Providing a Caring, Positive and Enriching After-School Environment for Louisiana s Children. Louisiana After-School Standards

Transcription

1 Providing a Caring, Positive and Enriching After-School Environment for Louisiana s Children Louisiana After-School Standards F A L L

2 Louisiana Department Of Education STATE BOARD OF ELEMENTARY AND SECONDARY EDUCATION Mr. Keith Guice President 5th BESE District Mr. Walter Lee Vice President 4th BESE District Ms. Louella Givens Secretary-Treasurer 2nd BESE District Mr. James D. Garvey, Jr. 1st BESE District Ms. Glenny Lee Buquet 3rd BESE District Mr. Charles E. Roemer 6th BESE District Mr. Dale Bayard 7th BESE District Ms. Linda Johnson 8th BESE District Mr. John L. Bennett Member-at-Large Ms. Penny Dastugue Member-at-Large Ms. Tammie A. McDaniel Member-at-Large Ms. Jeanette Vosburg Executive Director For further information, contact: Kartina J. Roberts Section Administrator Division of Student Learning & Support Phone: (225) The Louisiana Department of Education (LDE) does not discriminate on the basis of sex in any of the education programs or activities that it operates, including employment and admission related to such programs and activities. The LDE is required by Title IX of the Education Amendments of 1972 (Title IX) and its implementing regulations not to engage in such discrimination. LDE s Title IX Coordinator is Patrick Weaver, Deputy Undersecretary, LDE, Exec. Office of the Supt.; PO Box 94064, Baton Rouge, LA ; or customerservice@la.gov. All inquiries pertaining to LDE s policy prohibiting discrimination based on sex or to the requirements of Title IX and its implementing regulations can be directed to Patrick Weaver or to the USDE, Asst. Sec. for Civil Rights. This public document was published at a cost of $ One hundred (100) copies of this public document were published at this first printing of $ The total cost of all printings of this document, including all reprints was $ This document was printed by the Louisiana Department of Education, Division of Children and youth Learning Support; P.O. Box 94064; Baton Rouge, LA This material was printed in accordance with the standards for printing by State Agencies established pursuant to R.S. 43:31.

3 Providing a Caring, Positive and Enriching After-School Environment for Louisiana s Children Louisiana After-School Standards F A L L Table of Contents Louisiana After-School Programs/Out-of-School Time Program Standards... 2 Mission... 2 Louisiana After-School Programs/Out-Of-School-Time Programs... 2 Components of a High Quality After-School Program... 2 Louisiana Standards of High Quality After-School Programs/Out-of-School Time... 3 Program Operations (National Standard)... 3 Administration & Staffing (National Standard)... 4 Academics and Enrichment Activities (State Standard)... 6 Human Relationships (National Standard)... 7 Indoor & Outdoor Environment (National Standard)... 8 Safety, Health, & Nutrition (National Standard)... 8 Louisiana s Framework for Evaluating After-School Programs/Out-of-School Time Providers Resources... 11

4 Louisiana After-School Programs/ Out-of-School Time Program Standards The Office of School and Community Support, Division of Children and Youth Learning and Support, has been tasked with recommending to BESE a set of state standards for After-School programs using the Louisiana Comprehensive Curriculum and research on creating high quality After-School Programs/Out-Of-School-Time Programs. The Louisiana After- School Standards are being developed by a team of community partners comparing a variety of research on best practices, outcomes, standards, and quality indicators, relying heavily on The National School-Age Care Alliance (NSACA) Standards for Quality School-Age Care. [NSACA, now the National After- School Association, is the only accrediting body for out-ofschool (after) school programs in the nation]. These standards will be recommended to BESE for approval to be used by local education agencies, community partners, and After-School providers as guides both in designing programs and also for parents in choosing a safe and enriching program for children and youth to attend. Mission Louisiana s After-School programs should have a four-fold mission, as follows: Provide a safe, caring, enriching environment for children and youth during the non-school hours. Provide places where children and youth can increase their academic skills in Literacy and Numeracy and gain positive interpersonal and social skills. Involve families in planning and participating in activities with the children and youth. Foster positive connections between family, school, and community. Louisiana After-School Programs/Out-Of- School-Time Programs Currently, the Department of Education provides After- School and summer extended learning opportunities for more than 25,000 Louisiana children and youth in grades K-12 with a combination of state and federal funds. The Department provides technical assistance, training, and monitoring of projects located at more than 300 sites. Staff works to ensure that programs are operating in compliance with all applicable rules and regulations. In addition, the requirement that programs report children and youth data allows the Department to measure the effectiveness of programs and to make improvements. Components of a High Quality After-School Program Working for Children and Youth and Families: Safe and Smart and other after-school publications are available online at www. ed.gov/pubs. Other information on how to plan exemplary afterschool programs can be found on the Internet at Based on existing research, all program sites should consider these five major strategic components: 1. Academic enhancement activities using innovative instructional strategies, such as service learning and peer tutoring. The academic focus must involve more than just helping participants with homework and should not repeat regular school-day activities. 2 L O U I S I A N A D E P A R T M E N T O F E D U C A T I O N

