FINAL Program Basics BLUEPrint WEB
FINAL Program Basics BLUEPrint WEB
The information contained herein is intended to be used as a guide for implementing standard program practices by each member organization, and should not be
construed to expand or reduce any rights or obligations set forth in the constitution. Notwithstanding anything to the contrary contained in this document, the standards
and requirements in the constitution shall prevail.
The Program Basics BLUEprint guides Boys & Girls Club professionals in implementing sound youth development practices and planning and delivering effective
programming. These practices should be adapted by each local organization, reviewed by their legal counsel, approved by its board of directors, and applied with
consistency. Although details may vary by state laws or local community standards, the consistent application of general process enables organizations to make good
decisions about protecting those we serve.
BOYS & GIRLS CLUBS OF AMERICA
Foreword
As time marches forward and technologies advance, so do the needs of youth.
As the largest youth development organization in the world, our obligation to
provide our professionals with the tools they need to offer engaging programming
also evolves. Our last Program Basics handbook was published in 1999. We
have rebuilt it to ensure youth across America and military installations around
the world receive an Outcome-Driven Club Experience.
To enable all young people, especially those who need us most, to reach
their full potential as productive, caring, responsible citizens.
In Service,
Leslie Benitez, Boys & Girls Clubs of Monika Keenan, Boys & Girls Club
Southern Nevada, Las Vegas, Nev. of the Smoky Mountains, Sevierville,
David Cook, Boys & Girls Clubs of Tenn.
Central Virginia, Charlottesville, Va. Debby MacHold, Boys & Girls Clubs
Daniel Custer, Boys & Girls Clubs of of San Francisco, Calif.
Columbus, Ohio Billy Mawhiney, Boys & Girls Clubs
Sarah Funk, Boys & Girls Club of of the Sioux Empire, Sioux Falls, S.D.
Lake County, North Chicago, Ill. Mary Moua, Boys & Girls Clubs of
Brit Gartner, Boys & Girls Clubs of Metro Atlanta, Ga.
Door County, Sturgeon Bay, Wis. Desirae O’Neill, Glen Cove Boys &
Brian Gustafson, Boys & Girls Clubs Girls Club at Lincoln House, Glen
of Skagit County, Mount Vernon, Cove, N.Y.
Wash. Ben Perkovich, Boys & Girls Club of
Brandy Harris, Boys & Girls Clubs of Green Bay, Wis.
Springfield, Mo. Jeri Peterson, Keesler AFB Youth
Kamisha Jackson, Maverick Boys & Program, Biloxi, Miss.
Girls Club of Amarillo, Texas Adriana Rendon, Boys & Girls Clubs
Nicole Jackson, Boys & Girls Clubs of Edinburg Rio Grande Valley,
of Bellevue, Wash. Edinburg, Texas
JeuneElle Jeffries, Boys & Girls Club Angi Sada, Boys & Girls Clubs of the
of Northern Utah, Brigham City, Utah Midlands, Omaha, Neb.
Donyell Jones, Boys & Girls Clubs of Allen Smith, Boys & Girls Clubs of
the Coastal Plain, Winterville, N.C. Cleveland, Ohio
Lowena Kahana, Boys & Girls Clubs Mark Washbush, Boys & Girls Clubs
of Portland Metropolitan Area, of Silicon Valley, Milpitas, Calif.
Portland, Ore. Kaureen Whittaker, Buckley AFB
Youth Program, Aurora, Colo.
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BLUEprint
Table of Contents
Introduction 1 Section 4: Principles
of Program Planning
Section 1: The Foundation
SECTION 1
and Delivery 58
of Boys & Girls Clubs 5 Section Summary . . . . . . . . . . . . . . . 59
Section Summary . . . . . . . . . . . . . . . .6 Building Blocks of Programming . . . . . . . . 62
Our Mission . . . . . . . . . . . . . . . . . . .8 Key Factors for Enhancing Program Quality . . . 73
Our Core Beliefs . . . . . . . . . . . . . . . . . 8 Planning Your Own Programs and Activities . . . 81
Our Formula for Impact . . . . . . . . . . . . .9 Next Steps for Learning . . . . . . . . . . . . 83
SECTION 2
Our Perspective: Positive Youth Development . . 15 Reference Handout: Integrating Character
Program Quality Standards and Continuous Development Throughout the Club Day . . . . . 85
Quality Improvement . . . . . . . . . . . . . 17 Session Planning Template . . . . . . . . . . 86
Next Steps for Learning . . . . . . . . . . . . 19 Reference Handout: Elements of a
Reference Handout: Our Formula for Impact . . 21 High-Quality Session . . . . . . . . . . . . . 88
Reference Handout: Practicing Social-Emotional
Section 5: Site-Level
SECTION 3
Skills to Develop Character . . . . . . . . . . 22
Reference Handout: Inclusion Guidelines . . . . 23 Program Planning
and Assessment 89
Section 2: Putting Youth
Section Summary . . . . . . . . . . . . . . . 90
Development Into Practice 25
Continuous Quality Improvement . . . . . . . . 92
Section Summary . . . . . . . . . . . . . . . 26 Overall Program Planning and Assessment . . . 93
SECTION 4
Practicing the Five Key Elements for Positive Next Steps for Learning . . . . . . . . . . . 105
Youth Development . . . . . . . . . . . . . . 28
Club-Wide Goals and Strategies Plan
Next Steps for Learning . . . . . . . . . . . . 40 Template . . . . . . . . . . . . . . . . . . 106
Reference Handout: Integrating Homeroom Sample Club-Wide Goals and Strategies Plan . . 107
Into Your Schedule . . . . . . . . . . . . . . 43
Targeted Program Plan Template . . . . . . 108
Reference Handout: Scheduling Opportunities
and Expectations . . . . . . . . . . . . . . . 44 Sample Targeted Program Plan . . . . . . . . 109
SECTION 5
Reference Handout: Building Recognition Into
Each Club Day . . . . . . . . . . . . . . . . 46 Glossary of Terms 110
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BOYS & GIRLS CLUBS OF AMERICA
Introduction
Welcome to the Program Basics BLUEprint. It’s the definitive guide
to program planning and delivery in Boys & Girls Clubs and BGCA-
affiliated Youth Centers on U.S. military installations! If you are a
youth development professional, site-level program director or site
director, this guide is for you.
As you can see, the BLUEprint has the look and feel of a set of construction
plans. That’s because it’s your practical guide to facilitating positive youth
development through high-quality programs and activities.
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BLUEprint
The all-caps “BLUE” in the name pays tribute to more than a century of
Boys & Girls Club wisdom and tradition, embodied in our signature color and Youth Development
“knuckles” logo. It affirms our “Boys & Girls Club blue” culture and identity. YDP Professionals
So, think of the BLUEprint as your set of plans to constructing the best-possible
Outcome-Driven Club Experience for youth, as defined in our Formula for Impact.
Site-Level
The BLUEprint has five sections that build on each other somewhat PD Program Directors
sequentially. They can also be used as stand-alone resources. How you use
them depends on your learning and professional development needs, and
those of your staff if you are a supervisor.
1. The Foundation of Boys & Girls Clubs – Primarily for youth development
professionals, this section provides our Movement’s mission, Core SD Site Directors
Beliefs, and Boys & Girls Clubs' perspective on positive youth
development for the 21st century, while explaining our Formula for Impact
theory of change. It features a history of our youth development approach,
and draws a link between that history and where our Movement is
today: working collectively to enhance program quality and drive positive
outcomes through a focus on sound youth development practice.
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• Each section starts with a Section Summary. This is a brief sketch of the
key points to review and reinforce learning.
• Each section ends with Next Steps for Learning. This poses questions for
reflection and discussion with a supervisor. It suggests Spillett Leadership
University or other resources for taking learning to the next level.
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• Within each section, practice tips appear in bulleted lists, so they’re easy
to find. Relevant resources stand out in the margins. Sidebars, which
appear in blue boxes, detail important concepts or practices.
• Each section also provides reference handouts, templates or samples to
use in program planning.
• The BLUEprint ends with a comprehensive Glossary of Terms.
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BLUEprint
Thank you for reading this Introduction. It’s time for you to delve into the Program
Basics BLUEprint. Enjoy using it to build the best possible programming for young
people at your site.
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The Foundation of
Boys & Girls Clubs
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Section Summary:
The Foundation of YDP
SECTION 1
Primarily for youth development
Our Mission
professionals, this section provides
our Movement’s mission, Core Beliefs,
and Boys & Girls Clubs' perspective on
To enable all young people, especially those who need us most, to reach positive youth development for the 21st
their full potential as productive, caring, responsible citizens. century, while explaining our Formula
for Impact theory of change. It features
{{ Offer recognition
YDP
often, and stay members as they grow up. When Clubs and Youth Centers
use a youth-centered approach – where youth have voice, choice and
autonomy – it helps to support frequent attendance and retention of
members, especially through the critical teen years.
Our Perspective:
Positive Youth Development
Youth development refers to helping young people have the building blocks
needed for positive cognitive, social, emotional and physical development so
they can thrive and be resilient.
For Clubs and Youth Centers to foster the development of the whole
child, youth development professionals should focus on creating positive
experiences, relationships and environments for youth through implementation
of the Five Key Elements for Positive Youth Development. Positive experiences,
relationships and environments are the foundation for building good character,
and, ultimately, positive outcomes in our three priority areas for youth.
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The Foundation of
Boys & Girls Clubs
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The Foundation of
YDP
Boys & Girls Clubs
Congratulations! You’re part of a nationwide federation of Boys NOTES:
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& Girls Clubs, and BGCA-affiliated Youth Centers on U.S. military
installations, with an enduring history of delivering life-changing
services to young people. It’s important for you to know about
Boys & Girls Clubs’ mission and Core Beliefs, who we serve and
how we serve them, and how Clubs are unique among providers of
out-of-school-time programs.
This section of the Program Basics BLUEprint will help you better understand
your critical youth development role and serve as an effective advocate for
your organization and the youth you serve.
Our Mission
Let’s start at the beginning, with the mission statement for the collective
federation of all Boys & Girls Clubs (often referred to as the Boys & Girls
Club Movement):
To enable all young people, especially those who need us most, to reach
their full potential as productive, caring, responsible citizens.
Boys & Girls Clubs serve the young people who need them the most, however
that is defined in their local communities.
Your Boys & Girls Club organization may have a slightly different mission
statement than the one for the entire Club Movement. Check with your
supervisor to be sure of the wording of your Club’s mission statement, and
jot it down here:
Boys & Girls Clubs of America (BGCA) has collaborated closely with many Club
SECTION
and Youth Center professionals across our federation to update the Core
Beliefs presented in this publication. The updated Core Beliefs are grounded in
the best current youth development research and practice. They speak to the
challenges and opportunities our young people face in the 21st century. They
are also linked to the character traits we want staff and youth to demonstrate:
The Foundation of
caring, citizenship, fairness, respect, responsibility and trustworthiness.1 Boys & Girls Clubs
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This chart will help you to understand what each of the Core Beliefs mean.
NOTES:
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To make sure this happens, Boys & Girls Clubs adopted the Formula for Impact,
a theory of change that describes how they can increase their impact. A theory
of change defines all the building blocks required to bring about a long-term
The Foundation of goal or goals. It creates a commonly understood vision of how the goals will be
Boys & Girls Clubs achieved, and how to measure progress.
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Our theory of change says if we take the Young People Who Need Us Most
and provide them the best possible Outcome-Driven Club Experience, they will NOTES:
SECTION 1
achieve positive outcomes that will enable them to be Academically Successful,
demonstrate Good Character and Citizenship, and live Healthy Lifestyles.
The Reference Handout, Our Formula for Impact, located at the end of this
section, provides an illustration of our theory of change.
Thus, the Formula for Impact challenges you to work in a more holistic,
intentional manner. It requires you and your teammates to work toward
common goals: to start with your Club’s end in mind. You play an important
role in making sure every aspect of the programming at your Club or Youth
Center helps children and teens achieve positive outcomes.
Why these particular outcome areas? Take a moment to consider the risks
and obstacles today’s young people face. By prioritizing these three outcome
areas, we’re better positioned to fulfill our mission of enabling all young people
to reach their full potential.
Now that we have our end goals in mind, let’s explore each of the four The Foundation of
components of the Outcome-Driven Club Experience in more depth.
Boys & Girls Clubs
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Development
What are they?
The Five Key Elements for Positive Youth Development are fundamental to
your overall program. When these elements are in place, they enable youth to
participate meaningfully in their Club Experience and help boost their positive
outcomes. They’re based on the results of a research project that studied
many Clubs’ best youth development practices.2 The study articulated Five Key
Elements that Clubs and Youth Centers should implement to make a beneficial
difference in young people’s lives:
1. Create a safe, positive environment
2. Generate fun and foster a sense of belonging
3. Encourage supportive relationships with peers and adults
4. Provide opportunities and set expectations
5. Offer recognition
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Over many decades, Club professionals continued to adapt the original NOTES:
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method according to the communities and the youth they served. But the
focus remained the same: providing opportunities for youth to meet their
developmental needs and build character through informal but intentional
guidance and supportive relationships with caring adults.
As you can see, all of these approaches put youth development at the
very heart of our work. They all emphasize that we focus first on forging
supportive relationships with youth to help them become the best they
can be. We then build on that foundation to help them achieve positive
outcomes needed for success in life, all by participating in Club or Youth
Center programming.
High-Yield Activities
Let’s look at the second component of the Outcome-Driven Club Experience:
High-Yield Activities. Plenty of research tells us that youth need multiple
SECTION
opportunities to learn and grow at home, in school and in the community.
Combine that with our own youth development experience, and we know if we
are to truly engage youth, those multiple opportunities to learn and grow must
also be fun.
The Foundation of
Boys & Girls Clubs
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High-Yield Activities provide youth with enjoyable experiences that are hands-on,
interactive, intentionally develop and reinforce the core skills explicitly taught
through Targeted Programs, and help support our three priority outcome areas.
They appeal to members’ interests and their desire to play, and can even include
some friendly competition. They can be done with individuals, small groups and
large groups. They motivate members to explore, develop, create and learn.
When done well, they remove the division between learning and playing.
Targeted Programs
Now let’s consider the third component of the Outcome-Driven Club Experience:
Targeted Programs.
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If we want to have a life-long positive impact on the youth we serve, we need
to make sure they become members, attend often, and stay members as they
grow up. When Boys & Girls Clubs use a youth-centered approach – where youth
have voice, choice and autonomy – it helps to support frequent attendance and
retention of members, especially through the critical teen years.
What is it?
Regular Attendance is defined by three indicators:
• Annual visits (frequency of attendance) – the number of visits per
registered member on an annual basis
• Average daily attendance (ADA) – the average number of registered
members per day participating in on-site or off-site Club programs
and activities
• Retention/renewal – the number of current registered members in a
given year who renew their membership within a 12-month period after
the expiration of their previous membership
It’s likely that your Club has set and is tracking specific goals around these
indicators. Ask your supervisor for this information.
Why is it important?
A 2009 study showed that young people who attend Clubs more often and
over a longer time are more likely to achieve positive outcomes than those who
attend less often. The study found that youth were more likely to demonstrate
greater positive outcomes when they attended at least 52 times per year. The
positive effects were even greater when they attended 104 times per year.7
Of course, all Clubs have to balance how many youth attend regularly with
how many staff there are to serve them. Staff-to-youth ratio is the number of The Foundation of
supervising adult staff members compared with the number of youth in a Club Boys & Girls Clubs
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Our Perspective:
Positive Youth Development
Have you ever heard that Boys & Girls Clubs have a secret sauce? Well, the
secret is out! There is actually a set of core ingredients that work together to
provide high-quality experiences for youth. And, it’s based on science!
Youth development refers to helping young people develop the building blocks
needed for positive cognitive, social, emotional, and physical development so
they can thrive and be resilient in their lives. Positive youth development is an
intentional, prosocial approach that engages youth within their communities,
schools, organizations, peer groups, and families in a manner that is productive
and constructive; recognizes, utilizes and enhances young people’s strengths;
and promotes positive outcomes for young people by providing opportunities,
fostering positive relationships, and furnishing the support needed to build on
their leadership strengths.9
This may all sound very complicated. So, let’s break down some key terms in
order to really understand positive youth development.
