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It presents the QIS approach, summarizes evaluation findings on program quality, and outlines five afterschool quality standards, emphasizing continuous, iterative system learning to strengthen provider practices over time.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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six domains of quality are identified as especially critical for afterschool programs?","Question",{"text":62,"@type":63},"Supportive relationships, intentional programming, strong community partnerships, promotion of youth engagement, physical health and safety, and continuous quality improvement are identified as critical domains.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What is the Quality Improvement System (QIS) model described in the paper?",{"text":67,"@type":63},"The paper describes the QIS implemented by Prime Time Palm Beach County, a systemic approach incorporating assessment, planning, coaching, training, and networking to improve afterschool program quality.",{"name":69,"@type":60,"acceptedAnswer":70},"What are the five afterschool quality standards used in Palm Beach County?",{"text":71,"@type":63},"They include: solid administrative and organizational foundations, supportive ongoing relationships, a positive and inclusive youth environment, youth development 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\nIn “How Is the Afterschool Field Defining Program Quality?” in the fall 2009 issue of Afterschool Matters, Palmer, Anderson, and Sabatelli review recent research on quality frameworks. They conclude that six domains of quality are especially critical: supportive relationships, intentional programming, strong community partnerships, promotion of youth engagement, physical health and safety, and continuous quality improvement. This review and other recent cross-program or meta-analytic  \nefforts to identify core components of quality afterschool programs (Durlak & Weissberg, 2007; Metz, Goldsmith, & Arbreton, 2008) provide a valuable opportunity for afterschool providers to reflect on their practices. In addition to correlational assessments of program attributes and outcomes, however, the field also needs data about how specific interventions have improved quality in afterschool programs (Granger, Durlak, Yohalem, & Reisner, 2007; Pittman, Smith, & Finn, 2008) .  \nThis paper describes one approach to such quality improvement efforts: the Quality Improvement System (QIS) implemented by Prime Time Palm Beach County (Prime Time) in Palm Beach County, Florida. Prime Time’s QIS is recognized as one promising systemic ef-  \nDiANA SiNiStErrA, Ph. D., has worked as the director of evaluation and research at PrimeTime Palm Beach County since 2008. Prior to entering the afterschool field, Diana had over 10 years of experience in providing direct service to youth and families as well as administrative oversight of education and early intervention programs. As she transitioned into evaluation and research, she worked with Chapin Hall at the University of Chicago and with data collection teams at Florida Atlantic University’s Engaging Latino Communities in Education (ENLACE Florida) . She holds a master’s in Social Work and a doctorate in Comparative Studies.  \nStEPHEN BAKEr, Ph. D., is senior research specialist at Chapin Hall at the University of Chicago. Besides serving as project director for evaluations of national and multi-site initiatives targeting child safety and positive youth development, during the past 20 years he has conducted research on an array of school-based and community-based efforts. His research interests include program quality improvement; social service system integration; and the links among technology, youth programming and youth development. He holds A. M. and Ph. D. degrees from the University of Chicago.  \npaLm BeaCh CoUnty’s Five aFtersChooL QUaLity standards  \nSTANdARd ONE  \nAdministration, Program Organization, Procedures, and Policies Provide Solid Framework for Afterschool Program  \n• The afterschool program is structured and organized to ensure the health and safety of children and youth in the program.  \nSTANdARd TWO  \nSupportive Ongoing Relationships between and among Youth and Staff  \n• The afterschool program staff involves youth as partners in the program and encourages children and youth to work together.  \nSTANdARd ThREE  \nPositive and Inclusive Environment for Youth  \n• The afterschool program staff creates an environment that allows children and youth to feel a sense of belonging. Staff sets clear limits and assists youth in managing conflict. The afterschool program is equipped to provide a range of activities from which youth can choose.  \nSTANdARd fOuR  \nYouth Development and Challenging Learning Experiences  \n• The afterschool staff is trained in strategies that result in providing children and youth with positive learning experiences.  \nSTANdARd fivE  \nOutreach to and Activities for Families  \n• The afterschool program supports family involvement by helping parents connect with their child’s education and fosters positive interaction among families.  \nof quality in the afterschool field and its implementation in afterschool programs (Yohalem et al. , 2009) . In addition","cbCaikOgr0tJBpce","https://ap.wps.com/l/cbCaikOgr0tJBpce","pdf",877043,"English","# Afterschool Program Quality Frameworks\n## Six Critical Domains of Quality\n# Quality Improvement System (QIS) Implementation\n## Prime Time Palm Beach County QIS Approach\n# Palm Beach County’s Five Afterschool Quality Standards\n## Standard One\n## Standard Two\n## Standard Three\n## Standard Four\n## Standard Five","[{\"question\":\"What six domains of quality are identified as especially critical for afterschool programs?\",\"answer\":\"Supportive relationships, intentional programming, strong community partnerships, promotion of youth engagement, physical health and safety, and continuous quality improvement are identified as critical domains.\"},{\"question\":\"What is the Quality Improvement System (QIS) model described in the paper?\",\"answer\":\"The paper describes the QIS implemented by Prime Time Palm Beach County, a systemic approach incorporating assessment, planning, coaching, training, and networking to improve afterschool program quality.\"},{\"question\":\"What are the five afterschool quality standards used in Palm Beach County?\",\"answer\":\"They include: solid administrative and organizational foundations, supportive ongoing relationships, a positive and inclusive youth environment, youth development through challenging learning experiences, and outreach to and activities for families.\"}]","Highlights of Effective Intervention Strategies in a Quality Improvement System - by Diana Sinisterra and Stephen Baker | PDF",1792069711]