5 Programs should try to capture and build on children and youth s academic strengths and weaknesses, using authentic resource materials and not just worksheets, textbooks, and workbooks. Proposers should have a clear plan for involving daytime teachers in progress reporting and joint problem-solving to address and meet a child s academic needs. 2. Arts, recreation, and technology activities reinforcing Louisiana academic content standards. After-school programs provide a wonderful opportunity to provide applied learning tasks that integrate technology, recreation, and the arts with academics. 3. Relationship-building activities that strengthen connections with adults, their school, and community through the use of mentors and other positive adult role models, volunteerism, character education and other relevant activities. Appropriate development and other constructive personal skills development activities can help participants identify and avoid behaviors and situations that put them at risk. Louisiana Standards of High Quality After-School Programs/Out-of-School Time There are six categories that are being reviewed for the Louisiana Standards of High Quality After-School Programs/Out-Of-School Time: PROGRAM OPERATIONS ADMINISTRATION & STAFFING ACADEMICS, ENRICHMENT and RECREATIONAL ACTIVITIES HUMAN RELATIONSHIPS INDOOR & OUTDOOR ENVIRONMENT SAFETY, HEALTH, & NUTRITION 4. Creative and recreational activities that increase children and youth s interest in and exposure to the world beyond their local neighborhood. Wherever possible, programs should develop strong partnerships with local libraries, museums, and universities. Extra learning opportunities that foster critical thinking skills, persistence and other positive work habits through hands-on activities are encouraged. 5. Parental involvement activities that bring families into the program for educational, social, parenting, and life skills enrichment. 6. Program design should include ways that the After- School Programs/Out-Of-School-Time Programs can reach out to parents: Activities such as scheduling job fairs, computer literacy, and adult education (21st CCLC only). Programs should maintain an open-door policy where adults and other family members feel welcome and are encouraged to drop in. L O U I S I A N A A F T E R - S C H O O L S T A N D A R D S 3

6 Program Operations (National Standard) PO-1 Standard: There is a planned daily schedule to meet the needs of children and youth. Indicator 1: Staff is prepared to offer schedule flexibility as needed. Indicator 2: Smooth transitions occur between activities. PO-2 Standard: Activities reflect the mission of the program and promote the development of all children and youth in the program. Indicator 1: The organization s mission clearly states a desire to respond to the needs of the children and youth. Indicator 2: Activities are well-suited to the learning styles, abilities, developmental abilities and interests of the individuals in the program. Indicator 3: Activities promote greater understanding of the languages and cultures of the families served. Indicator 4: Strategies are in place to encourage attendance. Indicator 5: Activities have educational, socialemotional, physical and/or life skills outcomes. PO-3 Standard: Activities are well-planned. Indicator 1: There is a written lesson/activity plan. Indicator 2: There are enough materials for all children and youth. Indicator 3: Staff is well prepared to lead activities. PO-4 Standard: Staff, families and school appropriately share important information to support the well-being of children and youth. Indicator 3: Staff is aware of and collaborates with community-based programs to ensure a wellrounded program. Indicator 4: Collaborative agreements/partnerships are established with community agencies, faith-based organizations, local education agencies, charter schools, non-profit organizations, for-profit organizations. PO-6 Standard: Staff and children and youth work together to plan, implement and evaluate activities. Indicator 1: Children and youth are encouraged to assist with planning program activities so that activities reflect their interests. Indicator 2: Activities are planned that reflect the cultures of the families involved in the programs. Indicator 3: Children and youth and parents are given opportunities to participate in the evaluation of program activities. Administration & Staffing (National Standard) AS-1 Standard: Ratios permit staff and volunteers to meet the needs of children and youth. There should be a minimum number of staff and adult volunteer(s) to children and youth ratios 1:15 or 1:10 with justification. Indicator 1: There is every attempt made to have at least two adult staff members on site at all times when children and youth are present. Indicator 2: There is a plan in place to provide adequate staff coverage in case of emergencies. Indicator 1: Staff, families and schools (when applicable) work together to set goals for children and youth, working with outside specialists when necessary. Indicator 2: Staff and families share information about how to support children and youth development. PO-5 Standard: The program builds links to other programs. Indicator 1: Staff provides information to families about community resources. Indicator 2: Staff implements activities to help children and youth get to know the larger community. 4 L O U I S I A N A D E P A R T M E N T O F E D U C A T I O N

