupil-to-staff ratio be maintained? How will the curriculum and program be developmentally-informed to address this younger age group?
Sample Program Schedule
Please submit a sample program schedule that describes how the ELO-P or other fund sources, including the California State Preschool Program for children enrolled in transitional kindergarten or kindergarten, will be combined with the instructional day to create a minimum of nine hours per day of programming (instructional day plus ELO-P or other supports). Also, submit a sample schedule for a minimum nine-hour summer or intersession day. California Department of Education Created
Expanded Learning Opportunities Program Plan Guide
Below are additional legal requirements for the ELO-P. Please ensure your Program Plan meets all of these legal requirements:
EC Section 46120(b)(2):
[LEAs] operating expanded learning opportunities programs may operate a before school component of a program, an after school component of a program, or both the before and after school components of a program, on one or multiple school sites, and shall comply with subdivisions (c), (d), and (g) of Section 8482 3, including the development of a program plan based on the following;
(2) [LEAs] operating expanded learning opportunity programs pursuant to this section may operate a before school component of a program, an after school component of a program, or both the before and after school components of a program, on one or multiple schoolsites, and shall comply with subdivisions (c), (d), and (g) of Section 8482 3, including the development of a program plan based on all of the following:
(A) The department’s guidance
(B) Section 8482 6
(C) Paragraphs (1) to (9), inclusive, and paragraph (12) of subdivision (c) of Section 8483.3.
(D) Section 8483.4, except that programs serving transitional kindergarten or kindergarten pupils shall maintain a pupil-to-staff member ratio of no more than 10 to 1.
EC Section 46120(b)(1)(A):
On schooldays, as described in Section 46100 and Sections 46110 to 46119, inclusive, and days on which school is taught for the purpose of meeting the 175-instructional-day offering as described in Section 11960 of Title 5 of the California Code of Regulations, in-person before or after school expanded learning opportunities that, when added to daily instructional minutes, are no less than nine hours of combined instructional time and expanded learning opportunities per instructional day.
EC Section 46120(b)(1)(B):
For at least 30 nonschooldays, during intersessional periods, no less than nine hours of in-person expanded learning opportunities per day
Expanded Learning Opportunities Program Plan Guide
EC Section 46120(b)(3):
[LEAs] shall prioritize services provided pursuant to this section at schoolsites in the lowest income communities, as determined by prior year percentages of pupils eligible for free and reduced-price meals, while maximizing the number of schools and neighborhoods with expanded learning opportunities programs across their attendance area.
EC Section 46120(b)(4):
[LEAs] may serve all pupils, including elementary, middle, and secondary school pupils, in expanded learning opportunity programs provided pursuant to this section.
EC Section 46120(b)(6):
[LEAs] are encouraged to collaborate with community-based organizations and childcare providers, especially those participating in state or federally subsidized childcare programs, to maximize the number of expanded learning opportunities programs offered across their attendance areas.
EC Section 46120(c):
A [LEA] shall be subject to the audit conducted pursuant to Section 41020 to determine compliance with subdivision (b)
EC Section 8482.3(d):
[LEAs] shall agree that snacks made available through a program shall conform to the nutrition standards in Article 2.5 (commencing with Section 49430) of Chapter 9 of Part 27 of Division 4 of Title 2.
[LEAs] shall agree that meals made available through a program shall conform to the nutrition standards of the United States Department of Agriculture’s at-risk afterschool meal component of the Child and Adult Care Food Program (42 United States Code [U.S.C.] Section 1766).
EC Section 8482.6:
Every pupil attending a school operating a program is eligible to participate in the program, subject to program capacity A program established . . . may charge family fees. Programs that charge family fees shall waive the cost of these fees for pupils who are eligible for free or reduced-price meals, for a child that is a homeless youth, as defined by the federal McKinney-Vento Homeless Assistance Act (42 U.S.C. Section 11434a), or for a child who the program knows is in foster care A program
California Department of Education Created September 30, 2021 2 8
ExpandedLearning Opportunities Program Plan Guide
that charges family fees shall schedule fees on a sliding scale that considers family incomeand ability to pay.
EC sections8483.4 and 46120(b)(2)(D):
The administrator of everyprogramestablished pursuant to this article shall establish minimum qualifications for each staff positionthat,at a minimum, ensure that all staff members who directly supervise pupilsmeet the minimum qualificationsfor an instructionalaide, pursuant to the policies of the school district Selection of the program site supervisors shall besubject to the approvalof theschool site principal. Theadministrator shall also ensure thattheprogram maintains a pupil-to-staff member ratio ofno more than20 to 1. All program staff and volunteers shallbe subject to the health screening and fingerprintclearancerequirements in current law and district policy for schoolpersonneland volunteers in the school district, except that programsservingtransitionalkindergartenorkindergartenpupils shall maintain a pupil-to-staff member ratio ofno more than10 to 1.
EC Section 8482.3(c)(1)(A–B):
Each componentof a program established pursuant to this article shall consist of the following two elements:
(A) An educationaland literacyelement in which tutoringor homework assistance is provided in one or more of the followingareas: language arts, mathematics,historyand socialscience, computertraining,or science.
(B) An educationalenrichment element thatmayinclude, but neednot be limited to, fine arts, careertechnicaleducation,recreation, physical fitness, andprevention activities.
Prepared
1430 N Street, Suite 3400 Sacramento, CA 95814-5901 916-319-0923
This Program Plan Report is required by California Education Code (EC) 8482.3(g)(1). It must be completed in its entirety and submitted as part of the After School Education and Safety (ASES) Grant Renewal application process.