For Boys & Girls Clubs and Youth Centers to foster the development of the whole
child, it is important that youth development professionals focus on three tasks:
1. Plan and deliver skill-based High-Yield Activities and Targeted Programs
(positive experiences).
The Foundation of
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Youth Development
When Clubs and Youth Centers use the Five Key Elements for Positive Youth
Development, they increase their ability to create positive experiences,
relationships and environments for youth. For this to occur, it is your
responsibility, as well as that of the youth you serve, to demonstrate good
character. For Boys & Girls Clubs, positive experiences, positive relationships
and positive environments are the foundation for building good character and
positive outcomes in our three priority areas for youth.
Consider this:
Staff Model Good Character + Youth Practice Skills
Regularly = Character Development
For example, when staff model respect – and when they create opportunities for
youth to practice related social-emotional skills like empathy, communication and
perspective-taking – we strengthen our foundation to create positive experiences,
relationships and environments. Social-emotional skills are related to:
• How youth feel about themselves
• Their relationships with others
• Their ability to regulate emotions
• Their ability to solve problems
As you can see, strong character is a condition for positive youth development
to occur.
When youth development professionals use the Five Key Elements for Positive
Youth Development, they help ensure all youth:
• Feel represented
• Have a sense of belonging
• Can meaningfully participate in programming SECTION
Review the Reference Handout: Inclusion Guidelines at the end of this section
for more guidance to support inclusion.
The Foundation of
Boys & Girls Clubs
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Impro
ss
ongoing process with three phases:
ess
• Assess
• Plan
• Improve
Every Club or Youth Center, no matter its size or resources, and every Club
or Youth Center professional can and should make continuous quality
improvement activities part of their practice.
Site managers and staff should choose their improvement strategies and
tactics based on their organization’s priorities and capabilities, and the results
of their own assessments. Feel free to start small and work toward achieving
some quick wins, if that is best for your site or organization. The point is to
start your journey of improvement and then to keep going!
Collectively, though, what are we driving toward? How does "good" look?
BGCA has set five program quality standards. Each standard comes with a
description of how it looks when done well.10 They are:
1. Club professionals display high-quality youth development practices.
SECTION Encourage youth and support them in building skills. Create opportunities
for youth to develop a sense of belonging by recognizing their contributions
and accomplishments, and helping them build relationships with their
peers. Remember to adopt youth-centered approaches to reframe
conflict. Then acknowledge young people’s feelings and help them see the
The Foundation of connection between their emotions, behaviors and consequences. Finally,
Boys & Girls Clubs help them identify their own solutions.
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Offer a variety of fun experiences throughout the day that tap into youth
interests. Help them build multiple skills in the priority outcome areas of
Academic Success, Good Character and Citizenship, and Healthy Lifestyles.
Offer youth a choice of age-appropriate, individual or one-on-one mentoring.
Include small-group or large-group activities in different Core Program
Areas facilitated by adult staff, youth or both. Be sure to plan, present and
pace the flow of each session in a manner appropriate for the age range of
participants, the group size and the scheduled time frame.
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The Foundation of
Boys & Girls Clubs
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Take your learning to the next level using these reflection questions and resources.
Reflection Questions
After you think about and answer these questions, share your responses with your supervisor in your next
one-on-one meeting. Ask for help as needed.
1. When someone asks you where you work or what you do, how precisely and clearly can you describe
what your Club or Youth Center is, who it serves, and what it does for kids? Why is it important to be
able to do this well?
2. How evident are the Core Beliefs in your Club? What can you do in your own work to embody the
Core Beliefs?
3. Which components of the Outcome-Driven Club Experience are easiest for you to embrace and put
into practice in your day-to-day work?
4. Which components of the Outcome-Driven Club Experience are the most challenging for you to embrace
and put into practice in your day-to-day work? What supports do you need to overcome those challenges?
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5. How well do you feel you can put the Five Key Elements for Positive Youth Development into practice
at this time? What supports do you need to make them part of your day-to-day practice?
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Suggested Action Steps and Resources
To build your knowledge and skills on the Formula The Club Experience Blog offers activity ideas,
for Impact and the components of the Outcome- learning opportunities and practical wisdom from
Driven Club Experience: Club professionals that you can implement to
Visit the BGCA.net Training page to access Spillett cultivate a high-quality Club Experience. Access
Leadership University. Log in and use the search the blog on the YDToolbox mobile app or online:
function to find a full range of learning opportunities clubexperience.blog.
for Club professionals in varying roles. These
To get tools and resources for improving program
include in-service learning modules facilitated by
quality and the Club Experience:
certified learning coaches, online courses, and
instructor-led sessions and workshops. Visit BGCA.net/ProgramQuality. This page offers
easy, one-stop access to many helpful tools and
To better put into practice the Five Key Elements resources for Club organizations and sites. For
for Positive Youth Development: example, the Club Experience brochure explains
Use these online, mobile-friendly tools. The what a high-quality Club Experience is, why it is
YDToolbox mobile app helps Club staff and important, and key drivers for improvement. It gives
managers build their youth development skills insights for enhancing program quality and tips for
with over 100 tools tied to the Five Key Elements leading a continuous quality improvement process.
for Positive Youth Development. Download the
BGCA encourages Clubs and Youth Centers to
app for free on the Google Play or Apple stores by
use the David P. Weikart Center’s Youth Program
searching for “YDToolbox,” or access it on your
Quality Assessment as an observational
computer at ydtoolbox.goodbarber.com.
assessment tool in their efforts to improve
program quality. Ask your supervisor if they use
this tool in your Club or Youth Center.
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Reference Handout:
YDP
Our Formula for Impact
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Reference Handout:
Practicing Social-Emotional YDP
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The chart below provides guidance on how your Club or Youth Center can focus on developing specific
character traits using social-emotional skills. Strive to have youth practice these social-emotional skills
in all Targeted Programs, activities, and High-Yield Activities they participate in, across the three priority
outcome areas of Academic Success, Good Character and Citizenship, and Healthy Lifestyles.
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Respect: Treating others with
honor and dignity ✔ ✔ ✔ ✔ ✔
Fairness: Treating all people
with dignity and respect, without ✔ ✔ ✔ ✔ ✔ ✔
favoritism or discrimination
Character Traits
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Reference Handout:
YDP
Inclusion Guidelines
Inclusion is another core component for building a safe, positive environment
NOTES: in your Club or Youth Center. Youth will feel physically and emotionally secure
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when everyone is focused on making sure ALL youth feel included. In order
to fulfil our mission, Clubs and Youth Centers must create safe, positive and
inclusive environments for youth of every race, gender, gender expression,
sexual orientation, ability, socioeconomic status, religion or cultural belief.
When we create inclusive environments at our Clubs and Youth Centers, we
improve the overall experience for all young people.
How to do it:
• Hang book bags on hooks, rather than allow them to be scattered
around the room. This will help keep the floor free of obstacles for
youth using mobility supports.
• Include sensory-friendly toys in your Club, such as bubbles, Slinkys,
play dough, putty, squishy balls and toys, beads and kaleidoscopes.
• Use equipment that supports diverse needs. This could include
adjustable goals, adjustable tables, various sized balls, accessible
slides and swings.
SECTION To ensure emotional safety in a positive Club climate, make sure all
youth are able to participate in a meaningful way. Your job is to create
a welcoming setting in which youth can play and feel like they belong.
Giving youth opportunities to participate and succeed, no matter their
background or ability, is part of high-quality youth development. When you
give youth opportunities to engage in program activities and have high
The Foundation of expectations for them, they are able to realize their potential.
Boys & Girls Clubs
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opportunities to be introduced to, develop and master new skills.
• Reasonable accommodations are made as necessary to support
individual needs.
• Adjustments are made to activity requirements, and/or additional
options are created as necessary to promote meaningful participation.
How to do it:
• Break down tasks into manageable parts as needed. In other words,
give directions in small chunks so youth can follow along.
• Use picture schedules, pictures with words, sign language or visual
communication to increase comprehension in an activity.
• Facilitate activities so that new instructions, rules or challenges are
introduced one round at a time, instead of all at once.
How to do it:
• Post pictures of youth on the wall that reflect ALL youth in your Club.
• Include books, posters, games, and other materials featuring
characters and pictures of people with diverse backgrounds, identities
and abilities.
• Display flags from different countries, and make sure materials are
labeled in multiple languages.
Search for Inclusive Club Goals and Top Tips for Inclusive Clubs on BGCA.net.
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The Foundation of
Boys & Girls Clubs
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Putting Youth
Development
Into Practice
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Section Summary:
Putting Youth SD PD YDP
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focus on these elements every day; they provide the essential foundation of emotional skills into every aspect of
your programming. programming.
Essential staff practice: Ensure all youth are positively engaged in your
program area or experience. Regularly plan opportunities for youth to connect
and get to know one another.
For program delivery, your primary goal is to ensure youth are positively
engaged in the program space.
For program delivery, your primary goal is to ensure youth want to continue
to participate.
For program delivery, your primary goal is to ensure the engagement and
inclusion of all youth.
Essential staff practice: Create ongoing and consistent opportunities for Putting Youth Development
youth to share what they are feeling in your program area. Into Practice
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For program delivery, your primary goal is to encourage the success of all
young people.
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Essential Staff Practice: Engage kids and teens in setting rules and
expectations that promote respect in peer and adult relationships.
5. Recognition
For program planning, your primary goal is to ensure that, in each program
area, youth have an opportunity to recognize their peers.
Essential Staff Practice: Observe and recognize what youth are interested
in. During the session, recognize youth efforts. Take notice and acknowledge
moments when youth are trying. ■
SECTION
Putting Youth
SD PD YDP
Development Into Practice
The way you interact with youth makes a difference in the way NOTES:
young people engage in and with their Club Experience. This
section will share how to incorporate the Five Key Elements
for Positive Youth Development into your practice as a youth
development professional in a Boys & Girls Club or Youth Center
setting. These practices are critical to developing the whole child.
SECTION 2
Practicing the Five Key Elements
for Positive Youth Development
The Outcome-Driven Club Experience in our Formula for Impact has features
that work together to develop core social-emotional skills in youth and help
them to achieve positive outcomes in the three priority outcome areas. The
features of an Outcome-Driven Club Experience are:
• High-Yield Activities • Regular Attendance
• Five Key Elements for Positive • Targeted Programs
Youth Development
The first feature of an Outcome-Driven Club Experience, Five Key Elements for
Positive Youth Development, unlocks the other features. To ensure positive
youth outcomes, Boys & Girls Clubs implement these Five Key Elements for
Positive Youth Development:
• Safe, positive environment • Recognition
• Supportive relationships with • Opportunities and expectations
peers and adults • Fun and sense of belonging
The Five Key Elements for Positive Youth Development are the foundation for
planning and delivering programs. Think of this first feature of an Outcome-
Driven Club Experience as a vehicle to building relationships and trust with
youth in order to engage them and deepen their participation. Let’s explore
each of the Five Key Elements for Positive Youth Development in greater detail.
Physical Safety
A physically safe and secure Club has an environment where recognized Putting Youth Development
hazards are controlled so people are protected from harm. Start by identifying
Into Practice
28
BOYS & GIRLS CLUBS OF AMERICA
YDP PD SD
what improvements your Club needs to keep members safe. Share your
NOTES: findings with your supervisor. Look for physical safety hazards in places
like the neighborhood, shared facilities, extensive grounds, large buildings,
bathrooms, private areas and irregular layouts.
29
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SECTION 2
conversation between the youth in conflict, and helping them to determine
a solution.
Essential staff practice: Ensure all youth are positively engaged in your
program area or experience. Regularly plan opportunities for youth to connect
and get to know one another.
Plan how to facilitate Group Agreements during your first activity or session
with a group. You could do this for each age group or grade level in your
program area. Prepare to lead your group(s) in answering three questions:
• How do we want to feel in ?
• What will we do to have these feelings every day?
• What will we do when we have conflict?
YDP PD SD
Ask the Club director or another staff member to step into your program
area so you can work with the young person(s) having a difficult time.
Putting Youth Development
Into Practice
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SECTION 2
• Diversity of experiences offered
• Cultivating a home- or family-like atmosphere
Young people need to have fun just for the sake of having fun. But, fun is
also a means of breaking down boundaries and building trust. Fun and play
are vehicles for learning. Youth have fun when they are laughing, when they
fully engage in an experience, when they enjoy an experience so much they’re
sad when it is over, and when they choose to take on leadership roles. Fun
is the gateway to Regular Attendance and deeper engagement in programs
and activities! When youth experience a family-like environment, a home away
from home, a community with a shared identity and common goals, they feel a
strong sense of belonging.
Another important factor to making sure young people have fun is the program
space. Pay attention to the aesthetics and layout! Provide various seating RESOURCE
options. These should be comfortable and allow youth to work in groups or Search for the Play Breaks Guide on
individually. Provide tables, soft pillows or couches, various lighting options, BGCA.net for spontaneous play breaks
rugs, etc. All of this makes your space inviting and contributes to a fun place that can be used to incorporate fun
throughout your program day.
where youth choose to be.
YDP PD SD
Essential staff practice: Plan opportunities for youth to make choices within
your activity or Targeted Program.
SECTION 2
Determine what leadership roles are available for your session, and post them
in a visible area. Youth roles to advertise could include co-facilitator, timekeeper,
observer and supply distributor. Post job descriptions on notecards for each role
so youth know what is expected of them during the session.
Introduce the leadership roles that are available for the session. Have youth
sign up before you get started. Provide the job descriptions so applicants are
able to fulfill their roles.
Include reflection questions at the end of your session to find out what youth
liked or disliked. Conduct a Pulse Check to gauge how fun the session was by
asking youth to give you a thumbs-up or a thumbs-down.
Strength-Based Approach
A strength-based approach emphasizes the strengths of young people, rather
Putting Youth Development than their deficits. The goal is to build on youths’ resiliency and help them
believe they can be successful. In other words, a strength-based approach
Into Practice
33
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SD PD YDP
identifies what a young person does well, finds ways for them to do more of it,
and then builds upon those skills. NOTES:
So focus on building up the positive, rather than preventing the negative. Use
the strength-based approach to cultivate supportive relationships and trust
with young people.
SECTION 2
Ask youth relevant open-ended questions. Frame questions in ways youth can
win in the conversation! For example, if you have a young person who has a
habit of leaving his backpack at school, refrain from saying: “Tom, you left your
backpack again?” Instead, try an open-ended question that allows him to reflect
on what is preventing bringing the backpack from school: “Tom, what would help
you remember to bring your backpack from school each day?” Then actively
listen to his response. Help him understand the consequences of leaving his
backpack at school, and set a goal for bringing the backpack next time.
Help young people get to know their peers. During times of transition throughout
the year – such as at the beginning of the school year or at the beginning of
summer programming – pair each new young person with a buddy or “family
group.” You may also consider creating homerooms, where youth of a similar
age group or interest come together each day at a designated time to build
community and regroup. For tips on setting up and conducting homerooms for
the young people in your Club or Youth Center, see the Reference Handout:
Integrating Homeroom Into Your Schedule at the end of this section.
YDP PD SD
NOTES:
Rules, Expectations, Group Agreements and Limits
Clubs and Youth Centers set rules or behavioral expectations to keep
youth and staff members safe. These expectations are typically set by
adults and are fixed, meaning they do not change.
And then there are limits. These refer to the parameters of specific
activities that take place in a particular program space. For example, it
could include the amount of time young people can spend at different
activity stations, or the types of materials they can use there.
As youth arrive in your program space, ask them to form a circle. First, review
the Group Agreements. Then, facilitate a conversation starter. To do this, pose
an open-ended question for everyone in the group to answer. Here are 10
sample conversation starters to get you going:
• If you were the weather today, what would you be?
• What is something that makes you laugh?
• When do you feel at your very best?
• What do you dream about doing most?
• If you could meet any celebrity today, who would it be?
• If you could paint the sky any color, what would it be?
• If you could travel anywhere in the world, where would it be?
• If there was a movie made about your life, who would be the actor or
actress to play you?
RESOURCE
• What is your favorite food?
Visit the YDToolbox mobile app for
• What are you most curious about?
attention getters to try out.
Next, introduce an attention getter, or have youth come up with one of their
own. This can be used throughout the session to get the group’s attention in
a respectful and engaging way. For example, when you are running a group
SECTION meeting or assembly with a large group of youth, tell everyone when they hear
you say, “Peanut Butter,” they should say, “Jelly Time!” Then all eyes and ears
should be on the person leading the attention getter.
