Through the years the term quality has been a cornerstone of excellence, something we always hope our programs are or take for granted that there are no glaring issues. Quality is like putting air in the tires of your program. When your car tires are full you get better gas mileage, when they are low there is more wear on the treads, your car just runs better. The same goes for making investments in quality improvement efforts. Many take the need for quality improvement as something they are not doing right, or lackluster performance or outcomes. It can also be daunting, with no idea where is a good starting point? The out-of-school time field has come to some consensus about what elements constitute a quality program. 

The Connecticut Network for Children and Youth After School Quality Standards and Guidelines (CT-QSAG) and Self-Assessment Tool (CT-QSAT) provide voluntary, aspirational guidelines to help afterschool programs improve and tailor their services. Below are the Eight Elements of a Quality After School Program, the Connecticut Top Ten QSAT Standards, and the Connecticut Top Ten QSAG Standards. 

Newly added to our resource page are these “Top 10” lists that provide a snapshot of quality programming. These offer a practical starting point for applying the broader QSAT and QSAG indicators to your program. Share the “Top 10” with staff, ask them how they see these standards in their daily work. How do they connect to the larger organizational mission? Programs can also utilize the “Working the Tool” Series to help staff get a quick synopsis of each quality element. 

Research shows that children and youth that participate in high quality afterschool programs have better attendance, less behavioral issues, and overall better coursework in school. 

The Eight Elements of a Quality After School Program

1. Relationships (Interactions and Engagement)—A quality program intends to build positive relationships with children and youth, which are the foundation of all other quality components.
2. Family and Community Partnerships – A quality program understands that families and communities are assets and partners in building the program’s learning environment.
3. Environment—A quality program strives to maintain a safe and supportive environment that addresses the physical, academic, social, and emotional spaces in which children and youth live and work.
4. Activities and Programming – A quality program offers interesting, enriching, and engaging activities that foster creative thinking, spark curiosity, develop academic and social skills…and are fun.
5. Safety – A quality program provides a physically and emotionally secure environment that supports the well-being, development, and engagement of all participants.
6. Staffing and Professional Development—A quality program ensures that staff are equipped with recruitment, qualifications, ongoing training, and support to ensure they are capable of delivering safe, engaging, and developmentally appropriate experiences for youth.
7. Administration and Organization – A quality program maintains the systems, leadership, and infrastructure that guide program planning, implementation, evaluation, and continuous improvement. Strong administration ensures the program is well-managed, sustainable, and aligned with its mission to serve youth effectively.
8. Sustainability and Evaluation – A quality program ensures its ability to maintain long-term operations and continually assess its effectiveness to adapt, grow, and meet the needs of participants and stakeholders over time.

The Connecticut After School Top 10 CT-QSAT Quality Indicators 

1. Adults are role models of positive and respectful relationships with both fellow staff and children/youth. QSAT 1 (Relationships)
2. Program staff communicate regularly with families concerning the well-being and progress of the child. QSAT Indicator 4 (Family and Community Partnerships)
3. School building administration and the after school site leader meet regularly (at least monthly) to discuss the program and address student needs. QSAT Indicator 8 (Family and Community Partnerships)
4. Staff respect, listen to, and appropriately respond to the needs and feelings of youth. QSAT Indicator 4 (Environment)
5. Activities are hands-on, project-based, intentional, and build on previous activities (sequential). QSAT Indicator 3 (Activities and Programming)
6. Children have an active role in activity planning and implementation. QSAT Indicator 6 (Activities and Programming)
7. Provides adequate security and participants are supervised by an approved adult at all times. QSAT Indicator 2 (Safety)
8. Program provides positive working conditions for staff and appropriate supervision, support, and feedback. QSAT Indicator 6 (Staffing/Professional Development)
9. The program provides staff with frequent regular opportunities for professional development and program administrators seek training in supervision and program management. QSAT Indicator 8 (Administration/Organization)
10. The program establishes a regular and systematic method for assessment of all program aspects. (activities, staffing, student engagement) and uses these findings for continuous program improvement. QSAT Indicator 7 (Sustainability and Evaluation)

The Connecticut After School Top 10 CT-QSAG Quality Indicators 

1. Staff encourage children and youth to make choices that build responsibility QSAG Indicator 3 (Relationships)
2. Staff work together to meet the needs of children and youth QSAG Indicator 7 (Relationships)
3. Program develops strategies to engage families in the program and create linkages for families in the school and community QSAG Indicator 3 (Family and Community Partnerships)
4. The program’s indoor space meets the needs of children, youth, and staff QSAG Indicator 3 (Environment)
5. Activities reflect and support the program’s mission QSAG Indicator 1 (Activities and Programming) 
6. Staff, children, and youth work together to plan and implement suitable activities which are consistent with the program’s philosophy QSAG Indicator 7 (Activities and Programming) 
7. Children and youth are carefully supervised to maintain safety QSAG Indicator 5 (Safety)
8. The program leaders inspire and motivate staff to contribute, learn, and innovate QSAG Indicator 7 (Staffing and Professional Development)
9. Programs foster partnerships that strengthen connections to the program, community, and families. QSAG Indicator 3 (Administration and Organization)
10. Programs continuously examine themselves and seek ways to improve what they do QSAG Indicator 1 (Sustainability and Evaluation)