Note: This cover page is an example, programs are free to use their own logos and the name of their program.
Revised June 2018
After School Program Plan Template
Instructions: Use this template to customize your After School Program Plan Form.
Grant ID Number: [Enter Grant ID number]
County District School (CDS) Code: [Enter CDE Code]
Indicate the appropriate scope of the plan from the following:
A. Local Educational Agency (LEA) (Including COE and Direct Funded Charters)
B. City
C. County Board of Supervisors
Authorized Signatory (Fiscally responsible for the program.)
Name and Title: [Enter Name and Title]
Phone: [Enter Phone Number]
E-mail [Enter E-mail Address
Name(s) of After School Program Site(s)
Instructions: Use the following worksheet example to list the site name and the projected daily attendance.
Instructions: Use the following worksheet example to indicate the target population for each program. (For example: Homeless, Foster Care, English Language Learner, etc.)
(These may be listed on an additional page.)
After School Education and Safety Program Plan Guide
Purpose
The purpose of the program plan is to create an operational design of an after-school program within the framework of the requirements defined in California Education Code (EC) sections 8482 et seq., and to describe program activities which support students’ development of Social and Emotional Learning (SEL) skills. Social and Emotional Learning is about helping students develop a range of skills they need for school and life. Social-Emotional skills include the ability to:
• Set and achieve positive goals
• Feel and show empathy for others
• Establish and maintain positive relationships
• Make responsible decisions
• Understand and manage emotions
All of these skills are necessary both for educators and students to function well in the classroom, in the community, and in college and careers.
Instructions
Instructions
The program plan is considered a living document that is periodically reviewed and adjusted to reflect the needs of the community and to provide continuous improvement in the development of an effective after school program.
The after school grantee is responsible for creating, reviewing, and updating the program plan every three years (EC Section 8482.3[g][1]). The grantee must work collaboratively with after school partners and staff to develop and review the program plan. If the grantee subcontracts with an outside provider to operate the after school program, the grantee is ultimately responsible for the plan. The grantee should include the subcontractor in the development and review of the plan and provide a copy of the document to the subcontractor. It is recommended that the plan be reviewed annually.
The Expanded Learning Division adopted the Quality Standards and introduced requirements for Continuous Quality Improvement (CQI) to help programs to engage in reflection and be intentional about program management practices and activities delivered to students. To create the program plan, provide a narrative description in response to the prompts listed under each Quality Standard section. The grantee may customize and include additional prompts, such as describing SEL activities, to refine your plan. In addition to the narrative response, it may be useful to include tables, charts
After School Education and Safety Program Plan Guide
or other visual representations that contribute to the understanding of the before and after school program.
1–Safe and Supportive Environment:
• If the program will be located off campus, describe how students will travel safely to and from the program site.
• Describe the initiatives and measures that will be taken by the program to create safety procedures that are aligned with the instructional day, including regular staff training and practice drills with students and staff.
• Describe how the program will provide a safe and supportive environment that provides for the developmental, social-emotional, and physical needs of students.
2–Active and Engaged Learning:
• Provide examples of best practices, including research or evidence-based practices that were used to guide the planning of educational literacy and educational enrichment activities that will align with the regular school day to enhance academic performance achievement and positive youth development.
• Describe the planned program activities and how they will:
a. Provide positive youth development.
b. Provide hands-on, project-based learning that will result in culminating products or events.
• If applicable, explain how the planned program activities are based on the school and community needs for a summer supplemental program.
3–Skill Building:
• Describe how the program educational literacy and educational enrichment activities are expected to contribute to the improvement of student academic achievement as well as overall student success.
• Explain how the planned program activities are based on the school and community needs for a before school, after school and/or supplemental program.
After School Education and Safety Program Plan Guide
4–Youth Voice and Leadership:
• Describe how student feedback, assessments, evaluations, and integration with the instructional day will be used to guide the development of training, curricula, and projects that will meet students’ needs and interests
• Describe the opportunities provided to students where they can share their viewpoints, concerns, or interests (i.e., student advisory group) that will impact program practices, curricula, or policies, including opportunities for student leadership.
• Describe how students in lower grades will be able to make choices when participating in program activities, and how students in higher grades will actively exercise their leadership skills by addressing real world problems that they identify in their communities (e.g., service learning).
5–Healthy Choices and Behaviors:
• Describe the types of healthy practices and program activities that will be aligned with the school wellness plan.
• Describe how the program will incorporate healthy nutritional practices, and the types of daily developmentally appropriate and/or research-based physical activities the program will conduct. Include any collaborative partnerships with wellness organizations.
• Give 3-5 examples of nutritious snacks or meals that follow the California Nutritional Guidelines that are served in your after school program.
6–Diversity, Access, and Equity:
• Describe how the program will create an environment that promotes diversity and provides activities and opportunities to celebrate students’ cultural and unique backgrounds.
• Describe how the program will reach out and provide support to students with disabilities, English language learners, and other students who have potential barriers to participate in the program.
7–Quality Staff:
After School Education and Safety Program Plan Guide
• Describe how the program’s administrators will ensure that all staff who directly supervise pupils meet the minimum requirements of an instructional aide.
• Describe the planned recruitment and hiring process for staff and how their experience, knowledge, and interests will be considered.
• Describe the type and schedule for the continuous professional development that will be provided to staff.
• Provide descriptions of the services provided by sub-contractors, if applicable. An organizational chart is recommended.