7 Indicator 3: Substitute staff is used to maintain ratios when regular staff is absent. AS-2 Standard: Staff encourages family involvement in the program. Indicator 1: Family members are encouraged to visit any time throughout program hours (requirement for 21st CCLC and SES). Indicator 2: Schools and After-School programs collaborate to host parent and family-focused activities. Indicator 3: Parents and families have the opportunity to participate in program planning and implementation. AS-3 Standard: All staff working directly with children and youth are qualified. Indicator 1: All staff meet the academic and experience qualifications as stated in the Louisiana After-School Standards and in the job description for the position. Indicator 2: All staff will be trained in the Louisiana After-School Standards. AS-4 Standard: Staff and volunteers are given an orientation to the job before working with children and youth. Indicator 1: Staff and volunteer orientation includes: Review of organization s mission, goals, programs and activities Review of organization s program policies and procedures Review of job description and responsibilities Review of health, safety and emergency procedures Introduction to colleagues and work environment Written 3-month plan for training (including on-thejob), supervision and evaluation Indicator 2: Documentation of completed orientation is signed by supervisor and kept in personnel file. AS-5 Standard: Staff and volunteers participate in ongoing professional development. Indicator 1: Training needs of staff and volunteers are assessed at least annually. Indicator 2: A written training plan, including assessed needs of staff and volunteers working with children and youth, timeline and budget, is prepared each fiscal year. Indicator 3: A minimum suggested number of hours of completed core training and/or enrichment training is documented for each staff person annually. Indicator 4: Core training is required of all staff and includes: CPR, First Aid, blood borne pathogens, and emergency procedures Reporting suspected child abuse and neglect Child development Behavior management» Effective program planning, implementation, and evaluation Cultural sensitivity and competence Diversity and gender equity Record-keeping procedures AS-6 Standard: Staff and volunteers receive appropriate support to do their work. Indicator 1: The program has an implemented written plan which addresses short- and long-term strategies for offering competitive wages and working conditions. Indicator 2: An accessible and responsive communication system is in place for staff and volunteers to provide input and voice concerns. Indicator 3: Staff receives continuous supervision and feedback, including written performance evaluations at least annually. Indicator 4: Staff is provided the necessary and appropriate work materials, physical space, training and assistance to carry out their job description responsibilities. AS-7 Standard: Program policies and procedures are responsive to the needs of children and youth and families in the community. Indicator 1: A written mission statement sets forth the program s philosophy and goals, and is clearly displayed for staff and families to see. Indicator 2: The program makes itself available to families by using all possible community resources. Indicator 3: The program s hours of operation are based L O U I S I A N A A F T E R - S C H O O L S T A N D A R D S 5