Finally, before youth engage in activities, use a grouper to divide them into
smaller groups. This will allow everyone an opportunity to work with new people.
Putting Youth Development
Into Practice
35
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SECTION 2
them to set goals that raise their own expectations, young people learn to be
accountable to themselves and others.
Plan reflection questions that specifically relate to the new experiences your SECTION
activities will introduce. Try questions like:
• What is something new that you learned today?
• What was challenging? Why is having a challenge important?
• What new skills did you gain? Why are these important? Where else could Putting Youth Development
you use these skills?
Into Practice
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Essential Staff Practice: Engage kids and teens in setting rules and
expectations that promote respect in peer and adult relationships.
Check in and remind youth of the Group Agreements before implementing your
session plan. Give the group a chance to add to the Agreements, if needed.
When introducing activity options, state the goal and objective of each activity.
Then reiterate the expectations for youth participation in those specific
SECTION 2
activities. Finally, during the Main Activity, participate along with youth by trying
out key aspects of the activity.
Refer back to the tips for Safe, Positive Environment, which are also useful for
encouraging success.
Recognition
Caring adults acknowledge young people’s innate strengths
and talents. They use authentic gestures and encouragement
to positively reinforce their efforts and persistence, and they
celebrate their progress and successes. They commend good decisions and
choices. Clubs and Youth Centers showcase youth achievements on walls,
bulletin boards and monitors, during assemblies and special events, or in
newsletters or social media posts. As a result, Clubs and Youth Centers
formally and informally affirm young people’s self-worth and boost their sense
of competence. Young people gain confidence in their abilities to try new
things and succeed in those new experiences.
SECTION
SD PD YDP
NOTES:
Encouragement Versus Praise
No matter how you choose to recognize young people, seek to offer
encouragement rather than praise.
Why? When you praise a young person, you provide general and non-
specific statements based on how you judge their actions. But, when you
offer encouragement, you give specific observations about their effort.
SECTION 2
Example of a praise statement: “Tiffany, you did great!”
To get started, follow these tips, and you’ll be well on your way.
• Develop a clearly defined recognition system, including both informal and
formal recognition opportunities.
• Always seek to recognize youth interests, efforts and accomplishments.
• Collaborate with young people! Form a youth recognition committee, and
develop ways to recognize others both informally and formally.
• Look for moments when a young person is taking a risk. Specifically
acknowledge that they tried a new activity or persevered when things got
tough. Use language like: “I noticed how you really picked up speed at the
end of the relay race. You were really working hard for your team.”
• Seek to offer encouragement rather than praise, as in the example above.
Encouragement is a non-judgmental and specific comment that identifies
effort the young person makes.
YDP PD SD
When creating your session plan, include sufficient time for youth to recognize
NOTES: their peers at the end of each session. This can be done in a variety of ways.
• The recognition committee should establish a list of creative categories to
recognize others.
• Go down the list of categories and ask youth to recognize the peer who
best demonstrated the category during this program time.
• Keep track visually of who is recognized, and hold the group accountable
to make sure all youth have an opportunity.
• Open each recognition activity for shout-outs, so youth can acknowledge
SECTION 2
Essential Staff Practice: Observe and recognize what youth are interested in.
Ask them:
• What do you love doing?
• What have you always wanted to try?
• What is something you want to learn how to do?
• What is something you want to learn more about?
• What is something that you have tried before, or seen someone else
doing, that you want us to do here?
During the session, recognize youth efforts. Take notice and acknowledge
moments when they are trying. Acknowledge the effort right when it’s
happening, and be specific with your statements so youth attribute the
recognition to a specific task.
SECTION
SECTION 2
After you think about and answer these questions, share your responses with your supervisor in your next
one-on-one meeting. Ask for help as needed.
1. What are your strengths in putting the Five Key Elements for Positive Youth Development into
practice? Think of an example working with youth that highlights this strength.
2. What Key Element for Positive Youth Development do you want to work on most? What will it look like
to practice and improve?
3. Based on what you learned, what is one change you will make in how you interact with youth and
model behavior for them?
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1. How are the Five Key Elements for Positive Youth Development displayed in our Club or Youth Center?
What specific examples do you see?
SECTION 2
2. What barriers are you experiencing when implementing the Five Key Elements for Positive Youth
Development?
3. What are our greatest opportunities for improving the Five Key Elements for Positive Youth Development?
4. What support do you need in order to implement the Five Key Elements for Positive Youth Development
consistently?
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SECTION 2
search function to find a full range of learning • Strengthening Character Through Guidance
opportunities for Club and Youth Center staff in and Discipline
the School of Youth Development. These include
in-service learning modules facilitated by certified Youth Development Institute
learning coaches, online courses, and instructor- This interactive, hands-on opportunity provides
led sessions and workshops. Here are some youth development professionals with practical
specific learning opportunities pertaining to the skills geared to improve the quality of their
topic of this section of the BLUEprint. interactions with youth. It utilizes some of the
Youth Work Methods from the David P. Weikart
Webinars on Emotional Safety Center for Youth Program Quality, including
and Inclusion Structure and Clear Limits, Ask-Listen-Encourage,
• Supporting Youth With ADHD Through and Reframing Conflict.
Meaningful Relationships
• Designing Club Environments to Support
Sensory Needs
• Creating a Welcoming and Respectful
Membership Application Process
• Creating a Sense of Belonging for Youth With
Autism Spectrum Disorder
• Building Supportive Relationships for Youth
With High Social-Emotional Needs
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BOYS & GIRLS CLUBS OF AMERICA
Reference Handout:
YDP PD SD
Integrating Homeroom
NOTES:
Into Your Schedule
Schedule homeroom time after youth decompress from school
– either by encouraging physical activity, playing with friends,
or having quiet time. Start by creating homeroom groups with
members of similar grades, and keep homeroom staff consistent
with each group. Include time for completing homework according
to their age. Staff overseeing each homeroom should become
SECTION 2
Homeroom should be a place where youth have fun and interact with their
peers. So, make sure homework isn’t the only thing youth do there. Offer
several self-directed projects for them to work on when they complete
their homework. Facilitate community-building activities, where youth get a
chance to know each other and make friends. As the year progresses, assign
homeroom members to choose and lead the community-building activities
with their peers. Keep a structured schedule, but alternate recognition and
community-building activities. See the two sample schedules below for ideas.
Reference Handout:
Scheduling Opportunities SD PD YDP
SECTION 2
Gym
2:30–3:45 p.m.
Monday Tuesday Wednesday Thursday Friday
Obstacle
Hula Hoop, Course, Basketball
Races or Jump Tag Games Line Games Clapping Spelling
Rope Games or Games
Double Dutch
On Tuesday and Wednesday, there is only one type of activity available in the
gym. That’s because both tag and line games take up a lot of space, as they
can accommodate large groups. Since there are many types of tag and line
games, youth can help decide which games to play. This could be determined
the day of, by offering three options and letting the group choose, or in
advance by asking members to offer suggestions and vote on a white board.
Remember to offer several variations throughout each time frame. Finally, end
each game while kids are still having fun, and move onto another variation.
Now let’s look at the art room during a structured time frame. Here you will
see layered choices and higher expectations of completion than in the gym’s
sample schedule. During the low-structure arrival time above, members move
between activities freely. But here, youth choose which session they want to
be a part of, and they stay with that activity for the entire session.
YDP PD SD
They agreed to attend once a week for the full 10 weeks. This week in Print
NOTES: Making, they are discussing values that are important to them and their families.
They chose a value and started their design last week. This week, they will move
that design to the printing phase. It’s time for big decisions in this activity, which
engages youths’ creativity. Participants will each have to determine:
• How big will my print be?
• Will some areas be lighter or darker than others?
• What changes do I need to make to my design in order to carve it into foam?
that day at the Club meeting. When they get into the session, they will talk
about leadership and share some examples of leadership in their own lives.
Then youth choose a topic and, with their team, make a choice about a
leadership scenario they want to act out. Next, they collaborate to select a
script, choose playing parts, and pick out costumes and props. For all of these
sessions, the choices are intentionally built into the activities, so youth play an
active role in the planning process.
As youth are engaged in planning, reserve sufficient time for them to explore
new interests and build foundational skills before asking them to commit to a
full Targeted Program. Consider this example: Your teens have been watching
Step competitions on YouTube and say they want to do Step at the Club. You’re
excited about offering this new program, and your goal is to have a thriving
teen Step team. Consider how an Introduction to Step program might look.
• Week 1: Have teens share their favorite Step videos with the group.
• Week 2: Organize a field trip or invite a guest speaker to perform.
• Week 3: Have the group choose their favorite three videos.
• Weeks 4 to 6: Schedule time for teens to watch one of the videos each
week and practice the steps; in a casual, less-structured space.
• Week 7: Reflect with the group during the open Step time.
• Week 8: Have the group choose their favorite two videos.
• Weeks 9 to 12: Help participants learn both routines from the videos.
• Week 13: Invite participants to perform their routines at the Club meeting.
• Week 14: Reflect on performance and team commitment. If members
express commitment and want to proceed, try to find a coach for the new
Step team. If teens do not express a level of commitment but want to
continue, repeat weeks 8 to 14.
You’ll notice from the schedule above, Weeks 1 to 7 are about exploring
and building commitment. Weeks 8 to 14 allow participants to demonstrate
application in a low-pressure, self-directed environment before committing to
being part of a full team.
SECTION
Reference Handout:
Building Recognition SD PD YDP
SECTION 2
Monday Tuesday Wednesday Thursday Friday
Art and Design Nexus
Tracing Value Tracing Value
Self-Portrait Leadership Visual Arts
Word on Word on
With Natural Skits Project (Youth
Printing Foam Printing Foam
Materials Ages 8 to 12 and Teens)
Ages 6 to 9 Ages 10 to 12
Learning Alcove
African-
American Parks in My Planning Parks in My Drawing
Leaders Community Program Community Emotions
20 Questions Ages 10+ Showcase Ages 6 to 9 Ages 6 to 9
Ages 9 to 12
Gamesroom
State
Gamesroom Fabulous
Four Square
Cup Stacking Tournament Flags:
Tourney/Magic Spider Web
Tournament Practice Character
the Gathering
Version
Ages 6 to 10
Teen Center
Posters for Planning for Power Hour
College-Type Paying for Party
Keystone Torch Club
Exploration College
Elections Fundraiser Ages 6 to 9
In the Art and Design Nexus, there is time on Friday for youth to work on
their visual arts projects. These projects will be showcased in the winter
Visual Arts Competition, and participants will be recognized there. The
same principle applies to the State Gamesroom Tournament, where the
6- to 10-year-old members get a chance to practice on Tuesday before
representing their Club in the spring tournament. Teens will work on election
posters on Monday, in preparation for recognition by their peers in the
upcoming Keystone Club election. SECTION
On Friday in the Teen Center, a weekly Power Hour party is scheduled to
recognize children who reached their homework completion goals during the
week, while teen members are scheduled elsewhere. It’s a special treat for
younger members since the Teen Center is usually off-limits to them. Putting Youth Development
Into Practice
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YDP PD SD
Use these examples to consider how you will recognize the young people in
your Club or Youth Center, and allow youth time to plan to recognize each
other, too.
SECTION 2
SECTION
Section Summary:
YDP
Understanding
PURPOSE/AUDIENCE
Children and Teens
All youth development professionals
need to know the typical developmental All youth development professionals need to know the typical
characteristics of youth at different
ages. This section provides up-to- developmental characteristics of children and teens. Apply this
date, research-based information knowledge to how you interact with young people, and how you
about the developmental milestones of plan and facilitate programs and activities for them.
children and teens. It helps ensure your
programming is not only developmentally
Developmental Milestones of
appropriate, but also progressive. That
way, it evolves with youth as they grow
and continue building their skills.
Children and Teens
As youth grow, they develop physically, emotionally, socially and cognitively.
They also gradually define a unique self-identity.
the general population of youth are organized in certain age groupings: middle/
late childhood (6 to 9 and 10 to 12); early adolescence/”tween” (10 to 12 and
13 to 15); and adolescence/teen (13 to 15 and 16 to 18).
Developmentally
Appropriate Programming
All programs and activities should be developmentally appropriate for the
youth participating in them. This is one reason why Clubs and Youth Centers
traditionally structure their programming around certain age groups.
At your Club or Youth Center, look critically at the content of activities and
programs, and at the instructions for delivering them. Make sure they
match the developmental characteristics of the age groups you’re working
with. Based on what you know about youths’ particular characteristics and
needs, adjust the content or delivery methods to make programming more
developmentally appropriate for them.
Use the Tips for Program Planning and Delivery by Age Range in this section.
SECTION
Progressive Programming
Members who stay involved over multiple years need programs and activities
that evolve along with them as they get older. This is called progressive
programming. In order to keep youth engaged and challenged, and to build
Understanding Children upon their existing knowledge and skills, Targeted Programs especially need to
and Teens offer a progression. ■
49
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Understanding
YDP
Children and Teens
All youth development professionals need to be thoroughly familiar NOTES:
with the typical developmental characteristics of children and
teens. Apply this knowledge when interacting with young people,
and when planning and facilitating their programs and activities. In
terms of our Formula for Impact and achieving an Outcome-Driven
Club Experience, this means you need to ensure all Targeted
Programs and High-Yield Activities are developmentally appropriate
for the youth participating in them.
Developmental Milestones
of Children and Teens
What does this mean? As youth grow, they develop physically, emotionally,
socially and cognitively (relating to or involving conscious intellectual activity,
SECTION 3
such as thinking, reasoning or remembering). They also gradually define a
unique self-identity. Changes in one of these areas often affect changes in
another area. For example, as youth get older, they get better at handling their
emotions, which affects their relationships with others.
Developmentally
Appropriate Programming
Because young people’s developmental characteristics change, what works in
your programming for one age group probably will not work as well for another.
This is one big reason Clubs and Youth Centers traditionally structure their SECTION
programming around certain age groups.
Look critically at the content of your activities and programs, and consider your
instructions for delivering them. Make sure your programming matches the
developmental characteristics of the age groups you’re working with. Based on Understanding Children
what you know about the characteristics and needs of your group, adjust the
content or delivery methods to make them more developmentally appropriate. and Teens
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YDP
Let’s say you’re playing a game of Keep-Away with a group of 10- to 12-year-
NOTES: olds. You tell them the goal is to throw the ball to their teammates, and for every
three passes they make in a row, they will receive one point. You notice the
group is having a difficult time earning a point because they can’t make three
passes in a row. So you adjust the rules. You tell the group their goal is still the
same, but this time, for every single pass they make, they will receive a point.
Your homegrown programs, developed by your own Club or Youth Center, also
should be developmentally appropriate. If your Club or Youth Center created
a program that teaches about local wildlife, it should offer different activities
for the various age groups participating. A nature program for a group of
6- to 9-year-olds might involve learning about local animals and hiking on
walking trails. For groups of 10- to 12-year-olds or 13- to 15-year-olds, the
same program might instead involve learning about conservation and doing
conservation projects in the community.
Try some of the following practical programming tips for specific age ranges or
developmental stages. Learn more about delivery methods in the BLUEprint
SECTION 3
SECTION • Provide opportunities for youth to work and interact with friends and peers,
which they need at this stage.
• Create opportunities and activities for positive risk-taking, such as rock
climbing, zip lining, team sports and service learning. The brains of tweens
and teens are wired for risk-taking.
Understanding Children
and Teens
51
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YDP
• Respond positively when youth test boundaries, while still reinforcing Club
expectations. Youth will test boundaries as they begin to interpret the NOTES:
world and their place in it.
• Help teach boys healthy emotional expression, and help girls develop
positive self-esteem.
• Encourage youth to engage in prosocial activities like community service.
SECTION 3
plan, and conduct activities and events at the Club or Youth Center, or to
address issues they see in the community.
Progressive Programming
A related aspect of providing relevant, appropriate programs and activities
for youth is what we call progressive programming. Members who stay
involved in your Club or Youth Center over multiple years need programs and
activities that evolve along with them. In order to keep such youth engaged
and challenged, and build upon their existing knowledge and skills, Targeted
Programs especially need to offer a progression.