8–Clear Vision, Mission, and Purpose:
• Describe how the needs of the community, students, parents, and school were identified (i.e. assessment scores, number of students performing academically below grade level, school and community safety data, attendance and truancy rates, and juvenile crime rates, etc.), the resources available, and how those needs will be addressed.
• Describe 3-5 program goals developed from the results of the needs assessment and how will data be collected to evaluate whether program goals are being met.
• Describe how the program has engaged or will engage stakeholders (i.e., Principal, instructional day teachers and other instructional day staff, families, students, program staff, community members, and other community partners) in the creation of the program’s mission, vision, goals, and expected outcomes based on the needs of the specific community.
9–Collaborative Partnerships:
• Describe the collaborative partners that will be involved in the process used to plan, implement and update the after school program plan.
• List and describe at least 3-5 collaborative members, including any specific duties/responsibilities or contributions (e.g., Memorandums of Understanding, service providers, in-kind, etc.).
• Identify any potential collaboration and partnerships that would be of benefit to the after school program and describe your efforts to include them.
After School Education and Safety Program Plan Guide
10–Continuous Quality Improvement:
• Describe what measures of student success (e.g., school attendance, students and parent satisfaction, academic improvement, feedback from instruction day teachers) will be collected to help the program(s) assess and improve the quality of academic enrichment opportunities. Explain how the measures are coherent with the instructional day and the goals of the program.
• Describe how (i.e., methods and frequency) the program will engage in a datadriven CQI process (i.e., assess program quality, plan, improve program quality) based on the Quality Standards for Expanded Learning in California available on the After School Network Web page at (http://www.afterschoolnetwork.org/post/quality-standards-expanded-learningcalifornia). Include timelines, roles of staff and other stakeholders, and how the results of the assessment(s) will help refine, improve, and strengthen the program.
Please visit the CDE’s Guidelines for a Quality Improvement Process Web page at http://www.cde.ca.gov/ls/ba/as/implemetation.asp.
11–Program Management:
• Describe how the program funding will relate to the program vision, mission, and goals for each site or groups of sites.
• Provide the program organizational structure including succinct description of staff roles (e.g., “Staff responsible for homework support for grade three and science activities for grades three through five.”), lines of supervision for each site or groups of sites, frequency of meetings, and methods of communication.
• Describe the process and time frames for periodic review of the program plan and how community partners and other external stakeholders were involved in the process.
• Describe the system in place to address the following program administration requirements:
o Fiscal accounting and reporting requirements.
o Obtaining local match (cash or in-kind services) of one-third of the state grant amount (EC Section 8483.7[a][7]).
o Attendance tracking, including sign-in and sign-out procedures.
After School Education and Safety Program Plan Guide
o Early release and late arrival policies and procedures (EC Section 8483[a][1]). Refer to the CDE’s Policy Guidance Web page at http://www.cde.ca.gov/ls/ba/cp/earlyreleaseguide.asp
12–Sustainability:
• Describe the possible partnerships and funding sources, a schedule for revisiting the sustainability plan, and who is responsible for resource development.
LABOR DAY
REVIEW OF SITE ATTENDANCE & ACTION PLANNING BY SUPERVISOR SAFETY DRILL REPORTING FORM DUE: HEALTH/WELLNESS REVIEW 2 3
HOLIDAY
CLASSROOM OBSERVATION MANDATORY TEACHER CLASSROOM OBSERVATION FORM DUE
AUGUST ATTENDANCE CARDS AND MONTHLY ITEMS ARE DUE AT 10:30 A.M. PROGRAM QUALITY ASSESSMENT MEETING WITH PRINCIPAL DUE
6th
SEPTEMBER 11th
28th
28th
TO DO LIST
30th
CORE COMPETENCIES: CHILD/YOUTH GROWTH AND DEVELOPMENT UNDERSTAND HOW YOUTH LEARN AND DEVELOP IN EACH OF THE DOMAINS: PHYSICAL, SO CIAL, EMOTIONAL, COGNITIVE, AND CREATIVE.
ASES EXPANDED LEARNING PROGRAM
Safety Drills
Lockdown Safety Drills
Program
STAFF PROFILE
ASES EXPANDED LEARNING PROGRAM
School Day – School Staff Classroom Observation Form
Program Supervisor Signature: __________________________________ Date: __________
APPROVED
DISCUSSION NEEDED DENIED
ASES EXPANDED LEARNING PROGRAM
Family Kick Off Special Event
Site Name: _______________________
Child’s Name Printed Parent’s Name
SITE BUILDING BLOCKS
• First, brainstorm by defining each block with your team.
• Then, create words, chants, quotes that describe your plans for the site
• And finally, post and showcase the outcome throughout the school year
What is our team’s MISSION?
What is our team’s VISION?
PROGRAM COORDINATORS!
These are your site’s building blocks. How are you going to showcase each one?
What are your team’s VALUES?
What are our team’s GOALS?
ASES EXPANDED LEARNING PROGRAM
SITE SCHEDULE WORKSHEET
Use the Site Schedule Worksheet to plan your program according to your site’s needs.
The MIDDLE COLUMN lists the components that should be offered in your program
PCs include in the LEFT COLUMN the beginning and end time of each component
Monday-Thursdays schedule should include Homework, Skill Builder , Enrichment Activity, Supper, Physical Activity/Recreation.