8 on families needs, and are periodically reviewed and adjusted as needed. Indicator 4: The program has a written strategy to reach the under-served, and implements this strategy as capacity allows. Indicator 5: Written policies and procedures pertaining to the program are provided to parents at registration. AS-8 Standard: A system of regular program evaluation is established and used to measure outcomes of the program for children and youth. Indicator 1: Developmentally appropriate outcomes are developed that are related to academic and/or personal success of children and youth. Indicator 2: The evaluation plan identifies outcome measurement tools. Indicator 3: Program manager uses outcome evaluation data to improve programming. Indicator 4: At least annually, staff, children and youth, and parents are given the opportunity to evaluate the program, and the results are used for program improvements. AS-9 Standard: Fund development and fiscal management systems are planned and implemented to provide for a high quality program. Indicator 1: Revenues and expenses are reported and monitored utilizing Generally Accepted Accounting Procedures (GAAP). Indicator 2: Funding is derived from multiple sources (i.e. fees, grants, subsidies, scholarships, donations, business partnerships, government, etc.) to ensure the sustainability of quality programs. council, board of the school district or intermediate school district or board of directors of the public school, in consultation with the director of the program and the principal of the school at which the program is operated, must develop, adopt, and annually review a policy concerning collaboration and communication in the program. Academics and Enrichment Activities (State Standard) AERA-1 Standard: Programs are appropriate for the children and youth enrolled. Indicator 1: Activities are age, grade, or developmentally appropriate. Indicator 2: Activities meet the learning styles and interests of the enrolled children and youth and align with the Louisiana Comprehensive Curriculum (LCC) and Grade-Level Expectations (GLEs) to include: State s Literacy and Numeracy efforts for grades Pre K 4 National Institute of Family Literacy Adolescent Literacy Research grades 4-12 State s High School Redesign Efforts grades Indicator 3: At least one certified teacher in reading and/ or math. Indicator 4: Staff has current experience relevant to the content/skill of the program being offered for Literacy and/or Numeracy. Indicator 3: Revenues and expenses are projected based on historical data, new information and trends. AS-10 Standard: Stakeholders, including parents, guardians and family members, school personnel, businesses, service organizations, and others in the school and community are identified and involved and/ or informed of the program, its benefits to children and youth and families, and the impact of the program on the community as a whole. Indicator 1: The After-School program, advisory 6 L O U I S I A N A D E P A R T M E N T O F E D U C A T I O N

9 Indicator 4: Staff is actively involved with children and youth throughout the program activities. HR-2 Standard: Staff responds appropriately to the individual needs of children and youth. Indicator 1: Staff addresses the children and youth s individual needs, special interests and abilities. Indicator 2: Staff resolves conflict and negative behavior in a non-threatening manner. Indicator 3: There is no evidence of bias relating to ethnicity, culture, race, religion, class, gender or sexual orientation. Indicator 4: Staff responds with patience when dealing with the children and youth s feelings and temperaments. HR-3 Standard: Staff encourages children and youth to make choices and to become more responsible. Indicator 1: Staff offers assistance in a way that supports a child s initiative. Indicator 2: Staff offers children and youth leadership opportunities and facilitates to maintain balance and control of activities. Indicator 5: Programs will show a positive effect on children and youth academic achievement as measured by the State s Identified Assessment. Indicator 6: Enrichment activities will align with the Components of High Quality Programs as stated on page 5 of the documents. Human Relationships (National Standard) HR-1 Standard: A positive emotional environment exists. Indicator 1: Staff and children and youth treat each other with mutual respect and listen to one another. Indicator 2: Staff and children and youth foster a welcoming and comfortable environment. Indicator 3: Staff and children and youth exhibit acceptance and appreciation as evident through communication with children and youth. Indicator 3: Children and youth have multiple opportunities to make choices on what they would like to participate in and to plan and lead program activities Indicator 4: Staff provides guidance for children and youth to make informed and responsible choices. HR-4 Standard: Staff interactions with children and youth help them learn and develop. Indicator 1: Staff asks questions that encourage children and youth to think for themselves. Indicator 2: Staff model skills and utilize program resources to help children and youth gain information and solve problems. Indicator 3: Staff varies the approaches they use to help children and youth learn. Indicator 4: Staff helps children and youth use language skills through frequent conversations. HR-5 Standard: Staff uses positive techniques to guide the behavior of children and youth. L O U I S I A N A A F T E R - S C H O O L S T A N D A R D S 7