For example, when youth turn 11, they can join a Torch Club to start learning
about leadership, citizenship and service. When Torch Club members turn 14,
they can join a Keystone Club to advance their skills in those areas.
The next section of the BLUEprint, Principles of Program Planning and Delivery,
lays down the basic building blocks of Club programming. Together with the tips
for positive youth development practice and developmental appropriateness,
you’ll be well on your way to enhancing your programs and activities. SECTION
Understanding Children
and Teens
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BOYS & GIRLS CLUBS OF AMERICA
Reflection Questions
After you think about and answer these questions, share your responses with your supervisor in your next
one-on-one meeting. Ask for help as needed.
1. What new insights have you gained from learning about young people’s developmental milestones? Is
there particular information that helps explain something you see in your daily work with youth?
SECTION 3
2. Based on what you’ve learned, what is one change you will make in how you interact with youth? What
is one change you will make in how you facilitate programs and activities for them?
3. Based on what you’ve learned about the developmental characteristics of youth at different ages, and
what you know about yourself, to what degree are your current work assignments a good fit for you?
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SECTION 3
the information. Then during a regular staff learning coaches, online courses, and instructor-
meeting, you could discuss what you learned led sessions and workshops.
54
BOYS & GIRLS CLUBS OF AMERICA
Reference Handout:
YDP
Developmental Milestones
of Children and Teens
14
The developmental milestones outlined here offer a general idea about what to
expect from youth of different ages. Young people develop at different rates and
in different ways, however, so consider these characteristics as a general rule
of thumb. Use this information to implement age-specific and developmentally
appropriate programs and activities that best meet the needs of the young people
in your Club or Youth Center.
Growth surges when and others maturing late. Towards the end of this
surrounded by positive Girls begin puberty earlier period, physical changes
relationships, secure than boys. level off.
attachment and low stress. • Early-maturing girls are • Most older teens experience
• Motor development more likely to engage in strong sexual feelings.
becomes more coordinated. negative health behaviors
Youth can play most and are at higher risk for
organized games with depression.
simplified rules. • Physical changes of
puberty become outwardly
apparent, and children
are more aware of their
changing bodies.
• Body image and eating
problems can sometimes
start at this age.
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SECTION 3
adults would consider increased capacity to
risky behaviors. These understand multiple
risk-taking behaviors can perspectives, leading to
increase when among the ability to grasp bigger
peers. societal issues.
Emotional • Children are more self- • Parts of the brain • Teens gradually become
Development conscious and worried about responsible for emotional more emotionally stable
what others think of them. response develop quicker as they start to gain
• Children develop better than those required for more coping and emotion
emotional awareness. self-control, leading regulation skills.
However, emotional to strong emotional • Youth start to become
outbursts are still normal responses and moodiness. aware of their unique
occurrences. • Youth become more self- personalities and opinions.
• Children increasingly use conscious and worried • Reflection becomes an
strategies to control their about what others important tool as youth
emotions, such as calming think about them. This become able to examine
themselves when angry. leads to thinking they their experiences.
are unique and people
don’t understand their
experiences.
• Youth often mask negative
or uncomfortable emotions
with neutral responses.
• Boys struggle with
expressing their emotions.
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YDP
Self • Children become interested • Self-esteem issues may • Identity formation takes
Development in how things work. develop. Early developing center stage. Youth may
• Children are mostly boys often have higher experiment with different
interested in the present, social status/self-esteem. styles, sexuality, friendships
with very limited thought Early maturing girls may and occupations.
towards the future. struggle with newfound • Teens’ autonomy increases
• Self-esteem varies as attention. as they start to inhabit
children discover their • Youth seek independence leadership roles and take
qualities and compare and test authority as on more responsibility in
themselves to others. they push for autonomy. different areas of their lives.
However, they need • Teens’ interests become
guidance and structure important gateways into
as they navigate new passions and purpose.
boundaries.
• Youth experiment with
different identities, but
identities are closely tied to
peer groups.
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Section Summary:
YDP PD SD
Principles of Program
PURPOSE/AUDIENCE
Planning and Delivery
For new youth development
professionals, this section describes the You accomplish your core youth development work through the
basic building blocks of programming. It
walks site-level program directors and programs and activities you implement. When you engage youth
site directors through enhancing program more frequently and deeply using high-quality youth development
quality at their site. Then it shows how to practices and effective programs, you boost your ability to have a
bind everything together in careful daily
session and program planning. positive, lasting impact on their lives.
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SECTION 4
Free Choice (Voluntary) Versus Fixed (Mandatory) Program Schedules: A
key factor for program quality has to do with how your Club or Youth Center
structures its program schedule, and to what degree youth are able to make
choices about what they participate in and when. A good schedule meets the
needs and interests of both youth and staff.
Some sites allow members to freely select the programs and activities
they will participate in, so they can exercise autonomy. This is a free choice
or voluntary program schedule. In other sites, young people’s choice of
programming is limited based on their age, programmatic philosophy or other
reasons. This is a fixed or mandatory program schedule. Some sites offer a
mixture of these two types.
Staff-to-Youth Ratios: Another key factor for program quality is how your Club
or Youth Center allocates and deploys staff in relation to the number of youth
being served. An adequate number of staff is crucial to ensure young people
are properly supervised, kept safe, and have the opportunity to form healthy
relationships with staff and other youth. A staff-to-youth ratio refers to the
number of youth in a program compared to the number of adult supervising SECTION
staff members.25 For example, 1:10 means that for every 10 youth, there is
one staff member.
Check with your supervisor to make sure you’re following your organization’s
policies and procedures. It’s critical to maintain the proper ratio at all times, Principles of Program
and to maintain accountability for all of the youth in your care.
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When you start with a good plan, you can more objectively reflect on what went
well with your program or activity, what challenges you had, and how well youth
achieved the expected outcomes. ■
SECTION
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Principles of Program
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Planning and Delivery
In the first section of the Program Basics BLUEprint, you learned NOTES:
about our Formula for Impact theory of change. It states that if
we provide the young people who need us most with the best
possible Outcome-Driven Club Experience, we will enable them
to achieve Academic Success, demonstrate Good Character and
Citizenship, and live Healthy Lifestyles.
You also learned that certain components are necessary to create the
Outcome-Driven Club Experience:
1. Five Key Elements for Positive 3. Targeted Programs
Youth Development 4. Regular Attendance
2. High-Yield Activities
SECTION 4
In order to achieve high program quality, it’s critical for Club and Youth
Center professionals to understand the basic principles for planning and
implementing effective programs. Think of these principles as the building
blocks of strong Club or Youth Center programming.
What Is a Program?
In Clubs and Youth Centers, you may hear the term “program” used in different
ways. Let’s quickly get clear on these different uses.
• Overall program: When you hear this phrase, think of everything your Club
or Youth Center provides young people. This encompasses the entire
range of activities, programs and services, including transition times,
available throughout the day. Some people also refer to this as Club or
Youth Center programming.
• Core Program Area: This phrase refers to a grouping of programs
designed to achieve specific youth outcomes related to a common
discipline. They fit into and align with the Formula for Impact’s three
priority outcome areas of Academic Success, Good Character and
SECTION
Citizenship, and Healthy Lifestyles. Clubs and Youth Centers organize their
work around five Core Program Areas:
{{ Leadership and Service {{ Health and Wellness
YDP PD SD
• Program: Clubs and Youth Centers use individual programs as the main
NOTES: method to help build and reinforce young people’s knowledge and skills.
Programs have specific goals and objectives, follow a sequence of
sessions or lessons, and are conducted over a specific period of time.
A typical program session uses varied delivery methods and multiple
activities that build off of each other. You might also hear some people
refer to a program as a curriculum.
Now let’s delve into each of these in more detail, and look at how you can
apply these concepts in your day-to-day work.
Think of the day as a theatrical performance. For the opening act, you
greet youth warmly and help them feel safe, supported and welcome. Next
come a series of main acts (programs and meetings), in which you work
side-by-side with staff and youth. In each act, youth build knowledge and
skills as they play, create, experiment and interact with each other, staff,
and the materials and equipment in the space. Just like in a play, there
are transitions between each act. These transitions can be the time spent
moving from program to program, loading the field trip van or bus, or having
a snack or meal. In the closing act, you reconnect kids with their families
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Most programming occurs in structured time. During this time, you facilitate
programs that build knowledge and skills. You also promote positive attitudes
and behaviors in youth related to our priority outcome areas.
In reality, arrivals from school, checking in and out, meals and snacks, free
time or free play, and transitions between programs take up a good chunk of
time. You can use Community Builder activities during these less-structured
times of day. When you and your teammates build the overall schedule, make
sure you take into account and plan for all Club or Youth Center time.
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In this sample, each day includes multiple choices within the space, but only
Friday is a free choice day. Free choice intentionally built into the schedule is a fun NOTES:
way for youth to be creative, try new things, and practice the skills they have been
working on developing. It’s important to put boundaries around free choice time
so it doesn’t become the only activity offered in any area. Here are some tips.
• Contain free choice time to a scheduled session.
• Limit free choice time in the week.
• Don’t offer free choice time in all areas of the Club at the same time,
so youth who prefer more structure have a safe place to engage.
Below you can see a more highly structured version of the gamesroom during
a later programming time, once all members have arrived at the Club. You will
notice there may be only one option during this session. There are activities
that overlap in the less-structured and more highly structured times, such as
Cup Stacking and Four Square. During the structured times, those activities are
formatted in a tournament style, group challenge, or with a specific skill being
demonstrated and taught. In contrast, during the less-structured times, youth
can practice and choose to move on to something else when they are done.
Gamesroom
Monday Tuesday Wednesday Thursday Friday
State
Fabulous Gamesroom
Four Square
Cup Stacking Flags: Tournament
Spider Web Tourney/Magic
Tournament Character Practice
the Gathering
Version
SECTION 4
Ages 6 to 10
Note that Youth Centers should consult the leadership of their particular service to
confirm which of the Core Program Areas are mandatory for them to implement. SECTION
As you learned in The Foundation of Boys & Girls Clubs section of this
BLUEprint, Clubs and Youth Centers provide youth with role models and
experiences that help them develop into persons who demonstrate six essential
character traits: caring, citizenship, fairness, respect, responsibility and Principles of Program
trustworthiness. You also learned that character development doesn’t just Planning and Delivery
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need to succeed in school and the workplace during a critical time in their
cognitive development. Clubs and Youth Centers should implement programs
and activities that build young people’s social-emotional skills and allow them
to explore careers across all Core Program Areas and all age groups.
Career exploration refers to activities that motivate and inspire youth to think
about the connection between their postsecondary plans and careers.16 Clubs
and Youth Centers should offer two levels of career exploration.
SECTION 1. For youth ages 6 to 18, offer opportunities to explore careers throughout
all Core Program Areas. This early access to careers exposes youth to
the breadth of opportunity and helps them define their own work and
education aspirations.
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2. For teens, offer opportunities for career mentoring and coaching, job
shadowing, resume building, job interviewing, etc. These support discovery NOTES:
of and exposure to careers and learning about the pathways to attain
various positions. Such activities help youth understand the expectations
of and skills required for specific occupations, so they can plan for their
continuing education or training.
The following passage describes each Core Program Area, aligns it to one of
the priority outcome areas, and lists skills it helps develop to support young
people's readiness in school, life and the workforce.
The Leadership and Service Core Program Area develops the following key skills:
• Self-awareness and advocacy • Goal-setting
• Collaboration with peers and • Identifying and solving problems
adults • Social and civic responsibility
Education
SECTION 4
Education programs complement and reinforce what youth learn during the
school day, while creating experiences that invite them to fall in love with
learning. Rooted in social-emotional development practices, programs in this
area enable all youth to be effective, engaged learners who are on track to
graduate with a plan for the future. As an informal learning space, Clubs have
an opportunity to offer both remediation and enrichment, all while inviting
youth to discover and pursue their passions through experiential learning.
Targeted Programs and High-Yield Activities in this area are linked to the
Academic Success priority outcome area.
Youth development practices that support teaching and learning are core
SECTION
to the quality of education programs. Effective education programs, when
facilitated with high-quality youth development practices, help youth develop
the attitudes, behaviors and skills needed to become effective, engaged
learners who are on track to graduate with a plan for the future. Principles of Program
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The Education Core Program Area develops the following key skills for
NOTES: Academic Success:
• Identify and solve problems • Communicate
• Plan and carry out investigations • Collaborate
• Analyze and interpret information • Persevere as a learner
The Education Core Program Area also develops the following key skills for
post-secondary readiness:
• Goal-setting • Self-efficacy
• Career awareness • Perseverance
• Post-secondary awareness
The Arts
The Arts (digital, fine, applied and performing arts) programs encourage
imagination and self-expression. They also help youth develop knowledge and
understanding of specific art forms. Art programs build social-emotional and
21st century skills, such as communication, critical thinking and creativity.
Targeted Programs and High-Yield Activities in the Arts Core Program Area are
linked to the Academic Success priority outcome area.
The Arts Core Program Area develops the following key skills:
• Technical art knowledge • Cultural awareness
• Communicating • Critique and feedback
• Art awareness
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The Health and Wellness Core Program Area develops the following key skills:
• Self-efficacy • Resistance skills
• Identifying emotions • Health communication
• Identifying and solving problems
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Activities in the Sports and Recreation Core Program Area are linked to the
Healthy Lifestyles priority outcome area. NOTES:
The Sports and Recreation Core Program Area develops the following key skills:
Physical Activity Nutrition
• Perseverance • Impulse control
• Confidence • Stress management
• Physical fitness • Identifying emotions
• Locomotor • Identifying and solving problems
• Acrobatic • Choosing healthy foods
Targeted Programs
Now that we’ve seen how the five Core Program Areas fit into our Formula
for Impact, and how Clubs and Youth Centers can use them to organize their
programming, let’s learn more about individual programs.
SECTION 4
• Are designed to achieve stated goals and objectives in a Core Program Area
• Are designed to build upon existing knowledge and skills
• Are conducted for a specific audience
• Are sequenced, meaning they are conducted over a specific period of time
using multiple lessons in a certain order
• Use specific delivery methods
• Measure and evaluate the extent participants achieve goals and objectives
Targeted Programs reinforce and celebrate continual learning while setting our
youth up for success.
YDP PD SD
High-Yield Activities help inject spontaneity and excitement into the day-to-day
routine. You can increase existing programs’ appeal by using related High-Yield
Activities as extensions or enhancements. You can even create High-Yield
Activities that support more than one of the priority outcome areas at the
same time.
SECTION 4
Here’s an example. Club staff know that teens like playing soccer video
games. To make that activity a High-Yield Activity, they turned it into a World
Cup-style tournament, with individual teens representing different countries
across the world. After every game, staff helped teens compile and analyze
their performance statistics based on what happened in the game, and they
determined their current standing in the tournament rankings. Staff tapped
into an activity teens already enjoyed and found a creative way to incorporate
some math (sports statistics) and social studies (picking different countries
and players).
SECTION
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Remember to infuse the Five Key Elements for Positive Youth Development
into every Targeted Program session or High-Yield Activity. Youth thrive when
we implement high-quality youth development practices consistently.17 When
you incorporate these practices during programming, you enhance program
quality and help youth achieve the program’s desired outcomes.18
SECTION 4
• Warm Welcome • Main Activity • Closing and
• Community Builder • Reflection Transition
• Group Agreements • Recognition
YDP PD SD
Group Agreements: This practice creates physical and emotional safety and
provides developmentally appropriate structure with clear limits for behavior.
During your first session or meeting, collaborate with youth to set and post
group rules and expectations. In each subsequent session or meeting with
your group, review the Agreements to reinforce positive values and youth
commitments to one another. To develop Group Agreements with youth, we
recommend you ask three basic questions:
SECTION 4
Find Community Builder and grouper {{ What can we do to have these feelings every day?
ideas on the YDToolbox mobile app. {{ What can we do if someone’s feelings are hurt?
SD PD YDP
Main Activity: These are hands-on, interactive activities in which youth work
together with materials to explore new concepts or practice a new skill. Of NOTES:
course the topic, theme or goal of Main Activities will differ based on the
program. Review the content and facilitation instructions ahead of time, and
think about how to tailor the Main Activity for your group. Support knowledge and
skill building by telling youth what the activity will entail and how it will help them
grow. Provide assistance when needed, and encourage them to keep trying. Try
to include real choices for youth that influence the outcome of the activity.