COMPONENT
_____:_____ TO _____:_____
_____:_____ TO _____:_____
_____:_____ TO _____:_____
_____:_____ TO _____:_____
_____:_____ TO _____:_____
_____:_____ TO _____:_____
_____:_____ TO _____:_____
_____:_____ TO _____:_____
_____:_____ TO _____:_____
Sign In
Sign Out
CLOSING TEAM DUTIES
ASES EXPANDED LEARNING PROGRAM
SITE SCHEDULE WORKSHEET
Use the Site Schedule Worksheet to plan your program according to your site’s needs.
The MIDDLE COLUMN lists the components that should be offered in your program
PCs include in the LEFT COLUMN the beginning and end time of each component
Friday or Early Out Schedule should include Class Meeting, Clubs, Character Education/Youth Development, Enrichment Activity, Supper, Physical Activity/Recreation.
COMPONENT
_____:_____ TO _____:_____
_____:_____ TO _____:_____
_____:_____ TO _____:_____
_____:_____ TO _____:_____
_____:_____ TO _____:_____
_____:_____ TO _____:_____
_____:_____ TO _____:_____
_____:_____ TO _____:_____
_____:_____ TO _____:_____
Sign In
Sign Out
CLOSING TEAM DUTIES
Principal Check-in Meeting Agenda
Site Name: __________________________ Date: _____________________
Today we’re meeting to ….
At the end of the meeting, we will have …
Let’s take a quick look at the agenda. Do we need to make any changes to achieve our goal?”
Key updates – following up on last meetings top priorities
Items for your input
Check Progress
A progress check has three parts: Review what you’ve accomplished. Remind where you are in the agenda. Introduce the next topic.
TO DO LIST
ASES EXPANDED LEARNING PROGRAM
Teachers Tea Special Event Request
All Special Event supplies must be picked up and arranged by the Site Team!
All Special Events requests must be submitted two months prior to the event date!
All Special Events must celebrate the mission/ vision of ASES EXPANDED LEARNING PROGRAM!
All Special Events must be planned and prepared by the site team!
All late and/or incomplete requests will not receive approval!
SITE CONTACT INFORMATION
Today’s date: ___________ Site:
Program Coordinator: _________________________ Site Phone/ Email:
Program Supervisor Signature: __________________________________________ Date: ________________________
ASES EXPANDED LEARNING PROGRAM
Lights On Special Event Request- Oct. 24, 2024!
Join over 1 million Americans in celebrating afterschool programs at the Afterschool Alliance's annual Lights On Afterschool! This nationwide event calls attention to the importance of afterschool programs and draws attention to the fact that high-quality afterschool programs are crucial to children, youth, families, and communities and the resources required to keep the lights on and the doors open. LOA is week of celebrations, events and showcasing of Afterschool Programs throughout the nation.Please register your sites event at: http://www.afterschoolalliance.org/loaHostEvent.cfm
All Special Event supplies must be picked up and arranged by the Site Team!
All Special Events requests must be submitted two months prior to the event date!
All Special Events must celebrate the mission/ vision of ASES EXPANDED LEARNING PROGRAM!
All Special Events must be planned and prepared by the site team!
All late and/or incomplete requests will not receive approval!
SITE CONTACT INFORMATION
Site: ________________________________
Program Coordinator: _________________________________
Program Supervisor: X__________________________________
Date: ___________
ASES EXPANDED LEARNING PROGRAM
Lights On! After School
Site Name: _______________________ October 24th, 2024
Child’s Name Printed Parent’s Name
Safety Drills
Lockdown Safety Drills
Program
ASES EXPANDED LEARNING PROGRAM
Daylight Saving Time Flyer
ASES
EXPANDED
LEARNING FAMILIES
☺ It’s that time again, and we are looking to provide safe travels for our walking students!
☺ Please be advised that due to Daylight Saving Time, the walker release time will now change.
☺ When the neighborhood is dark, the Program Coordinator will release students earlier so they can leave the program and make it home sooner. Staff will release a program-wide date.
☺ When the neighborhood is light, the Program Coordinator will release students later so they can stay longer and enjoy more of the program. Staff will release a program-wide date.
The date and time for the new Walkers Release Time is listed below:
THE DATE = The new walker release time will begin: ___11__/__04__/_2024_____
THE TIME = All walking START students will be released at: ____4:45____ pm
Program Coordinator : _______________________________ Phone:
ASES EXPANDED LEARNING PROGRAM
Daylight Saving Time Flyer
ASES EXPANDED LEARNING FAMILIES
☺ It’s that time again, and we are looking to provide safe travels for our walking students!
☺ Please be advised that due to Daylight Saving Time, the walker release time will now change.
☺ When the neighborhood is dark, the Program Coordinator will release students earlier so they can leave the program and make it home sooner. Staff will release a program-wide date.
☺ When the neighborhood is light, the Program Coordinator will release students later so they can stay longer and enjoy more of the program. Staff will release a program-wide date.
The date and time for the new Walkers Release Time is listed below:
THE DATE = The new walker release time will begin: ___11__/__04__/_2024_____
THE TIME = All walking START students will be released at: ____4:45____ pm
Program Coordinator : _______________________________ Phone: _______________________________
ASES EXPANDED LEARNING PROGRAM
Daylight Saving Time Program Update!
STAFF
☺ It’s that time again and we are looking to provide safe travels for our walking students!
☺ Please be advised that due to Daylight Saving Time the walker release time will now change.
☺ When the neighborhood is dark, the Program Coordinator will release students earlier to leave program and make it home sooner.
THE DATE = The new walker release time will begin 11/04/24
THE TIME = All START students will be released at 4:45 pm
☺ When the neighborhood is light, the Program Coordinator will release students later so they can stay longer and enjoy more of the program.