10 Indicator 1: Staff positively reinforces children and youth when they cooperate, share, care for materials and join in activities. Indicator 2: Staff works with children and youth to develop rules that clarify expectations of desired behavior. Indicator 3: Staff encourages children and youth to resolve their own conflicts and intervene when needed. Indicator 4: The established rules are applied consistently. HR-6 Standard: Staff works well together to meet the needs of children and youth. Indicator 1: Staff communicates with each other to ensure that the program flows smoothly. Indicator 2: Staff is cooperative and respectful of each other, providing role models of positive adult relationships. Indicator 3: Regular staff meetings are held to ensure that all staff are aware of program needs and issues. Indicator 4: Staff composition reflects sensitivity to diversity and gender equity. Indoor & Outdoor Environment (National Standard) IN/OUT-1 Standard: The program s indoor space meets the needs of children and youth. Indicator 1: The space is arranged well for an appropriate range of learning and recreational activities that reflect various learning styles and abilities of children and youth. Indicator 2: The space is OSHA and State Fire Marshall approved with furniture arranged so that various activities can go on at the same time without disruption. Indicator 3: There is adequate and convenient storage space. Indicator 4: Access to the indoor space is barrier-free. IN/OUT-2 Standard: The outdoor play area meets the needs of children and youth. Indicator 1: The outdoor play area, including equipment and supplies, facilitates active and quiet play, as well as independent and group activity. Indicator 2: Permanent playground equipment is developmentally appropriate for the program participants. Indicator 3: Access to the outdoor play area is barrier-free. Safety, Health, & Nutrition (National Standard) SHN-1 Standard: Program policies and procedures are in place to ensure the safety of children and youth in the program. Indicator 1: Prior to any contact with children and youth in the program, a criminal background check has been completed on all staff and volunteers. Indicator 2: Program space and equipment are maintained and free of hazards. Indicator 3: No tobacco, alcohol or illegal substances are in spaces accessible to children and youth during program hours. Indicator 4: Children and youth arrivals and departures are supervised. Indicator 5: Children and youth are released to authorized persons only. 8 L O U I S I A N A D E P A R T M E N T O F E D U C A T I O N

11 Indicator 6: Staff/volunteers are in each room, activity or program space to ensure that every child is properly supervised. Indicator 7: Staffing levels address the needs of all children and youth who are enrolled. Indicator 8: Children and youth are transported in vehicles deemed safe, appropriately equipped and adequately insured, and staff and volunteers transport children and youth only when authorized to do so. Indicator 9: Staff and volunteers know what to do in a medical emergency, fire or other safety incident, and children and youth know what to do in an emergency. Indicator 10: Fire and weather drills are conducted according to program policy. Indicator 11: Parents are aware of program notification procedures for emergency or significant incident, including program closure. Indicator 12: Program staff knows what to do and takes appropriate action if a child or youth reports abuse and/ or neglect. Indicator 13: There are policies and procedures that address when staff, volunteers or parents appear to be under the influence of drugs or alcohol SHN-2 Standard: Program policies and procedures are in place to ensure the health of the children and youth. Indicator 1: A minimum of one person who is currently certified in CPR/First Aid and infection control is on site at all times. Indicator 2: Within three months of beginning to work in the program, one staff member shall hold valid certification in CPR, First Aid and infection control. Indicator 3: Emergency medical and contact forms are completed on every child in the program and are readily available to staff who have an activity on-site or off-site. Forms are maintained in a confidential manner. Indicator 4: Procedures for effective hand-washing are posted, and adequate facilities and supplies are available for this purpose. Indicator 5: Staff demonstrates awareness of and responds to the individual health needs of children and youth. Indicator 6: Staff separates children and youth who become ill during the program. Indicator 7: All spaces used by children and youth are smoke free. Indicator 8: There are policies and procedures that address when children and youth appear to be under the influence of drugs and alcohol. SHN-3 Standard: Policies and procedures are in place to ensure that the nutritional needs of children and youth are met. Indicator 1: Drinking water is readily available at all times. Indicator 2: Snacks and meals are timed appropriately and meet the nutritional, portion size and type of food that is appropriate for the ages and sizes of children and youth. Indicator 3: Snacks and meals are not tied to disciplinary consequences. Indicator 4: Staff is aware of any children and youth with food allergies and provides alternative options. SHN-4 Standard: Appropriate transportation rules are followed. Indicator 1: Field trip transportation is arranged with the knowledge and consent of parents, and follows program and transportation rules required for school field trips or as required by child daycare licensing for licensed programs. Indicator 2: Bus transportation is utilized in the manner approved by the Department of Education Transportation Bulletin. L O U I S I A N A A F T E R - S C H O O L S T A N D A R D S 9