• Middle/Late Childhood (ages 6 to 9 and 10 to 12): For young kids, activities
need to be structured with simple directions. Children struggle to sit for long
periods of time, so break up these periods with movement. This can be as
simple as giving 15 seconds to get all the wiggles and jiggles out.
• Early Adolescence/”Tweens” (ages 10 to 12 and 13 to 15): Activities
should be group- and peer-focused and can be more challenging. Provide
opportunities for youth to make decisions and exert their independence.
Provide structure, without taking control of their program and activity.
• Adolescence/Teens (ages 13 to 15 and 16 to 18): Activities should
connect directly to teens’ passions and future goals. Give teens a lot more
independence and freedom. Your role is more of a partner and mentor
than a teacher.
Reflection: Reflection helps youth connect what they’ve learned, and identify
how they can apply it in other areas of their lives. Pose reflection questions
and give youth time to write, draw, act out or discuss what they learned during
the Main Activity. Ask them to share reflections with their peers within a small
or large group.20
SECTION 4
• Middle/Late Childhood (ages 6 to 9 and 10 to 12): At these ages, youth
might struggle with understanding abstractions. Give concrete examples
when possible. Let’s say you are discussing teamwork after a sports game.
You need to give specific examples of what good teamwork is – like when a
player passes the ball to a teammate who has a better chance of making
a shot. Let’s say you are discussing the importance of optimism, a pretty
abstract concept. Break it down by giving examples of what optimism looks
or sounds like. You might use a phrase like, “I can do this!”
• Adolescence/Teens (ages 13 to 15 and 16 to 18): Give teens
opportunities to showcase their learning and present to their peers. RESOURCE
To learn more about building Group
Recognition: Provide opportunities to recognize, acknowledge and encourage Agreements with youth, search for the
youth. Highlighting specific positive behaviors encourages youth to continue Youth Positive Club Climate Toolkit on
behaving in ways that support their growth and development. It also gives BGCA.net.
them feedback on how they are progressing in certain skills. Your goal is to
help young people develop healthy behaviors, attain a balanced sense of self
and others, and feel successful.21 Plan formal and informal ways to recognize,
acknowledge and encourage youth, and provide opportunities for them to
recognize one another. SECTION
• Middle/Late Childhood (ages 6 to 9 and 10 to 12) and Early Adolescence/
”Tweens” (ages 10 to 12 and 13 to 15): Use Recognition to build youths’
self-esteem. Give positive, sincere praise that is specific. For example, do
not just say, “Good job.” Instead say, “Good job for all the effort you put
into learning how to do a handstand.” Principles of Program
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Special Events
Special events are also important building blocks of a good overall Club or
Youth Center program. Special events boost fun, excitement and interest – not
just for youth, but also for staff, volunteers, families and community partners.
You can use special events to:
• Reward frequent attenders or long-term members
• Motivate youth to attend more often
• Attract and recruit new youth
• Strengthen bonds with and support families
• Build awareness of your Club or Youth Center in your community
Special events can be major Club-wide events or smaller events that take
place in one Core Program Area. Examples include celebrations, recognition
events, events that culminate theme- or project-driven programming, youth
performances, holiday dinners, cultural festivals, family nights, field days, teen
lock-ins and field trips. To spice up your programming, be sure to sprinkle in
a variety of special events in your Club or Youth Center annual calendar. Work
with your teammates and community partners to provide fun, memorable
experiences for youth and their families.
SECTION 4
Needs-based programs address the needs of the youth you serve in the
context of their community. For example, if you find youth in your community
are struggling with issues around growing up, consider implementing programs
Principles of Program like SMART Girls or Passport to Manhood. These programs teach girls and boys
skills for navigating the rocky transition from adolescence into young adulthood.
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Team up with your Club or Youth Center colleagues to research and identify the
needs of youth in your community. Here are a few strategies you can try. NOTES:
• Talk with youth, both those who are already involved in your Club or Youth
Center and those who aren’t.
• Collect input from parents and caregivers through a survey or at a family
night event.
• Gather feedback from school or other community partners.
• Obtain data on local youth trends or factors in your community affecting
young people’s well-being. Examples to look for include local high school
graduation rates; teen employment rates; juvenile arrest, delinquency or
gang involvement statistics; and health-risk behavior rates.
SECTION 4
To offer exciting, relevant programs that will engage youth, find the best mix of
interest-based and needs-based Targeted Programs and High-Yield Activities
for the youth you serve. Often programs can meet the needs and interests of
youth at the same time. You can also add High-Yield Activities to needs-based
programs to hook youth via their interests and passions to reinforce learning.
A common example of this is sports programs. Youth may be interested in
sports, but of course they also need to exercise regularly and be physically fit.
To be most effective, you’d want to offer programs featuring young people’s
favorite sports.
In the sample Teen Center schedule below, you can see a good balance
between interest-based and needs-based programming. Each session offers
at least two activities. But how were they selected?
Imagine that during the planning process for the seasonal program schedule,
teens expressed an interest in spoken word poetry, social media, crafts, social
games and building experiences to put on a resume. This led to implementing
Pinterest activities, Lyricism 101, card games and service projects. And from
the results of a parent survey, staff learned that teens are experiencing higher
levels of stress about money, and they are starting to apply for their first
SECTION
jobs. Further, several alumni have visited and expressed they are struggling
with cooking for themselves and maintaining their cars. This led teen staff to
schedule Career Launch, Yoga/Mindfulness, Money Matters and Life Skills
(i.e., cooking, changing a tire). Staff also take time to work with each teen to
create a seasonal program schedule engagement plan, so they can practice
Principles of Program
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Teen Center
NOTES:
Monday Tuesday Wednesday Thursday Friday
Career Launch Lyricism 101
Money Tutoring/Video Life Skills
Program/ Program/Yoga-
Matters/Card Games/ Activity/Service
Pinterest Mindfulness
Games Hang Out Project
Activity Activity
Clubs and Youth Centers vary widely on how much choice youth have when
selecting programs and activities. Some Clubs allow members to freely
select the programs and activities they will participate in. We refer to this as
a free choice or voluntary program schedule. A free choice program schedule
empowers youth to exercise autonomy and independence, something we
value highly from a youth development point of view. Too much freedom,
however, can limit skill development, as some youth might avoid trying new
experiences or participating in programs they need, such as Power Hour
homework help. Younger members may also feel overwhelmed or confused
by the variety of choices.
SECTION 4
Some Clubs offer a mixture of these two program schedule types, having
free choice for some programs or during a certain block of time, while making
other programs mandatory. For example, for the first hour after snack, all
youth participate in Power Hour in their age groups throughout the Club. Then
afterwards, youth can choose from among all the programs and activities
SECTION offered that day.
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There is no one right way to structure the program schedule at your Club or
Youth Center. A good program schedule meets the needs and interests of NOTES:
both youth and staff. Regularly ask Club members for input when building
or changing your program schedule. Share kids’ feedback and your own
suggestions about program schedules with your teammates and supervisor.
Let’s look at the sample program schedule below. During the time youth are
arriving at the Club, the Learning Alcove hosts a free choice/voluntary session.
Note: It’s closed on Friday so the computer lab can be open for younger kids.
Learning Alcove
2:30–3:45 p.m.
Monday Tuesday Wednesday Thursday Friday
Quiet Reading/ Quiet Reading/ Quiet Reading/ Quiet Reading/
Closed
Tutoring Tutoring Tutoring Tutoring
Starting at 3:45 p.m., once the majority of youth have arrived at the Club, the
Learning Alcove moves to a fixed/mandatory schedule. At that time, all youth
are in homeroom, doing homework and building community. This is followed by
the Club meeting, which is also a fixed/mandatory session with
a high level of structure.
Learning Alcove
3:45–4:45 p.m.
Monday Tuesday Wednesday Thursday Friday
SECTION 4
Homeroom Homeroom Homeroom Homeroom Homeroom
At 5 p.m., the Learning Alcove switches back to free choice programming, but
with a high level of structure. Some of the choices during this session are
offered in advance, and others are made that day in the Club meeting. Since
Ultimate Journey and Sparks Leadership are Targeted Programs that follow a
sequence, members sign up for those in advance and complete the full 10-
week program. Trivia and Ready Set Action are free choice sessions that youth
can chose to join at the Club meeting. All of these are considered free choice
options, as youth choose whether to attend, but the choices are selected at
different times.
Learning Alcove
5–6 p.m.
Monday Tuesday Wednesday Thursday Friday
Ultimate Ultimate
Sparks
Trivia Activity
Journey
Program
Ready Set
Action Program
Journey
Program Leadership
Program
SECTION
Ages 10+ Ages 6 to 9
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• Staff-to-youth ratios should not exceed 1:25 for any type of activity.
Use such ratios only for large-group games or less-structured time,
such as when Club members are engaged in free play in the gym or
on the playground.
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It’s critical to maintain the proper ratio at all times with adult supervising staff.
If a staff member temporarily leaves the room, make sure someone covers
their spot until they return. For extra support and assistance during your
programming, you can use adult or teen volunteers or Junior Staff, but they
cannot be counted in your staff-to-youth ratio as supervising staff, nor should
they be left alone to supervise.
Here are some tips for maintaining accountability for youth at all times.28
• Always know how many youth are in your group. You should be able to
SECTION 4
state how many young people are in your care at all times.
• Know the individual youth in your group by face and name, and regularly
do head counts. Count them at various times during your session, at every
transition, whenever leaving one area and going to another, and at regular
times throughout the day.
• Use a roster to record when children arrive and depart from your program
or space. Record the total attendance for each block of time in the
program schedule.
• Inform your supervisor immediately if you go over the ratio. Also inform
your supervisor if you have more adults than are necessary. Those adults
may be needed elsewhere, or your supervisor may need to reconsider
staffing schedules for maximum efficiency.
• Understand and use your site’s system for knowing where youth are at all
times. For example, some Clubs or Youth Centers use walkie-talkies to
notify other supervising staff when youth are moving between rooms or
programs. Others station supervising staff in places where they can observe
all entrances, exits, hallways and monitor young people’s bathroom use.
Remember that these are guidelines. Your Club or organization may already SECTION
have specific regulations in place. If you work in a BGCA-affiliated Youth
Center on a U.S. military installation, you must adhere to the ratio standards
established by the Department of Defense. If you work in a licensed
childcare facility, you will need to follow your state’s regulations. In all cases,
check with your supervisor to make sure you’re following your organization’s Principles of Program
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You can also use different types of interactions to engage youth more deeply
and help them build knowledge and skills.30 A day at a Club or Youth Center for
any young person should involve opportunities to interact with staff, volunteers
and other youth:
• Individually
• In a small group
• In a large group
To preserve everyone’s safety, staff, volunteers and other adults should never
be alone when working one-on-one with a child. The pair should meet in a spot
in the Club or Youth Center where it’s somewhat quiet, but also visible to other
SECTION 4
Small Groups32
When facilitated by a skilled, caring adult, small-group activities offer youth
rich opportunities to establish connections with peers, gain social-emotional
and coping skills, and engage with difficult topics through honest, safe
discussions. Ensure small-group meetings are more than just a collection of
activities. Pay attention to the sequencing of activities. Allow the group to get
SECTION to know each other, give and receive support, and save time for conversation
and reflection when addressing sensitive topics.
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In Clubs and Youth Centers, small groups are typically made up of eight to
12 youth who meet regularly with an adult leader for a specific program. This NOTES:
is the delivery method for Targeted Programs and some High-Yield Activities.
Examples include:
• Sessions in which a group leader follows a curriculum or provides skill
instruction – like first aid, guitar class, SMART Moves or Money Matters.
• Teams in which members learn and practice a skill or sport and participate
in competitive events, such as baseball, basketball, billiards, soccer, table
tennis and volleyball.
• Group clubs in which members meet to pursue a common interest.
Through a democratic process, they select, plan and implement their own
activities with the guidance of an adult advisor. Example of this could
include Keystone Club, Torch Club, a photography club or arts club.
• Cooperative learning projects in which a small group of three to eight
members work together to achieve a goal or complete a project. Such projects
might include a Club or Youth Center garden or community service projects.
Large Groups
Large-group activities (also known as drop-in) informally engage youth and provide
them with opportunities for maximum freedom and mobility. This delivery method
is often used for High-Yield Activities. Examples of large-group activities are:
• Free play activities in the gym or gamesroom
• Dances and special events
• Movies and presentations
SECTION 4
• On-the-spot fun, games, contests or stunts
When working with large groups, try using grouper techniques to help form
teams and split into smaller groups.
YDP PD SD
Here are some additional tips for everyday personal CQI in collaboration with
NOTES: the youth you serve, your teammates and your supervisor.
• Ask more experienced peers or your supervisor to observe when you’re
facilitating programming with youth. Ask them to give you feedback.
• Ask more seasoned peers to allow you to observe their youth program
facilitation, or to share their best tips related to aspects of the work you
find challenging.
• When you have one-on-one meetings with your supervisor, discuss what
you think is going well and where you’re having challenges. Ask for support
or coaching on improvements you’d like to make.
• When you’re doing reflections with youth in your sessions, ask them for
feedback on how the session went and how you could make it better.
Regularly “take the pulse” of young people and get input from them. There
are many ways to do this, such as using the tip above, or working with your
teammates to conduct listening sessions, or running quick, fun polls with youth.
SD PD YDP
To help you better plan and implement your daily sessions, use the Session
Planning Template and the Reference Handout: Elements of a High-Quality
Session, located at the end of this section. They are meant to be used together.
Use the first page of the Session Planning Template when planning your
session. After you facilitate the session, use the second page to reflect on
how it went, how well it achieved its intended objective(s), and what you could
do differently next time. Ask your supervisor for guidance on how to use the
template. In your one-on-one meetings with your supervisor, be sure to discuss
your post-session reflections.
If you need a tool to help you plan and implement Targeted Programs more
effectively, take a look at the Targeted Program Plan Template and the Sample
Targeted Program Plan for an instructional chess program, located at the end
of the Site-Level Program Planning and Assessment section of this BLUEprint.
This tool will help you plan your program over its intended time frame. It will
help you identify the resources you’ll need to successfully implement the
program. It will also help you see from the beginning how your program will
contribute to desired youth outcomes in one or more of the three priority
SECTION 4
outcome areas of the Formula for Impact. Ask your supervisor for guidance on
how to use this template, too.
Although you may not be responsible for planning the overall program schedule
for your Club or Youth Center, your own program and activity planning and
that of your teammates certainly factor into it. It’s important to understand
that building an overall program schedule also takes into account all of the
above questions. In addition, it considers available space; the skills, abilities,
knowledge, experience levels and interests of staff and volunteers; and
the other key factors for enhancing program quality that you just explored.
Remember, these include balancing youth interests and needs, free choice
versus fixed schedules, staff-to-youth ratios, types of interactions with youth,
and practicing continuous quality improvement as individuals and as a team.
SECTION
Principles of Program
Planning and Delivery
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Reflection Questions
After you think about and answer these questions, share your responses with your supervisor in your next
one-on-one meeting. Ask for help as needed.
1. To what degree are you and your teammates using the building blocks of programming described in
this section – Targeted Programs, High-Yield Activities, Elements of a High-Quality Session and special
events? What are the strengths of your team, and in what areas can it improve? In your own programs
and activities, what are your strengths, and in what areas can you improve? What do you need to
make those improvements?
2. This section described techniques for improving program quality – balancing youth interests and
needs, offering youth choices in programming, varying types of interactions with youth, and practicing
continuous quality improvement (CQI). At your site, how much can you influence these factors? Where
SECTION 4
you can influence them, how often do you evaluate how they are working? How often do you offer
feedback to your team and supervisor? In your work, what do you do to practice personal CQI on an
ongoing basis?
3. How much time do you have to plan the programs and activities you offer youth? What can you do to
become more effective at planning your programs and activities? What supports, training or coaching
do you need to build your planning skills?
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SD PD YDP
4. How much involvement do you have in planning the overall program for your Club or Youth Center?
How much or how often does your supervisor engage you and your teammates in site-level program
planning or assessment processes? What would you like to do to help with site-level program planning
and assessment? What supports, training or coaching do you need to do that well?
SECTION 4
available on BGCA.net/ProgramQuality, guides
you in using your data in the Assess phase of your
CQI process.