THE DATE = The new walker release time will begin 03/09/25
THE TIME = All START students will be released at 5:45 pm Staff Expectations:
Distribute Daylight Saving Time Flyer at least two weeks before the beginning date.
Program Coordinator: Fill in the flyer with the site-specific information.
Display a flyer/poster to remind families at least two weeks before the beginning date.
Include as a programmatic adjustment on your calendar and program newsletter.
Release walkers beginning the date and time listed above.
For any questions/ concerns contact your program supervisor!
Principal Check-in Meeting Agenda
Site Name: __________________________ Date: _____________________
Today we’re meeting to ….
At the end of the meeting, we will have …
Let’s take a quick look at the agenda. Do we need to make any changes to achieve our goal?”
Key updates – following up on last meetings top priorities
Items for your input
Check Progress
A progress check has three parts: Review what you’ve accomplished. Remind where you are in the agenda. Introduce the next topic.
HOLIDAY
OBSERVATION
TO DO LIST
Safety Drills
Lockdown Safety Drills
Program
ASES EXPANDED LEARNING PROGRAM
Harvest Celebration Special Event Request
All Special Event supplies must be picked up and arranged by the Site Team!
All Special Events requests must be submitted two months prior to the event date!
All Special Events must celebrate the mission/ vision of ASES EXPANDED LEARNING PROGRAM!
All Special Events must be planned and prepared by the site team!
All late and/or incomplete requests will not receive approval!
SITE CONTACT INFORMATION
Site: ________________________________
Program Coordinator: _________________________
SITE EVENT PLANS
Event Title: __________________________________
Event Date: ___________ Event Time (Begin/End): ___________
Program Supervisor Signature: __________________________________________
Date: ________________________
ASES EXPANDED LEARNING PROGRAM
Staff Mid Year Observation
Staff Member:
Grade Level(s):
Site:
OBSERVATION PROFILE
Observation Date
Observation Time Start Time: End Time:
Class Environment
Classroom Management
OBSERVATION FOCUS
1. Welcome signs visible
2. Name tags visible
3. Colors, shapes, images, music present
1. Teacher rotates the room
2. Teacher uses signals or attention getters
Additional Comments
DUE: JANUARY 19th
*Check all that apply *Add comments as needed
Behavior Guidance
Transition Strategies
Academic Support
Enrichment Support
Physical Activity
3. Teacher has systems in place for procedures (supplies, restroom, lining up)
4. Teacher has a place for student supplies
5. Teacher has a leadership/ job system
1. Teacher has behavior system in place
2. Teacher has behavior system visible
3. The system is referenced and understood
4. The system has rewards & consequences
1. Transitions are smooth and orderly
2. Transitions are led by the teacher
3. Teacher keeps students focused
1. Teacher gives clear direction to students
2. Teacher checks for understanding
3. Teacher uses manipulative/ resources
4. Teacher uses visuals to reinforce skills
1. Teacher gives clear direction to students
2. Teacher checks for understanding
3. Teacher uses manipulative/ resources
4. Teacher uses visuals to reinforce skills
1. Teacher gives clear direction to students
2. Teacher checks for understanding
3. Teacher uses manipulative/ resources
4. Teacher uses visuals to reinforce skills
HOLIDAY
TO DO LIST
“If your actions inspire others to dream more, learn more, do more and become more, you are a leader.” –John Quincy Adams
Principal Check-in Meeting Agenda
Site Name: __________________________ Date: _____________________
Today we’re meeting to ….
At the end of the meeting, we will have …
Let’s take a quick look at the agenda. Do we need to make any changes to achieve our goal?”
Key updates – following up on last meetings top priorities
Items for your input
Check Progress
A progress check has three parts: Review what you’ve accomplished. Remind where you are in the agenda. Introduce the next topic.
SafetyDrills
TO DO LIST
Principal Check-in Meeting Agenda
Site Name: __________________________ Date: _____________________
Today we’re meeting to ….
At the end of the meeting, we will have …
Let’s take a quick look at the agenda. Do we need to make any changes to achieve our goal?”
Key updates – following up on last meetings top priorities
Items for your input
Check Progress
A progress check has three parts: Review what you’ve accomplished. Remind where you are in the agenda. Introduce the next topic.
SafetyDrills
START STUDENT SPIRIT DAY DR. SEUSS’ BIRTHDAYREAD ACROSS AMERICACELEBRATE READING!
UNIFIED MINIMUM DAY ROBLA UNIFIED PROFESSIONAL DEVELOPMENT
SAFETY DRILL REPORTING FORM DUE: LOCKDOWN MANDATORY TEACHER CLASSROOM OBSERVATION FORM DUE
TO DO LIST
MARCH 12 DISTRIBUTE WALKER DAY LIGHT SAVINGS TIME CHANGE FLYER
HIGH PLAN A DR. SEUSS READ ACROSS AMERICA CELEBRATION
HIGH MARCH PLAN 160 DAY (START*STAY*SUCCEED EVENT CELEBRATION
MARCH 30th SAFETY DRILL: LOCKDOWN
MARCH 7th
MARCH 14th MONTHLY PROGRAM COORDINATORS MEETING
MARCH 23rd STAFF: TEACHER OBERVATION DUE PL/RECREATION AIDE
Principal Check-in Meeting Agenda
Site Name: __________________________ Date: _____________________
Today we’re meeting to ….
At the end of the meeting, we will have …
Let’s take a quick look at the agenda. Do we need to make any changes to achieve our goal?”