12 Louisiana s Framework for Evaluating After-School Programs/Out-of-School Time Providers Academic Effectiveness Customer Satisfaction Compliance/Service Delivery Has the provider contributed to raising children and youth achievement? Are stakeholders pleased with the program? Are providers implementing and complying with program rules and regulations? How To Be Determined: By the review of Stateidentified assessment results for individual children and youth per individual provider Data Collection and Analysis: University of Louisiana Lafayette How To Be Determined: Profile of combined Survey results of LEAs teachers providers parents children and youth Data Collection and Analysis: University of Louisiana Lafayette How To Be Determined: Monitoring of Providers Providers Application Process Annual Report Requirement Federal Reporting Requirement Use of Performance Labeling System Decrease in Risky Behaviors Data Collection and Analysis: Louisiana Department of Education The results of these three components are combined to determine Fully Approved Satisfactory Probation I Probation II Removal P E R F O R M A N C E C A T E G O R I E S The provider has met compliance requirements and has demonstrated positive achievement effects. The provider is recommended to apply for the application process in the following year. The provider has met compliance requirements but has insufficient data available regarding achievement effects. The provider may also have only New and Emerging evidence of effectiveness, requiring a limit on total number of children and youth served, but still meets compliance requirements. The provider has minor compliance violations and/or has not demonstrated positive achievement effects. The provider may also have weak or negative service delivery outcomes. The provider has compliance violations and/or has not demonstrated positive achievement effects. The provider also may have been in Probation I status the prior year and failed to improve implementation outcomes. The provider has serious compliance violations or the provider may have been in Probation II status last year and failed to improve service delivery outcomes. The provider also may have been in Probation II status and failed to produce positive achievement effects. Designations recommended for providers annually Must submit corrective action plan within 30 days of designation Failure to address deficiencies will result in removal 10 L O U I S I A N A D E P A R T M E N T O F E D U C A T I O N

13 Resources Alliance for Early Childhood Finance. A Model for Child Care Quality Improvement (draft). Alliance for Early Childhood Finance, September www. earlychildhoodfinance.org Beckett, Megan, Hawken, Angela & Jacknowitz, Alison. Accountability for After-School Care: Devising Standards and Measuring Adherence to Them. RAND, Eccles, Jacquelynne & Appleton Gootman, Jennifer. (eds.). Community Programs to Promote Development. Washington, DC: National Academy Press, Hall, Georgia. After-School Issues: Citywide After-School Initiatives Share Their Experiences Developing and Implementing Standards. Wellesley, MA: National Institute on Out-of-School Time, March brief6.pdf The Search Institute. Forty Developmental Assets. Minneapolis, MN: Author, searchinstitute.org/assets/elementary.html; Tolman, J., Pittman, K., Yohalem, N., Thomases, J. & Trammel, M. Moving an Out-of-School Agenda, Task Brief #3: Quality Standards, Assessments and Supports. Takoma Park, MD: The Forum for Investment, Existing National OST Standards The NSACA Standards for Quality School-Age Care. Boston, MA: The National School Age Care Alliance, 1998.www. nsaca.org National standards for school-age child care programs After-School Programs and the K-8 Principal: Standards for Quality School-Age Child Care. Alexandria, VA: National Association of Elementary School Principals, National standards for school-age child care programs located in schools Promising & Effective Practices Network (PEPNet) Criteria for Effective Practice. Washington, DC: The National Employment Coalition, PEPNetCriteria.htm National standards for workforce development programs Baltimore Standards for Baltimore After-School Opportunities in Places. Baltimore: The Safe and Sound Campaign, August Schoolinstitute.org/pdf/workbook.pdf Chicago Program Standards. Chicago: Chicago MOST. Columbus After-School Program Standards. Columbus: Mayor s Office of Education. oh.us/edu/forum.htm Indianapolis After-School Programs Basic Standards. Indianapolis: Urban After-School Programs Coalition, Kansas City The Standards of Quality Performance for Teen Programs. Kansas City. standards_teen.asp Philadelphia Core Standards for Philadelphia s Programs. Philadelphia: Division of Social Services Office of Children and Youth s Policy, October phila.gov/dhs/pdfs/attachment_c_core_standards.pdf St. Louis Quality Standards: A Guide for Non-School-Hour Programs for the St. Louis Metropolitan Region. St. Louis: St. Louis for Kids & St. Louis Metropolitan Agenda for Children and Youth, October stlouis4kids.org/pdfs/quality%20standards.pdf Lombardi, J. Time to Care, Redesigning Child Care to Promote Education, Support Families, and Build Communities. Philadelphia: Temple University Press, 2003.

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