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Reference Handout:
YDP PD SD
Integrating Character
Development Throughout
the Club Day
This sample weekly program schedule shows an hour each day in the Club or Youth
Center. Each of the shaded rectangles depicts a session with explicit or taught
character development elements.
African-American
Leaders Parks in My Parks in My
Learning Drawing Emotions Program Showcase
Community Community
Alcove 20 Questions Ages 6 to 9 Planning
Ages 10+ Ages 6 to 9
Ages 9 to 12
Step Choreography All Stars Soccer Outside: Cheese All Stars Soccer Hula Ball With Big
Gym
Phase 2 Teams A,C,E,F Rolling Teams A,C,E,F and Little Partners
SECTION 4
My.Future
Education Games Education Games Friends: Two Truths
Computer Lab Leadership Unit Story Boarding
Activity Activity and a Lie
Level 1
State Gamesroom
Four Square Tournament Practice
Cup Stacking Fabulous Flags:
Gamesroom Spider Web Tourney/Magic the Program
Tournament Character Version
Gathering
Ages 6 to 10
Outside: Tire
I Am I Be/ The Power of Changing
Mayor Guest Tutoring/Video
Teen Center yogawith Budgeting/Magic
Speaking Games/Hang Out Service Scheduling
adriene.com the Gathering
Calls
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Name:
SECTION 4
Vehicle Needed: Projected Budget/Cost:
Adaptations or Variations:
Consider learning styles, ability, skill level, age and developmental stages of youth in your group.
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BOYS & GIRLS CLUBS OF AMERICA
Name:
Successes/Strengths: Challenges:
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Reference Handout:
Elements of a SD PD YDP
High-Quality Session
Planning Main Activity: Working
(30-60 min., prior to session start) With Materials and Ideas
(25+ min.)
All aspects and components of Targeted
For at least half of the session or activity
Program sessions and High-Yield Activities time, engage members in working hands-on
must be planned. with their materials. They could also talk and
Throughout the session or activity time, include engage with their peers around specific ideas,
two group sizes in each activity (i.e., the whole critical thinking or new perspectives.
group, smaller groups, pairs or individual work).
Try to include real choices for youth that
Make sure the space, equipment and materials influence the outcome of the activity.
are set up before youth arrive.
Reflection
Warm Welcome (5-10 min.)
(1-3 min.)
Give youth an opportunity to review what they
Welcome each person in the group, and thank have done, what they learned, and how it may
them for being present. If necessary, you can apply to or influence their lives.
also take attendance during this time.
Ask reflection questions and give youth time to
Engage youth in meaningful conversations. write, draw, act out or discuss their reflections.
SECTION 4
Community Builder Recognition
(3-10 min.) (3-5 min.)
Include various types of activities to enhance
Plan formal and informal ways to recognize and
social relations and define roles within groups. encourage youth.
These often involve collaborative tasks.
Make space for youth to provide positive
Use these to build supportive relationships, recognition to each other.
familiarity, and trust among youth and staff.
Encourage youth throughout the session.
Facilitate these throughout a session.
Work with your group to pick an attention Closing and Transition
getter of the day. This is a gesture, signal or (3-5 min.)
phrase to quickly capture everyone’s attention
when needed.
Engage youth in putting away the materials
and creating a nice space for the next activity.
Group Agreements This can include pre-assigned jobs or working
(45-50 min. to create initially; together as a group.
1-3 min. to review whenever
Provide structure for youth by clearly explaining
the group comes together) what they can expect to experience in their
Create during the beginning of the first session, next program session or activity.
and revisit during each subsequent session.
Provide a sense of structure and standards of
behavior among participating members of the
group. This helps to create emotional safety.
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Site-Level Program
Planning and
Assessment
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Section Summary:
Site-Level Program SD PD
Impro
ss
helps you know where you need to go.
ess
• Plan: Collaborate with your staff to develop an
action plan to build on strengths and address
growth areas. Pla n
• Improve: Implement the action plan with your staff,
monitor your progress, and celebrate your successes
in improving program quality.
With the Formula for Impact as your framework, use the steps outlined below.
These align with the Assess and Plan phases of a typical CQI process. Use
SECTION 5
the steps to help you plan a balanced annual overall program that meets the
unique needs of your youth, staff, community, site and organization.
• Gather Information (Assess)
Tap as many sources as you can. Consider all the suggestions you
could reasonably incorporate into your Club or Youth Center’s program
schedule. Consider national youth trends, issues and needs. Think
about the strengths, needs, resources and opportunities in your
community, your organization and your site. Review attendance, program
participation and youth outcome measurement data related to the
previous year’s overall program plan.
SECTION
• Establish Club-Wide Goals (Plan)
With your staff team, identify two or three Club- or Youth Center-wide goals
to address during the year. Develop those goals based on your analysis of
pertinent organizational, site and community data, and input from staff and
youth. If there are organizational goals, your site’s goals should help meet Site-Level Program Planning
them. The strategies you choose should be written in the SMART (Specific, and Assessment
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PD SD
SECTION
Site-Level Program
SD PD
Planning and Assessment
As the director or program director of your Club or Youth Center, NOTES:
planning and implementing the programming at your site is one
of your greatest responsibilities. You get to shape your site’s
annual overall program. You do this for and with young people,
staff members and families in your community. What results from
your effective planning? Young people will achieve positive youth
outcomes, and your organization will be on its way to achieving
annual and even longer-range strategic goals.
Our Formula for Impact theory of change articulates how Clubs and Youth
Centers like yours can help youth achieve positive Academic Success, Good
Character and Citizenship, and Healthy Lifestyles through an Outcome-Driven
Club Experience. The Formula for Impact provides a clear framework for
planning and implementing your overall program.
Continuous Quality
Improvement
Seeking to improve quality is part of striving to create the best-possible
Outcome-Driven Club Experience. This was explained in the first section of this
BLUEprint, The Foundation of Boys & Girls Clubs. You learned how Clubs and
Youth Centers need to take part in continuous quality improvement (CQI). But
what does this involve? A robust CQI process seeks to:
• Define how success looks
• Explain and create meaningful solutions to better serve youth
• Ensure consistent high-quality youth development practice, program
planning and delivery
• Achieve youth outcomes RESOURCE
Every Club or Youth Center, no matter its size or resources, can and should To learn more about leading a continuous
SECTION 5
quality improvement process in your
make CQI activities a part of its practice. CQI is a cyclical, ongoing process
Club or Youth Center, access the Club
with three phases: Experience brochure from BGCA.net/
• Assess: Review available data and ProgramQuality. This offers four strategies
stakeholder feedback to understand for leading a CQI process and breaks down
how your Club is performing.
ve A the Assess, Plan and Improve phases into
concrete action steps.
Understanding where you are helps
Impro
ss
PD SD
With the Formula for Impact as your framework, use the steps outlined below.
You’ll notice they loosely align with the Assess and Plan phases of a typical CQI
process. These steps will help you plan a balanced annual overall program to
meet the unique needs of your youth, staff, community, site and organization.
Start the process several months in advance. Collaborate with your staff and
the youth and families you serve throughout the process.
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Think about your staff. What are their strengths and passions? What unique
skills can each bring to your overall program?
Finally, think about your facility, equipment, supplies and budget. What are
the opportunities and constraints?
You and your staff have an ongoing task… to plan effective eight- to 12-week
seasonal or quarterly sessions throughout the year. Make sure you allow plenty
of time to gather feedback from Club youth on what programs and activities they
enjoyed, their ideas for improvement, and new topics they would like to learn.
Their feedback will go a long way to improving your program planning.
Write down all the information you gathered. Most likely, you won’t be able to
incorporate all of the ideas into your current program schedule. But they will
create a wonderful database as you plan future sessions.
Your goals also may focus on operating in a way to enhance program quality.
Such goals could include:
• Strengthening staff’s youth development practices
• Improving teamwork and communication
• Making your climate more positive and supportive of youth and staff RESOURCE
Listening sessions and surveys are
SECTION 5
To achieve your Club-wide goals, adhere to timelines and write strategies in great ways to learn what youth and
the SMART (Specific, Measurable, Attainable, Realistic, Time-Bound) manner. their parents or caregivers expect from
Make sure all staff members and volunteers understand their roles in your Club or Youth Center. BGCA’s
contributing to Club-wide goals. Pulse Checks Guide, BGCA.net/
ProgramQuality, provides guidelines and
This might seem complicated. So let’s consider a real-world example to visualize question banks for parent surveys and
how it all works. The Menu of Goals and Sample Strategies that follows lists youth listening sessions.
goals, along with potential strategies for achieving them. It’s adapted from
one Boys & Girls Clubs of Metro Atlanta created for its sites. To develop their
Club-wide goals and strategies, site directors worked with their site teams –
comprised of full- and part-time staff and youth – and followed a few basic steps:
• Select one staff-focused goal and one youth-focused goal from the menu.
SECTION
• Develop strategies on how to achieve the selected goals.
• Record decisions on a Club-Wide Goals and Strategies Plan.
• Work together to implement the plan.34
Site-Level Program Planning
and Assessment
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PD SD
SD PD
Ready to create your own Goals and Strategies Plan? The Club-Wide Goals
and Strategies Plan Template has space for recording your organization’s NOTES:
goals, strategies, outputs, staff roles, resources needed and the timeline for
completing each strategy. It also has a section for monitoring progress as you
implement the strategies. Find the template at the end of this section, along
with a completed sample to give you a good sense of how it may be filled out.
You can also find it online in the Planner: BGCA.net/ProgramBasics.
The parents, caregivers and family members of the youth you serve are also
important resources. You might have an interpreter, sign language instructor,
swim coach, or high school counselor among them. Here are some strategies for
engaging parents or caregivers more deeply in your Club or Youth Center life.
• Hang butcher paper at the front desk for parents to write down their
hobbies or favorite activities. Ask about their interests, and identify
activities or resources that may appeal to them.
• Have a focus group at a family engagement night where you share the
upcoming semester schedule. See if any parents would like to be involved
with a specific program or session.
• Keep a list at the front desk where parents can share what they do for
work. Schedule them to share their career experiences with youth in
relevant Targeted Programs.
• Offer opportunities for youth-parent engagement within the Club. Include
fun activities, like family cooking nights. Share the calendar of events with
all Club or Youth Center youth.
• Connect youth and families with resources in the community, such as food
pantries, academic support and counseling.
SECTION 5
Center with resources. Perhaps they could contribute snacks or meals,
equipment or program supplies, volunteers for special events or programming,
transportation, youth referrals, or tickets to sporting or cultural events. Others
might be able to provide services to the families of the youth you serve.
PD SD
it’s important to collaborate with your local schools. This is not just to
help youth achieve Academic Success, but also because schools are an
integral part of young people’s ecosystem, along with their families, out-of-
school-time providers and other community assets. Below are some tips
for developing strong partnerships with schools.
• Feature your site’s programs and services to highlight a shared
agenda of promoting youth development (i.e., academic enrichment,
homework help, arts, sports leagues).35
• Develop trusting relationships with the principals, teachers, custodial
staff, cafeteria staff and others from young people's schools.
SECTION • Invite school staff to your site for open house events to see your
programming in action.
• Work with school staff to identify students who may need additional
academic assistance, and provide them with regular progress updates.
SD PD
Annual Calendar
Create an annual calendar for your site to ensure a well-balanced schedule
during the entire school year. When you have varied program and activity themes
at all times, every young person has something to look forward to. The annual RESOURCE
calendar should note days when there is special scheduling so Club families and
SECTION 5
For a program calendar example that
staff can plan. This might include schools’ early release days, days the Club is
spreads a variety of Healthy Lifestyles
closed for staff training or holidays, and special events like family nights. The programs across the school year to
annual calendar should be easily accessible for families and staff. provide a balance of social-emotional
development and physical activity,
The purpose of an annual calendar is to capture Club goals and constraints. You search for the Annual Health and
might have a seasonal focus – such as Academic Success during the summer Wellness Calendar on BGCA.net.
to combat summer learning loss, or Good Character and Citizenship during the
back-to-school season to support youth in returning to school with a focus on
values. Also document when you will conduct staff training. This will help you
plan for the wide variety of learning your staff and young people need. This may
include emergency safety training with youth and staff during the first month of SECTION
the school year, or how to administer the NYOI survey to youth in February.
During annual calendar planning, take into account significant events in young
people’s schedules, such as a school winter break. Such a landmark is a
natural place to end a session or semester. Site-Level Program Planning
and Assessment
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Seasonal Schedule
NOTES:
Lay out your detailed annual plan into a seasonal schedule. Work with your staff
to incorporate your chosen goals and annual calendar events and constraints,
and define how that schedule will be structured. The seasonal schedule will
include your specific Targeted Programs and activities, designate age-group
break-outs, and show the opportunities from each Core Program Area.
This type of schedule will also help you determine staff-to-youth ratios as you
put large-group and small-group offerings into the mix.
Each seasonal schedule should last eight to 12 weeks. Close out your
seasonal schedule’s Targeted Programs by celebrating the goals and targets
your staff met. Collect and review input from youth and staff to guide your plan
for improvements to the next seasonal schedule.
Work with your staff to create a site weekly schedule for your entire site.
This will keep you and your staff organized, and it helps youth and their
families know what to expect. Just like the seasonal schedule, the site weekly
schedule is based on time of day and location.
When creating your site’s weekly schedule with your team, keep these
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Program. Finally, Targeted Program Plans help staff understand how each
program contributes to desired youth outcomes in the three priority outcome NOTES:
areas of the Formula for Impact.
Find the Targeted Program Plan Template and Sample Targeted Program Plan
for an instructional chess program at the end of this section, and share them
with your staff.
SECTION 5
Once you approve staff members’ Targeted Program Plans, continue to reinforce
good daily planning habits by providing staff with ample planning time each day,
especially when first implementing a new program plan and structure. Have staff
complete and submit the Session Planning Template provided in the Principles
of Program Planning and Delivery section of this BLUEprint.
PD SD
Everyone in the Club or Youth Center should share in this ongoing responsibility.
NOTES: Consider delegating specific assignments to your staff members – especially to
those who are artistic, good communicators or tech savvy. There are so many
ways to promote programs and events. Use flyers; posters; bulletin boards;
newsletters; websites; social media; and kid, family and staff word of mouth.
Tap into all of your available communications options. No matter what means
you choose, make sure you and your team properly follow your organization’s
policies and procedures about how communications are developed, reviewed
and approved.
Here are some ideas for promoting your programs and events.
• When developing a message, especially for social media, concisely
present the who, what, when and where of the event. Ask staff members
or even teens, who are “digital natives,” for help in creating these.
• Send program schedules and special event flyers home with kids, or send
them via snail mail or email.
• Provide copies of program schedules and special event fliers at the front
desk for visitors to take.
• Designate a bulletin board in a public area of your Club or Youth Center
for community or family announcements. Make sure to post current
information on programming and special events.
• Take advantage of e-communications options. Does your Club or Youth
Center have a text message system or an e-newsletter for communicating
to parents? Can you send emails or post announcements on the Club or
RESOURCES Youth Center Facebook page?
BGCA has developed a staff • Ask members to invite their friends to programs and special events.
management bulletin for Club and • Use special events to recruit new youth to the Club or Youth Center. Offer
Youth Center directors on promising free or discounted memberships for kids who sign up during special events.
practices for supervision, coaching and
professional development. This bulletin
• Ask your community partners, especially school personnel, to help spread
contains a tool called Considerations for the word.
Effective Staff Observations. BGCA.net/
ProgramQuality Tap into your community resources for promotion. Can you attend PTA meetings
at your feeder schools, to tell parents and teachers about your Club or Youth
SECTION 5
The David P. Weikart Center’s Youth Center? Will the local library allow you to post fliers about your programs and
Program Quality Assessment (YPQA) is events? Better yet – host a field trip there, run a library card sign-up event for
a tested, research-based observational your members, make your Club or Youth Center a regular Book Mobile stop, or
assessment tool that Clubs and Youth invite a library staff member to your site to facilitate a book club!
Centers can use to strengthen staff’s
youth development practice and improve
program quality. Evaluate the Overall Program (Assess)
Regularly evaluating your Club or Youth Center’s overall program is key to
increasing its quality. It also helps inform your planning process for the next
program cycle.