Key updates – following up on last meetings top priorities
Items for your input
Check Progress
A progress check has three parts: Review what you’ve accomplished. Remind where you are in the agenda. Introduce the next topic.
SafetyDrills
START FAMILIES
Sacramento START
Daylight Saving Time Flyer
☺ It’s that time again and we are looking to provide safe travels for our walking students!
☺ Please be advised that due to Daylight Saving Time the walker release time will now change.
☺ When the neighborhood is dark, the Site Director will release students earlier to leave program and make it home sooner. Program-wide date will be released by staff.
☺ When the neighborhood is light, the Site Director will release students later to stay longer and enjoy more of the program. Program-wide date will be released by staff.
The date and time for the new Walkers Release Time is listed below:
THE DATE = The new walker release time will begin: ___03__/__09__/_2024_____
THE TIME = All walking START students will be released at: ____5:45____ pm
For more information:
Program Coordinator : _______________________________ Phone: ________________
START FAMILIES
Sacramento START
Daylight Saving Time Flyer
☺ It’s that time again and we are looking to provide safe travels for our walking students!
☺ Please be advised that due to Daylight Saving Time the walker release time will now change.
☺ When the neighborhood is dark, the Site Director will release students earlier to leave program and make it home sooner.
☺ When the neighborhood is light, the Site Director will release students later to stay longer and enjoy more of the program.
The date and time for the new Walkers Release Time is listed below:
THE DATE = The new walker release time will begin: __03__/_09__/_2024_____
THE TIME = All walking START students will be released at: ____5:45____ pm
For more information:
Program Coordinator : _______________________________
Phone: ________________
ASES EXPANDED LEARNING PROGRAM
Daylight Saving Time Flyer
ASES
EXPANDED
LEARNING FAMILIES
☺ It’s that time again and we are looking to provide safe travels for our walking students!
☺ Please be advised that due to Daylight Saving Time the walker release time will now change.
☺ When the neighborhood is dark, the Program Coordinator will release students earlier to leave program and make it home sooner. Program-wide date will be released by staff.
☺ When the neighborhood is light, the Program Coordinator will release students later to stay longer and enjoy more of the program. Program-wide date will be released by staff.
The date and time for the new Walkers Release Time is listed below:
THE DATE = The new walker release time will begin: ___03__/__09__/_2024_____ THE TIME = All walking START students will be released at: ____5:45____ pm
Program Coordinator : _______________________________ Phone: _______________________________
ASES EXPANDED LEARNING PROGRAM
Daylight Saving Time Flyer
ASES EXPANDED LEARNING FAMILIES
☺ It’s that time again and we are looking to provide safe travels for our walking students!
☺ Please be advised that due to Daylight Saving Time the walker release time will now change.
☺ When the neighborhood is dark, the Program Coordinator will release students earlier to leave program and make it home sooner. Program-wide date will be released by staff.
☺ When the neighborhood is light, the Program Coordinator will release students later so they can stay longer and enjoy more of the program. Staff will release a program-wide date.
The date and time for the new Walkers Release Time is listed below:
THE DATE = The new walker release time will begin: ___03__/__09__/_2024_____
THE TIME = All walking START students will be released at: ____5:45____ pm
Program Coordinator : _______________________________ Phone: _______________________________
ASES EXPANDED LEARNING PROGRAM
Daylight Saving Time Program Update!
STAFF
☺ It’s that time again and we are looking to provide safe travels for our walking students!
☺ Please be advised that due to Daylight Saving Time the walker release time will now change.
☺ When the neighborhood is dark, the Program Coordinator will release students earlier to leave program and make it home sooner.
THE DATE = The new walker release time will begin: 11/04/24
THE TIME = All START students will be released at: 4:45 pm
☺ When the neighborhood is light, the Program Coordinator will release students later to stay longer and enjoy more of the program.
THE DATE = The new walker release time will begin: 03/09/25
THE TIME = All START students will be released at: 5:45 pm
Staff Expectations:
Distribute Daylight Saving Time Flyer at least two weeks before the beginning date.
Program Coordinator: Fill in the flyer with the site-specific information.
Display a flyer/poster to remind families at least two weeks before the beginning date.
Include as a programmatic adjustment on your calendar and program newsletter.
Release walkers beginning the date and time listed above.
For any questions/ concerns, contact your program supervisor!
ASES EXPANDED LEARNING PROGRAM
School Day – School Staff Classroom Observation Form
STAFF PROFILE
Staff Member: ___________________________________
Home Site:
Position:
Grade Level(s):
Staff members (Recreation Aides) must complete three (3) observation hours for this first observation period.
All hours must be approved by the Program Coordinator, Principal, and observed teacher.
Submit one form per staff member by March 21st, 2025.
OBSERVATION PROFILE Additional Comments
Observation Date
Observation Time Start Time: End Time:
Teacher(s) Observing
Grade Level(s) Observing
Class Environment
OBSERVATION FOCUS
1. Welcome signs visible
2. Name tags visible
3. Colors, shapes, images, music present
1. Teacher rotates the room
2. Teacher uses signals or attention getters
*Check all that apply
*Add comments as needed
Classroom Management
3. Teacher has systems in place for procedures (supplies, restroom, lining up)
4. Teacher has a place for student supplies
5. Teacher has a leadership/ job system
1. Teacher has behavior system in place
Behavior Guidance
Transition Strategies
Academic Support
Math Curriculum
Language Arts Curriculum
2. Teacher has behavior system visible
3. The system is referenced and understood
4. The system has rewards & consequences
1. Transitions are smooth and orderly
2. Transitions are led by the teacher
3. Teacher keeps students focused
1. Teacher gives clear direction to students
2. Teacher checks for understanding
3. Teacher uses manipulative/ resources
4. Teacher uses visuals to reinforce skills
Name of curriculum:
Subject/ Skills taught today:
Name of curriculum:
Subject / Skills taught today:
Staff Member: __________________________
Program Coordinator: _________________________
Site: _______________________
TO DO LIST
Principal Check-in Meeting Agenda
Site Name: __________________________ Date: _____________________
Today we’re meeting to ….
