Checklists for Planning, Starting-Up and Managing

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					             Checklists for Planning, Starting-Up and Managing
                         an Expanded Day Program

Using the Checklists for Program Start-Up: These checklists are intended to help you
think broadly about start-up and management. They are not complete- for one thing,
every program’s circumstances and needs are different. Rather, they are intended to start
you thinking.

In some cases, you may decide that an item is something you want to consider- but not
yet. Other items will never be relevant to your program. In addition, yo u may find that
there are items which need to be added: for that reason, space is left at the end of the lists.

Using the Checklists When Applying for Funding: The checklists can also be useful
during the process of applying for funding, as they give a sense of the scope of the
planning that you will need to do, as well as the scope of planning which you will want to
demonstrate, in broad strokes, in your applications for funding.

The Lists Cover:

          Record Keeping and Evaluation

          Materials, Equipment and Space

          Staffing

          Health and Welfare

          Scheduling

          Curriculum Development and Planning

          Establishing and Maintaining Relationships with:

   The regular school day program Program partners Families and the community
                     Record Keeping and Evaluation
You May Need Policies, Procedures, Data Entry Arrangements, and Forms for:

     Attendance: for the day and possibly by activity

     Procedures for daily sign-in, sign-out and dis missal: Including the issue of
      the child who is not picked up

     Articulation with school day attendance: How will program staff be aware
      of and handle no-shows? Will parents be called?

     Emergency cards and Permissions

     Photo and Evaluation Pe rmissions

     Activity logs or other program-content record keeping

     Academic and behavioral Records

     Discipline and dismissal from the program

     Budgeting and tracking expenses and supplies

     Special Incident Reports—Injuries, serious behavioral problems, et cetera:
      copies for program, parent and principal

     Planning and Evaluation: Planning for an evaluation process which begins
      before the program starts and supplies the data needed for both ongoing
      program management and improvement (Continuous Improvement
      Management) and final reporting to funders, the community and other
      stakeholders. This includes determining whether or not to hire an outside

     Record-keeping for Evaluation and Continuous Improve ment
      Management: Identifying procedures and forms for collecting data for
      continuous improvement management and evaluation and integrating them
      with regular program processes to keep evaluation from being an additional,
      separate task.
                      Materials, Equipment and Space

You will need to plan for:

      Space to conduct the program

      Space to store materials and equipme nt

      Carts or other methods for trans porting materials, needed if the materials
       cannot be stored in the various groups will meet

      Purchase of supplies and equipment: paper, art materials, homework
       supplies, office supplies, curricular materials and supplies, sports equipment,
       toys games, books software, health-related, first aid and nutrition-related

      Curricular Materials for home work support: dictionaries, globes, atlases,
       research mate rials, sharing with school?

      Copying: Can staff use school machines? How will costs be handled?

      Purchase of supplies for particular projects: Can the program have an open
       purchase order at a local market for cooking and science supplies? How will
       staff get special materials for art activities and other special projects?

      Expanded-day staff access to the district instructional me dia center and
       how costs will be handled

Planning May Need to Include:

*    Recruitment: School personnel, college students, parents and community
     members, Americorps and American Reads members, retired persons, Job
     Corps—keeping in mind the new requirements imposed by the No Child
     Left Behind Act.

     Hiring

     Procedures: interviewing, fingerprinting, working with the fiscal agent’s
      human resources staff

     Staff Training- Be sure to include this in the budget and to consider
      constraints on number of hours staff from all agencies involved are allowed to

     Classroom manage ment

     Program policies and procedures

     Emergency procedures

     Academic training

     Role and supervision of staff detailed to the program but managed by
      someone else: staff from parks & recreation departments, ROP students,

     Identifying Procedures for continuous improvement management and
      evaluation/ integrating the m with regular program processes
                                 Health and Welfare

           Special Needs:
           Children with chronic health problems
           Other special needs children
           The abused child
           Responsibilities, procedures, and policies for recognizing and reporting
            potential child abuse
           Protocols for storing and administering medications
           Snacks:
           Procurement
           Storage and safety
           Distribution-think hygiene here
           Record-keeping- it will be required for reimbursement from the federal
            government, if the program is eligible
           First Aid
           Policies, procedures, and training
           Staff training in universal precautions for dealing with blood and other bodily
           Requirements for first aid and CPR certification
           Record-keeping for incidents
           Supplies: available and accessible
           Process for requesting and ordering supplies
           Emergency and Crisis Procedures
           Lost child
           Articulation with school-site disaster planning
           Policies, procedures, and training
           Easy access to numbers for emergency services (police, fire, etc), but also for
           Emergency back-up for staff in isolated classrooms
           Emergency numbers for the school: district police, principal’s beeper, etc. \
           Procedure for immediately communicating unusual incidents to the principal
           Dealing with the media
           Staff and student safety
           Access to bathrooms, safety to and from
           Safety for students and staff in remote areas of site: cell phones? Buddy
           Access to phones, and to the office
           Dealing with bullies
           Identifying procedures for Continuous Improve ment Manage ment and
            Evaluation/Integrating them with regular program processes
Things to think about and include:

         Scheduling program set-up and take-down, the program operates in shared

         Activity schedules

         Rainy day schedules, minimum day schedules, parent conference period

         Student Placement: Free choice, rotation, assigned slots, etc?

         Transition Times: School to program, breaks, activity-to activity, program to

         Coordination with the school calendar: minimum days, holidays, special
          events—especially those which will occur in space the program usually uses

         Track calendars, in multi- track year-round schools

         Scheduling staff development

         Dealing with the daily schedules of the school staff:
         Office hours
         Custodial schedules
         Kitchen hours and kitchen staff hours

         Identifying procedures for continuous improvement management and
          evaluation/integrating them with regular program processes
             Curriculum development and planning

   Identifying appropriate ready-made curricula: this is especially helpful
    during the first months of a program

   Identifying other curricular resources

   Alignme nt with regular school-day curriculum and state standards

   Role of daytime teachers

   Possible expanded-day staff, program developers, staff trainers, etc.

   Communication with the daytime teachers of program participants about
    what the children need, whether or not home work is being turned in, etc.

   Master Schedule/ Long-Range Planning

   Communication with daytime staff about home work, other issues

   Devising home work policies

   Curricular training for staff

   Identifying procedures for continuous improvement manage ment and
    evaluation/integrating the m with regular program processes
                 Establishing and Maintaining Relationships

Planning must include efforts to establish and maintain good relationships with the
regular school-day program, with program partners, with families, and with the

          Identification of Decision- makers among program partners and at the

          Establishing regularly scheduled meetings, governance, and
           communications structures for partnerships and with the site

          Custodial Arrangements: cleaning, locking up, un-locking of doors and
           gates, possibility of paying for services which require extra time from
           school staff

          Planning for careful use of shared space: for example, if the program
           meets in the classrooms, it is best to devise procedures for regular
           communication with host teachers to address any problems that arise

          Communicating with families: newsletters, events, family activities,
           student-specific communication

          Inviting school and district staff to special events and promoting positive

          Identifying procedures for continuous improvement manage ment and
           evaluation/integrating the m with regular program processes