SECTION During this time, assess how well you and your staff implemented the activities
and practices. Was it a developmentally rich environment for the young people
in your care? Measure your success at implementing the components of an
effective, well-balanced overall program to meet the needs and interests of
the youth you serve. During your assessment, gather input from staff and
Site-Level Program Planning youth. Also review available and pertinent data – such as Club or Youth Center
and Assessment attendance, individual program participation and youth outcome measurements.
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Observe your staff as they facilitate programming with youth. Observing staff
interactions with youth, and providing feedback based on your observation,
helps your employees grow. It’s a positive opportunity to share control, focus
on strengths and problem solve.36 Effective managers use observation to
ensure positive staff-youth interactions and program quality.
Monitor youth participation. Are youth vying to get into certain programs, or
asking you to bring one back? Do youth return to programs, or do they lose
interest after their initial involvement? Look at your program participation data
to identify patterns – such as youth selecting certain programs over others,
attending some programs much more frequently or regularly than others, or
coming later or only on certain days to avoid specific programs.
SECTION 5
through the annual NYOI Staff Survey.
Asking for their impressions of staff members is also important. This data provides insight on their youth
development practices. It also addresses
Determine whether the stated outputs were achieved. You developed your how staff feel about the supervision,
Club-wide goals and strategies and wrote them up in the SMART format training and professional development
(Specific, Measurable, Attainable, Realistic, Time-Bound). Were some of your they receive, along with other aspects of
strategies associated with outputs? Outputs are quantifiable and generally their job satisfaction.
can be easily tracked and documented. For example, your Club may be
implementing strategies to increase average daily attendance or the number of
youth or teen members. Or you may be making a special push to engage more
youth in a particular program or Core Program Area. Analyze your member
management, attendance or other data to see whether you have met your SECTION
target outputs.
PD SD
Ask your staff for feedback. During your regular staff meetings, discuss how
NOTES: they feel their own programs, and the overall program, are going. Have end-
of-program-cycle debriefing sessions with your team. Use simple, open-ended
questions, such as:
• What worked?
• What didn’t work?
• Would you repeat this? If so, what would you do differently?
Involve your staff in collecting and analyzing data to identify strengths and
areas for improvement. Then engage them in developing and executing on
action plans for addressing the areas for improvement.
SECTION
Reflection Questions
After you think about and answer these questions, share your responses with your supervisor in your next
one-on-one meeting. Ask for help as needed.
1. What’s the connection between your existing site-level program planning and CQI processes? How does
one process inform or intersect with the other?
2. What can you do to create a more robust continuous quality improvement mindset and process in
your Club or Youth Center? What support and resources do you and your staff need in order to make
that happen?
3. To what degree do you implement the overall program planning steps outlined in this chapter? What
are your strengths and areas to improve?
SECTION 5
4. What are you doing to enable both your full- and part-time staff to thoughtfully and carefully plan
their programs and activities? What additional strategies could you implement to build their program
planning skills (e.g., allotting them more planning time, providing more training and coaching, adopting
some of the planning tools and templates provided in this BLUEprint)?
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5. To what degree do you currently engage all of your staff in your site-level program planning processes?
What else could you do to involve them in a more holistic, site-level way, rather than just having them
focus on the programs and activities they facilitate?
6. Which of the program evaluation methods described in this section are you currently using well? Which
methods would you like to start using? What do you and your staff need in order to more effectively
evaluate program implementation at your site on an ongoing basis?
University. Log in and use the search function observations and providing concrete feedback and
to find a full range of learning opportunities for coaching support, BGCA recommends utilizing the
Club and Youth Center managers in the School of David P. Weikart Center’s Youth Program Quality
Management. These include online courses and Assessment (YPQA). This is a tested, research-
instructor-led sessions and workshops. Talk with based observational assessment tool Clubs and
your supervisor to see what training or coaching Youth Centers can use to strengthen staff’s youth
they can provide. Also check out BGCA’s series development practice and improve program quality.
of staff management bulletins for Club and Youth BGCA’s staff management bulletin on promising
Center managers on promising practices for hiring practices for supervision, coaching and professional
and onboarding; facilitating teamwork and staff development also provides a helpful tool called
communication; and supervision, coaching and Considerations for Effective Staff Observations.
professional development. Access the bulletins Access the bulletin from BGCA.net/ProgramQuality.
from BGCA.net/ProgramQuality.
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Club-Wide Goals and Strategies SD PD
Plan Template
Club-Wide Goal: Write your goal here:
Staff-Focused
Youth-Focused
By By By
Designed Executed
[Month] [Month] [Month]
1. [Date] [Date]
M M M
NM NM NM
IP IP IP
2. [Date] [Date]
M M M
NM NM NM
IP IP IP
3. [Date] [Date]
M M M
NM NM NM
IP IP IP
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107
Sample Club-Wide Goals and PD SD
Strategies Plan
Club-Wide Goal: Write your goal here:
� Staff-Focused Promote a sense of belonging at the Club
Youth-Focused
BOYS & GIRLS CLUBS OF AMERICA
2. Every staff • # of team- • Cymone • Lead • Training for June 1 Aug. 1-May M M M
member will building (program staff on team- 25
facilitate at least activities director) or community- NM NM NM
two team-building completed • Matt • Support building
activities with activities IP IP IP
• # of youth • Will • Support
youth per week participants in • YDToolbox
in their program • Kate • Support
team-building mobile app
area. activities • Kristen • Support
BLUEprint
Description:
What is the purpose of the program?
What will members experience?
Target Audience:
What is the age group and
optimal group size?
Time Needed:
What is the duration of the entire
program? How many sessions?
How long is each session?
Required Resources:
What space, staffing, materials,
equipment, etc., are needed?
Expected Outcomes:
How will participants benefit or what
knowledge, attitudes or skills will they build
as a result of participating in the program?
Success Measures:
What will you collect data on or track to
ensure the program worked? What will
you use to gather the data?
Staff Signature:
Date:
Supervisor Signature:
Date:
Comments:
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Sample Targeted
YDP PD SD
Program Plan
Program Name: Instructional Chess Program
Description: The instructional chess program is designed to introduce new players to chess.
What is the purpose of the program? Players will learn the names and movement of all pieces, the rules of the game, and
What will members experience? how to record their moves using chess notation. They will be introduced to the Swiss
matching system of tournament play. The program will conclude with an in-house
tournament, and all participants will be invited to join the Club’s chess team.
Time Needed: Program runs for 12 weeks. Weekly instructional meetings for one hour, followed by
What is the duration of the entire individual practice games.
program? How many sessions?
How long is each session?
Required Resources: Meeting space; one staff member to lead the program; chess boards and playing
What space, staffing, materials, pieces, chess clocks, chess notation forms, class syllabus; and members up to 12
equipment, etc., are needed? years old.
Expected Outcomes: 1. Participants acquire a basic understanding of a game that may become a lifelong
How will participants benefit or what interest or pastime. (Skills to include post-test-rules, playing etiquette, tournament
knowledge, attitudes or skills will they build behavior and procedures, notation, use of clock, etc.).
as a result of participating in the program? 2. Participants improve their ability to concentrate and think analytically.
(Participants will record their moves so their strategy can be observed).
Success Measures: 1. Number of participants who complete the 12-week instructional program
What will you collect data on or track to (tracked via program sign-in sheets).
ensure the program worked? What will 2. Number of participants who win or draw three games or more
you use to gather the data? (tracked via chess program bulletin board).
Brian Smith
Staff Signature:
Date: 3/30/18
Jane Black
Supervisor Signature:
Date: 4/13/18
Comments: Brian, thanks for submitting such a detailed and well-thought-out plan! The outcomes
and success measures are logical and achievable. Approved. Let’s talk about when
you want to run it, ordering the supplies, and how you are going to promote it and
recruit participants.
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Glossary of Terms
Academic Success One of three priority outcome areas of the Formula for Impact theory of change: Graduate on
time, motivated to learn, with a plan to succeed in today’s modern workforce
activity The smallest building block of Club programming; a single event of limited duration; has
some kind of objective
annual calendar Notes days when there is special scheduling at the Club or Youth Center so families and
staff can plan in advance (e.g., school early release days and breaks; days the site is closed
for staff training, holidays or facility maintenance; and special events). From a planning
perspective, it should reflect Club or Youth Center goals and help identify constraints. See
also seasonal schedule.
annual visits The number of visits per registered member on an annual basis
attention getter A phrase, chant or gesture that can be used throughout a session to get the group’s
attention in a respectful and engaging way
average daily The average number of registered members per day participating in on-site or off-site Club
attendance (ADA) programs and activities
BLUEprint A component of the Program Basics Suite, this definitive guide for high-quality Club or Youth
Center programming reviews key aspects of Boys & Girls Club history and culture, and offers
tips for putting sound youth development and program planning, delivery and assessment
principles into practice
career exploration Activities that motivate and inspire youth to think about the connection between their post-
secondary plans and careers
character The way one behaves when no one is looking. In Clubs and Youth Centers, six essential
traits or pillars define character:
• Caring • Respect
• Citizenship • Responsibility
• Fairness • Trustworthiness
The pillars of character were defined by CHARACTER COUNTS!
character development Opportunities across the Club day to practice skills that build good character during
structured and less-structured times
Closing and Transition The seventh and final of the Elements of a High-Quality Session; staff engage youth in
putting away materials, creating a tidy space, and clearly explaining what youth can expect
as they move on to the next program offering
communication Exchanging thoughts, both verbally and non-verbally, and listening well to others
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Community Builder The second of the Elements of a High-Quality Session; an activity, such as an ice breaker or
team-building exercise, that builds trust and supportive relationships among youth and staff
through play, fun and active engagement
continuous quality A way of thinking and learning, and a cyclical, ongoing process with three phases – assess,
improvement (CQI) plan and improve – that helps enhance program quality and boost positive outcomes for youth
Core Beliefs Statements reflecting the values and essential features of all Boys & Girls Clubs
Core Program Area A grouping or category of programs designed to achieve specific outcomes related to a
common discipline. These categories, which fit into and align with the three priority outcome
areas of the Formula for Impact, are:
• Leadership and Service • Health and Wellness
• Education • Sports and Recreation
• The Arts
developmentally Describes programs and activities whose content and delivery methods are suitable for or
appropriate match with the physical, emotional, social, and cognitive characteristics of the age group
participating in the program or activity
Elements of a Used to structure Targeted Program sessions and High-Yield Activities to ensure the
High-Quality Session consistent implementation of high-quality youth development practices. They are:
• Warm Welcome • Reflection
• Community Builder • Recognition
• Group Agreements • Closing and Transition
• Main Activity
These elements align with the David P. Weikart Center’s Youth Program Quality Intervention.
emotional safety When youth experience an inclusive place that is free of judgment or bullying, they feel free
to express their emotions, feel secure and confident to take risks, and feel challenged and
excited to try something new
evaluating Process used to make informed decisions and identify appropriate options
encouragement When recognizing a young person, specific, nonjudgmental observations of their effort are
provided (e.g., “John, I noticed that when you were frustrated during the activity, you took the
breaks you needed to complete the task. This really made a difference in your group finishing
the activity.”) Use encouragement rather than praise, which is making general, nonspecific
statements based on your judgment of their actions. (e.g., “John, you did great in the activity.”)
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Five Key Elements These are a critical component of the Outcome-Driven Club Experience, lay the foundation
for Positive Youth for implementing effective Targeted Programs and High-Yield Activities, and are how Club and
Development Youth Center staff accomplish their core youth development work. They are:
1. Safe, positive environment
2. Fun and sense of belonging
3. Supportive relationships with peers and adults
4. Opportunities and expectations
5. Recognition
fixed (mandatory) A type of program schedule in which program offerings are limited by members’ ages, the
programmatic philosophy of the Club or Youth Center, or other constraints, forcing youth to
participate in new experiences or programs they need
Formula for Impact A theory of change defines all the building blocks required to bring about a long-term goal
theory of change or goals; creates a commonly understood vision, how the goals will be achieved, and how to
measure progress.
The Boys & Girls Club Movement’s theory of change, called the Formula for Impact, states:
“If we take the Young People Who Need Us Most and provide them with the best possible
Outcome-Driven Club Experience, they will achieve positive outcomes that will enable them
to be Academically Successful, demonstrate Good Character and Citizenship, and live
Healthy Lifestyles.”
free choice (voluntary) A type of program schedule that allows members to freely select the programs and activities
they will participate in, so they can exercise autonomy and independence
Good Character and One of three priority outcome areas of the Formula for Impact theory of change: Develop
Citizenship strong character and take actions that make a difference in the community
Group Agreement The third of the Elements of a High-Quality Session; a process of working with a group of
youth to establish the agreed-upon behaviors that will promote physical and emotional
safety for everyone in the group
grouper A quick activity to divide a large group of participants into multiple small groups
Healthy Lifestyles One of three priority outcome areas of the Formula for Impact theory of change: Make
healthy lifestyle decisions resulting in social, emotional and physical well-being
High-Yield Activity A component of the Outcome-Driven Club Experience, High-Yield Activities provide youth with
enjoyable experiences that are hands-on, interactive, intentionally develop and reinforce
the core skills explicitly taught through Targeted Programs, and help them achieve positive
outcomes in the three priority outcome areas of the Formula for Impact
homegrown programs Programs that are developed by local Clubs or Youth Centers
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homeroom Designated times of the Club or Youth Center day where youth of the same age group or
interest come together to build community and regroup
inclusive Safe, positive and inclusive environments for youth of every race, gender, gender expression,
sexual orientation, ability, socioeconomic status, religion and cultural belief
inclusion standards Standards BGCA has developed to make sure all youth:
• Feel represented
• Have a sense of belonging
• Can meaningfully participate in programming
individual or one-on- A type of interaction or program delivery method used by staff with youth; consists of pairing
one mentoring activity each young person with a caring adult for learning experiences; see also small-group activity
and large-group activity
interest-based Programs that tap into youth interests, passions and enthusiasm
programs
large-group activity A type of interaction or program delivery method used by staff with youth; such activities
informally engage youth and provide them with opportunities for maximum freedom and
mobility; sometimes also referred to as drop-in activities; see also small-group activity and
individual or one-on-one mentoring activity
less-structured time Time during the program day when there are no formal instructional programs or activities
(e.g., snack time, transitions, and when using the gamesroom for arrival and pick-up). See
also structured time.
limits The guidelines set up in a particular program space that define the parameters for specific
activities (e.g., the time young people have at different activity stations, or the types of
materials that can be used at different activity stations)
Main Activity The fourth of the Elements of a High-Quality Session; the core content of a session, designed to
help participants achieve the objective of the session through hands-on, interactive activities in
which youth work together with materials to explore new concepts or learn or practice a new skill
Movement/Boys & Refers to all local Boys & Girls Club organizations that are members of our federation,
Girls Club Movement including their sites; plus BGCA, the national organization
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National Youth A common system for Clubs to measure the Formula for Impact’s desired outcomes for
Outcomes Initiative young people and their perception of the Club Experience. NYOI’s primary data collection
(NYOI) tool is a survey of youth ages 9 and older. The system also collects membership,
attendance and staff survey data.
needs-based programs Programs that address the needs of youth in the context of their community
open-ended question A type of question that does not have a single right answer, giving young people
opportunities to provide a variety of possible answers. This type of question encourages
self-reflection and self-directed learning. See also Reflection.
Outcome-Driven Club A Club Experience that provides enriching programs; fun, new experiences; and supportive
Experience relationships with caring adults and peers to help youth achieve positive outcomes in Academic
Success, Good Character and Citizenship, and Healthy Lifestyles. It connects children and teens
to their Club or Youth Center, and assures they will participate often and stay engaged through
high school. Four components are needed to create an Outcome-Driven Club Experience:
• Five Key Elements for Positive • Targeted Programs
Youth Development • Regular Attendance
• High-Yield Activities
output Results of work activities that are quantifiable and can be easily tracked and documented
(e.g., the number or percentage of youth who complete a particular program, the average
daily attendance or the number of teen members at a site)
overall program Encompasses the entire range of activities, programs and services, including transition
times, available during a Club day; sometimes also referred to as programming
physical safety Youth are protected from physical harm when the Club or Youth Center controls recognized
hazards and proactively addresses internal and external threats
positive youth An intentional, prosocial approach that engages youth within their communities, schools,
development organizations, peer groups, and families in a manner that is productive and constructive;
recognizes, utilizes and enhances young people’s strengths; and promotes positive
outcomes for young people by providing opportunities, fostering positive relationships, and
furnishing the support needed to build on their leadership strengths.
priority outcome areas The Formula for Impact theory of change guides Clubs and Youth Centers in how to help
youth achieve positive outcomes in three priority areas: Academic Success, Good Character
and Citizenship, and Healthy Lifestyles
program The main method to help youth build and reinforce knowledge and skills; it has goals and
objectives, follows a sequence of sessions or lessons, and is conducted over a specific
period of time. Sometimes also referred to as a curriculum. See also Targeted Programs.