At the end of the meeting, we will have …
Let’s take a quick look at the agenda. Do we need to make any changes to achieve our goal?”
Key updates – following up on last meetings top priorities
Items for your input
Check Progress
A progress check has three parts: Review what you’ve accomplished. Remind where you are in the agenda. Introduce the next topic.
SafetyDrills
ASES EXPANDED LEARNING PROGRAM
RETURNING RECREATIONAL AIDE INTEREST FORM
Dear Returning Recreational Aide:
The ASES EXPANDED LEARNING PROGRAM program is delighted to learn of your interest in returning as an ASES EXPANDED LEARNING PROGRAM staff member for the 2025-2026 school year. Your role as a Recreation Aide is pivotal in the operation of the START program, and we are committed to selecting the most capable and dedicated staff. Please complete the following information and submit it to the START office by May 30th, 2025.
EMPLOYMENT OPPORTUNITIES ARE LIMITED AND WILL BE BASED ON SUCH FACTORS AS: JOB PERFORMANCE, ATTENDANCE, HOURS, ETC.
YES, I AM INTERESTED IN BEING CONSIDERED FOR A ROBLA PROGRAM STAFF POSITION!
Staff Name: __________________________________ Current Site: __________________________________
List your top site preferences in order (up to five):
If your job site preferences are unavailable, would you be interested in substitute positions?
Spoken languages other than English:
YES NO
START MISSION: ASES EXPANDED LEARNING PROGRAM fosters enthusiasm for learning through fun and structured activities in a safe and caring after school environment. How will you celebrate the mission of START during the 2025-2026 school year?
START VISION: ASES EXPANDED LEARNING PROGRAM builds the capacity of people to succeed by providing opportunities to learn and lead within our communities.
How will you celebrate the vision of START in the 2025-2026 school year?
Staff Selection Process:
Returning Recreation Aide Staff will be selected on the following criteria:
I confirm that I am interested in a Recreational Aide staff position for the 2025-2026 school year. I have given great consideration to my commitment for the 2025-2026 school year and believe this staff position is a high priority. I confirm that I have the drive and energy to perform the position to the best of my abilities during the next school year. I am willing to fulfill the job expectations.
I want to be placed at a Robla District site for the 2025-2026 school year. YES NO
Staff Signature:
Date:
ASES EXPANDED LEARNING PROGRAM
before May 28th, 2025.
Year End Staff Classroom Observation Worksheet
Site: Staff Name:
Lesson Purpose Clearly Stated
Related The Lesson To Common Core Standards
Presented Overview Of Lesson
Presented Topics In A Logical Sequence
Paced Lesson Appropriately
Summarized Major Points
Responded To Problems Raised
Comments:
Projected Voice So Easily Heard
Used Tone To Vary Emphasis
Explained Ideas With Clarity
Maintained Eye Contact With Students
Used Appropriate Body Language
Listened To Students’ Questions And Comments
Defined Unfamiliar Terms, Concepts & Principles
Used Examples To Clarify Points
Related New Ideas To Familiar Concepts
Provided Alternative Explanations For Complex Materials
Date:
ASES EXPANDED LEARNING PROGRAM
Year End Staff Classroom Observation Worksheet
Presentation (Cont.)
Restated Important Ideas
Use Humor Appropriately
Comments: Interaction
Encouraged Questions
Encouraged Student Participation
Maintained Student Attention And Focus
Asked Questions To Monitor Comprehension
Gave Satisfactory Answers To Students Questions
Addresses The Multiple And Varied Needs Of Classroom Students
Encouraged Students To Answer Difficult Questions
Students Demonstrated Interest In Subject Matter
Restated Questions And Answers When Necessary
Demonstrates Ability To Deal Effectively With Negative Student Behavior
Remains Productive And Focused When Faced With Challenges
Comments:
ASES EXPANDED LEARNING PROGRAM
Year End Staff Classroom Observation Worksheet
Instructional Materials & Environment
Prepare Students For The Lesson With Appropriate Activities
Maintained A Classroom Environment Conducive To Learning
Comments:
Content Knowledge and
Relevance
Presented Materials Appropriate To The Stated Purpose Of The Course
Distinguished Between Fact And Opinion
Presented Divergent Viewpoints When Appropriate
Demonstrated Command Of The Subject Matter
Applied/Related Content To Authentic Situations
Comments:
What Were The Staff’s Major Strengths As Demonstrated In This Observation?
What Suggestions Do You Have For Improvement? Program Coordinator
MAY 25th
TO DO LIST
DRILL: EARTHQUAKE
MAY 29th RETURNING STAFF APPLICATIONS
MAY 31st STAFF FINAL EVALUATIONS
HIGH MAY 31st YEAR END SPECIAL EVENT FLYER
STAFF EVALUATION MEETINGS
HIGH JUNE 3
MAY 5th
FOR PRE-INVENTORY PACKAGE (FPM PAPERWORK)
MAY 10th MONTHLY PROGRAM COORDINATORS MEETING
MAY 29th STAFF: TEACHER OBERVATION DUE
Principal Check-in Meeting Agenda
Site Name: __________________________ Date: _____________________
Today we’re meeting to ….
At the end of the meeting, we will have …
Let’s take a quick look at the agenda. Do we need to make any changes to achieve our goal?”
Key updates – following up on last meetings top priorities
Items for your input
Check Progress
A progress check has three parts: Review what you’ve accomplished. Remind where you are in the agenda. Introduce the next topic.
SafetyDrills
ASES EXPANDED LEARNING PROGRAM
School Day – School Staff Classroom Observation Form
STAFF PROFILE
Staff Member: ___________________________________
Home Site:
Position:
Grade Level(s):
Staff members (Recreation Aides) must complete three (3) observation hours for this first observation period.
All hours must be approved by the Program Coordinator, Principal, and observed teacher.
Submit one form per staff member by May 29th, 2025.
OBSERVATION PROFILE Additional Comments
Observation Date
Observation Time Start Time: End Time:
Teacher(s) Observing
Grade Level(s) Observing
Class Environment
OBSERVATION FOCUS
1. Welcome signs visible
2. Name tags visible
3. Colors, shapes, images, music present
1. Teacher rotates the room
2. Teacher uses signals or attention getters
*Check all that apply
*Add comments as needed
Classroom Management
3. Teacher has systems in place for procedures (supplies, restroom, lining up)
4. Teacher has a place for student supplies
5. Teacher has a leadership/ job system
1. Teacher has behavior system in place
Behavior Guidance
Transition Strategies
Academic Support
Math Curriculum
Language Arts Curriculum
2. Teacher has behavior system visible
3. The system is referenced and understood
4. The system has rewards & consequences
1. Transitions are smooth and orderly
2. Transitions are led by the teacher
3. Teacher keeps students focused
1. Teacher gives clear direction to students
2. Teacher checks for understanding
3. Teacher uses manipulative/ resources
4. Teacher uses visuals to reinforce skills
Name of curriculum:
Subject/ Skills taught today:
Name of curriculum:
Subject / Skills taught today:
Staff Member: __________________________
Program Coordinator: _________________________
Site: _______________________
ASES EXPANDED LEARNING PROGRAM
Year End Special Event Request
COMPLETED FORM DUE BY MAY 29th, 2025
All Special Event supplies must be picked up and arranged by the Site Team!
All Special Events requests must be submitted two months prior to the event date!
All Special Events must celebrate the mission/ vision of ASES EXPANDED LEARNING PROGRAM!
All Special Events must be planned and prepared by the START site team!
All late and/or incomplete requests will not receive approval!
SITE CONTACT INFORMATION
Site: ________________________________
Program Coordinator: _________________________
SITE EVENT PLANS
Event Title: ___YEAR END EVENT_______________________________
Event Date: ___________
Event Time (Begin/End): ___________
NO WATER GAMES
Making the Most of End-of-School Days "No more pencils,no more books, no more..." No more time? The last days of school maybe uponus and your students may already be chanting the traditional end-of-school cheer, but that doesn't mean that you have to succumbto the temptationto start summer early. Why throw away the last few precious days? Instead, blow your students away with some cool end-of-year activities that combine fun and learning.–
Program Supervisor Signature: __________________________________________
Date: ________________________
TO DO LIST
PROGRAM QUALITY ASSESSMENT MEETING WITH PRINCIPAL
Program Coordinators: Please take a moment to secure a date with your Principal where yourself and the START Supervisor can all come together to take a moment to reflect on your expanded learning program and possibly identify any additional programmatic resources that the program could implement that would lead to further after school opportunities for your students?
Date: ________________
Time: ________________
Please make sure you share the above date and time with the Site Operations Supervisor team.
What is one element of program quality that you think your afterschool program needs to work on?
Describe the positive things you see happening in the afterschool program.
How can we plan to integrate START STAFF into the regular day meetings, school events, and trainings?
What enrichment, learning, or recreation areas would you like to see implemented into the site as we plan for the 2025-2026 school year?
Site Name:_________________________________________________________________
EXPECTATIONS:
The following equipment and resources listed in this packet are Property of ASES EXPANDED LEARNING PROGRAM. Program Coordinators must utilize the Year End Inventory Packet to track all program inventory for future programming and storage use
Program Coordinators must review, initial each page, and document the conditions or concerns regarding the listed curriculum and equipment.
All resources and equipment must be housed in a secure location for staff and START students use only.
Program Coordinators must organize all START classrooms, carts, and office for the start of the 2023-2024 school year.
More than one person can inventory, but the Program Coordinator is still responsible for checking the process.
Program Coordinators must submit a Transfer/Surplus/Disposal Form to Supervisor for any damaged equipment and/or curriculum.
Program Coordinators are advised to store a record of the Year End Inventory Packet in their FPM Box as well as turn in a completed electronic copy.
INVENTORY INSTRUCTIONS:
Indicate the quantity for each item.
Specify the location for each item
Only Indicate the titles/names for items stored on site
Sign-off by initialing each page with initials, date, PC review
Program Coordinator ACKNOWLEDGEMENT:
I understand the expectations stated in the Year End Inventory Packet and have documented any concerns and returned all noted resources and equipment.
PC Name (Print):
CLOSEDOWN CHECKLIST:
Site Phone with Charger (Remove Battery)
Site Keys (Storage/ Shed: All Keys labeled and placed in envelope)