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progressive Programs and activities that evolve along with young people as they get older to keep them
programming engaged and challenged and continue building on their existing knowledge or skills
prosocial Behavior that is positive, helpful, and intended to promote social interactions and build good
character to support the development of positive relationships
Pulse Check A way of collecting just-in-time data (via survey, poll or focus group) to gain insight into young
people’s Club Experience
Recognition The sixth of the Elements of a High-Quality Session; staff acknowledge young people’s
innate strengths and talents. Through authentic gestures and encouragement, staff
positively reinforce members’ efforts and persistence, and celebrate their progress and
successes. Staff also create opportunities for youth to recognize each other. Can be
informal (in-the-moment, verbal acknowledgment of effort and contribution) and formal
(certificates or title designations like Youth of the Week/Month/Year).
recognizing strengths Identifying what one can do well and building on those skills
Reflection The fifth of the Elements of a High-Quality Session; a method that helps youth make
meaning out of and express what they have learned, and identify how they can apply it in
other areas of their lives. See also open-ended question.
Regular Attendance A component of the Outcome-Driven Club Experience; the frequency with which youth attend
their Club or Youth Center. Research shows youth are more likely to achieve positive outcomes
when they attend more frequently. Regular Attendance is commonly measured by the number of
annual visits, average daily attendance and member retention/renewal.
retention/renewal The number of current registered members in a given year who renew their membership
within a 12-month period after the expiration of their previous membership
rolling arrival A block of time at the beginning of the Club daily schedule allowing for simple activities
youth can easily join, even if they arrive at different times
safe, positive A Club or Youth Center with a climate in which young people feel physically and emotionally
environment safe, are able to form healthy relationships with staff and peers, and are able to engage
fully in programs and activities
seasonal schedule An eight- to 12-week Club or Youth Center program schedule that incorporates annual
calendar events and constraints. It shows how the overall program is structured, including
the Targeted Programs offered in each of the five Core Program Areas for designated age
groups, and recurring features such as snack or meal times and youth meeting times. See
also annual calendar and site weekly schedule.
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sense of belonging Youth experience a family-like environment, a home away from home, a community that is
grounded in a shared identity, and the common goals of succeeding and giving feedback.
They know they are welcome and feel they fit in and are accepted.
sequential A series of sessions or lessons facilitated in a certain order to build participants’ knowledge
or skills
session All the activities that occur during a standard block of time in the Club program schedule
and in a particular space; one full meeting in a sequence of meetings that makes up a
Targeted Program; sometimes also referred to as lessons
site weekly schedule Derived from the seasonal schedule, this schedule shows which Club or Youth Center
rooms are being used for each program session/lesson or activity during each time slot.
It is limited to one five- to seven-day period and provides specific details about each of the
program sessions/lessons or activities offered. See also seasonal schedule.
small-group activity A type of interaction or program delivery method used by staff with youth; typically made up
of eight to 12 youth who meet regularly with an adult leader for a specific program; see also
large-group activity and individual or one-on-one mentoring activity
SMART A format for writing goals, objectives or action steps so that they are:
• Specific
• Measurable
• Attainable
• Realistic
• Time-Bound
special event Another building block of the overall program; they boost fun, excitement and interest for
staff, volunteers, youth, families and partners through celebrations, recognition events,
youth performances, family nights or dinners, field trips and other special activities
staff-to-youth ratio The number of supervising adult staff members compared with the number of youth in a
program; for example, 1:10 means that for every 10 youth, there is one supervising adult
staff member
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strength-based A perspective that emphasizes the strengths of young people rather than deficits; its goal
approach is to build young people’s resiliency and their belief that they can be successful. Staff focus
on building up the positive, rather than preventing the negative, by identifying what youth do
well, finding ways for youth to do more of it, and building upon those skills.
structured time Time in the Club or Youth Center in which more formal, instructional program sessions or
activities are facilitated to build and reinforce young people’s knowledge and skills; see also
less-structured time
supportive Staff members proactively cultivate and maintain personal relationships to ensure every
relationships young person feels connected to one or more adult staff and forges friendships with peers.
This includes staff-to-staff, staff-to-youth and youth-to-youth interactions.
Targeted Programs A component of the Outcome-Driven Club Experience, Targeted Programs are sequenced
learning experiences with specific objectives for building skills and knowledge through five
Core Program Areas. They are chosen to help Club youth achieve positive outcomes in one
or more of our three priority outcome areas. They:
• Are planned
• Are designed to achieve stated goals and objectives in a Core Program Area
• Are designed to build upon existing knowledge and skills
• Are conducted for a specific audience
• Are sequenced, conducted over a specific period of time, using multiple lessons in a
certain order
• Use specific delivery methods
• Measure and evaluate the extent to which participants achieve goals and objectives
teachable moment When a young person spontaneously expresses a particular question, interest, observation,
or concern to a staff member or volunteer that leads to further exploration of and guidance
on that subject
transition Less-structured time spent moving from program to program, loading the bus, to snack or
meal times, etc.
Warm Welcome The first of the Elements of a High-Quality Session; staff greet each young person by name,
thank them for being present, and engage them in meaningful conversations
youth-centered An approach to building positive, meaningful relationships with young people by working in
approach active partnership with them to shape the direction of and deliver program offerings. The
goal is to instill in youth a sense of influence and autonomy.
youth development Staff working directly with youth and responsible for overseeing the planning, development,
professional implementation and evaluation of a broad range of programs within a designated Club.
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Youth Program Quality A tested, research-based observational assessment tool used to strengthen youth
Assessment (YPQA) development practices and improve program quality for out-of-school-time providers.
youth voice The ideas, opinions and actions of young people. Youth voice may be thought of as a ladder
with four rungs: no voice, input, choice and shared leadership. The ladder illustrates a range
of enabling youth voice, from not enabling it at all to full partnership with shared leadership.
Youth Work Methods Skills used to improve the quality of staff interactions with youth and promote physical and
emotional safety of youth in out-of-school-time environments, including:
• Active-participatory approach
• Structure and clear limits
• Building community
• Ask-listen-encourage
• Reframing conflict
The methods were developed by the David P. Weikart Center for Youth Program Quality.
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Endnotes
1 The Six Pillars of Character are from CHARACTER COUNTS! 10 The wording of the practice descriptions is based on
These were identified by a nonpartisan, nonsectarian standards and indicators from the David P. Weikart Center’s
(secular) group of youth development experts in 1992 Youth Program Quality Assessment, Form A-Program
as “core ethical values that transcend cultural, religious Offerings, Youth-Grades 4-12, and Form B-Organization
and socioeconomic differences.” charactercounts.org/ Items, cypq.org/assessment, and the National AfterSchool
program-overview/six-pillars. Association’s Standards for Quality School-Age Care,
naaweb.org/images/NAAStandards.pdf.
2 Mannes, M.; Lewis, S. and Streit, K. (April 2005).
Deepening Impact Through Quality Youth Development 11 David P. Weikart Center for Youth Program Quality (2013).
Strategies and Practices, report prepared for Boys & Girls “Ask-Listen-Encourage Youth Work Method,” cypq.org/
Clubs of America (Minneapolis, Minn.: Search Institute), products_and_services/training/YWM.
bgca.net/Operations/DCM/RAE/Pages/ResEval.aspx.
12 David P. Weikart Center for Youth Program Quality (2013).
3 Campbell, Alexander (1966). “The A.C. Campbell Paper,” a “Reframing Conflict Youth Work Method,” cypq.org/
seminal historical document written in 1965 and published products_and_services/training/YWM.
in PROfiles, the journal of the Boys’ Clubs Professional
Association. 13 David P. Weikart Center for Youth Program Quality, (2013).
“Ask-Listen-Encourage Youth Work Method,” cypq.org/
4 Wisniewski, Dennis (May 2018). “Nature of Guidance products_and_services/training/YWM.
and Its Need/Emphasis in the Practice of Boys & Girls
Club Work,” chapter 15 of Reflections on Moments Past, 14 Boys & Girls Clubs of America gratefully acknowledges
Challenges for Still Greater Possibilities: A Legacy Log Brittany Hite, M.A., a doctoral student in Positive
for Consideration by Boys & Girls Club Professionals, Developmental Psychology at Claremont Graduate
dwforyouth.wixsite.com/dwforyouth/chapter-15. University and a project manager at Claremont Evaluation
Center, linkedin.com/in/brittany-hite-99212584. Brittany
5 Wisniewksi, Dennis (May 2018). “Nature and Practice of collaborated with us to update and revise the content
Boys & Girls Club Work in a Great Club,” chapter 14 of on the developmental milestones of children and teens.
Reflections on Moments Past, Challenges for Still Greater We greatly appreciate her contribution. Key sources
Possibilities: A Legacy Log for Consideration by Boys consulted in our literature review included: Santrock, J.
& Girls Club Professionals, dwforyouth.wixsite.com/ (2016), Essentials of Life-Span Development, Fourth Edition
dwforyouth/chapter-14. (Columbus, Ohio: McGraw-Hill Education); Nakkula, M.
and Toshalis, E. (2008), Understanding Youth: Adolescent
6 Mannes, M.; Lewis, S. and Streit, K. (April 2005). Development for Educators (Cambridge, Mass.: Harvard
Deepening Impact Through Quality Youth Development Education Publishing Group); and Way, N. (2013), Deep
Strategies and Practices. Secrets: Boys’ Friendships and the Crisis of Connection
(Cambridge, Mass.: Harvard University Press).
7 Arbreton, A.; Bradshaw, M.; Sheldon, J. and Pepper, S.
(2009). Making Every Day Count: Boys & Girls Clubs’ Role 15 National Association of Colleges and Employers (2017).
in Promoting Positive Outcomes for Teens (Philadelphia, “The Key Attributes Employers Seek on Students’
Pa.: Public/Private Ventures), bgca.net/Operations/DCM/ Resumes,” naceweb.org/about-us/press/2017/the-key-
RAE/Pages/ResEval.aspx. attributes-employers-seek-on-students-resumes.
8 Huang, D.; Gribbons, B. and Kim, K. S. et al. (2000). A 16 Gatsby Charitable Foundation (2014). Good Career
Decade of Results: The Impact of the LA’s BEST After Guidance, gatsby.org.uk/uploads/education/reports/pdf/
School Enrichment Program on Subsequent Student gatsby-sir-john-holman-good-career-guidance-2014.pdf.
Achievement and Performance (Los Angeles: University of
California-Los Angeles, Center for the Study of Evaluation), 17 Hamilton, S. F.; Hamilton, M. A. and Pittman, K.
rhyclearinghouse.acf.hhs.gov/library/2000/decade- (2004). “Principles for Youth Development,” The Youth
results-impact-las-best-after-school-enrichment-program- Development Handbook: Coming of Age in American
subsequent-student. Communities, pp. 3-22 (Thousand Oaks: Sage
Publications, Inc.), ecommons.cornell.edu/bitstream/
9 Interagency Working Group on Youth Programs (no date). handle/1813/21945/PrinciplesYD.pdf?sequence%3D2.
“Positive Youth Development,” youth.gov/youth-topics/
positive-youth-development.
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18 Smith, C.; Akiva, T.; Sugar, S. et al. (2012). Continuous 27 BGCA reviewed guidelines from various organizations
Quality Improvement in Afterschool Settings: Impact and governmental agencies to establish this ratio
Findings from the Youth Program Quality Intervention Study recommendation, including the YMCA, American Red Cross,
(Washington, D.C.: Forum for Youth Investment), cypq.org/ American Camp Association, Childcare Aware of America,
sites/cypq.org/files/YPQITech%20_2-29_12.pdf. National Swimming Pool Foundation, and the Amateur
Swimming Association, the national governing body for
19 Wetzel, K. (1997). “Student Motivation in Middle School: swimming in England.
The Role of Perceived Pedagogical Caring,” Journal of
Educational Psychology, Vol. 89, Issue 3, pp. 411-419. 28 Ohio State University (no date). “Maintaining Safe Staff-to-
Child Ratios.”
20 David P. Weikart Center for Youth Program Quality (2017).
Youth Program Quality Assessment: Form A-Program 29 Pettigrew, J.; Graham, J.; Miller-Day, M. et al. (2015).
Offerings, Youth- Grades 4-12, cypq.org/downloadpqa. “Adherence and Delivery: Implementation Quality and
Program Outcomes for the 7th grade keepin’ it REAL
21 Cheng, H.; Siu, A. and Leung, M. (2006). “Recognition Program,” Prevention Science, Vol. 16, Issue 1, pp.
for Positive Behaviors as a Positive Youth Development 90-99. Retrieved from ncbi.nlm.nih.gov/pmc/articles/
Construct: Conceptual Bases and Implications for Curriculum PMC4104152.
Development,” International Journal of Adolescent Medicine
and Health, Vol. 18, Issue 3, pp. 467-573, ncbi.nlm.nih.gov/ 30 Camino, L. (2005). “Pitfalls and Promising Practices of
pubmed/17068929. Youth-Adult Partnerships: An Evaluator’s Reflections,” Journal
of Community Psychology, Vol. 33, Issue 1, pp. 75-85.
22 American Academy of Pediatrics, American Public Health
Association, National Resource Center for Health and 31 National Health Service (2012). “Group Dynamics – How
Safety in Child Care and Early Education (2011). Caring Group Size Affects Function,” Small Group Teaching Module,
for Our Children: National Health and Safety Performance faculty.londondeanery.ac.uk/e-learning/small-group-
Standards; Guidelines for Early Care and Education teaching/group-dynamics-how-group-size-affects-function.
Programs, Third Edition (Elk Grove Village, Ill.: American
Academy of Pediatrics; Washington, D.C.: American Public 32 University of Waterloo, Center for Teaching Excellence
Health Association), nrckids.org. (2018). “Group Work in the Classroom: Small-Group Tasks,”
uwaterloo.ca/centre-for-teaching-excellence/teaching-
23 Rhodes, Jean E. (2004). “The Critical Ingredient: Caring resources/teaching-tips/developing-assignments/group-
Youth-Staff Relationships in After-school Settings,” work/group-work-classroom-small-group-tasks.
New Directions for Youth Development, Vol. 101, pp.
145-161, Wiley Periodicals, Inc., youthtoday.org/wp- 33 National Health Service (2012). “Planning and Preparation,”
content/uploads/sites/13/2016/04/04_HLTH_SRHHR_ Small Group Teaching Module, faculty.londondeanery.
articlesResearch_The-Critical-Ingrediant-Caring-Youth- ac.uk/e-learning/small-group-teaching/planning-and-
Staff-Relationships-in-Afterschool.pdf. preparation.
24 Ohio State University (no date). “Maintaining Safe Staff- 34 The Menu of Goals and Sample Strategies and Club-Wide
to-Child Ratios,” Virtual Lab School, Safe Environments, Goals and Strategies Plan Template are adapted and
Lesson 3, virtuallabschool.org/school-age/safe- included in the Program Basics BLUEprint with permission
environments/lesson-3. from Boys & Girls Clubs of Metro Atlanta, bgcma.org. BGCA
gratefully acknowledges this contribution.
25 Ohio State University (no date). “Maintaining Safe Staff-to-
Child Ratios.” 35 Afterschool Alliance (2012). “Afterschool: A Key to
Successful Parent Engagement,” Issue Brief No. 57,
26 National AfterSchool Association (no date). Standards afterschoolalliance.org/issue_briefs/issue_parents_57.pdf.
for Quality School-Age Care, naaweb.org/images/
NAAStandards.pdf. Council on Accreditation (no date). 36 Akiva, T. (2007). Quality Coaching (Ypsilanti, Mich.: High/
Out-of-School Time (CYD-OST), CYD-OST 13: Supervision, Scope Educational Research Foundation). The David
coanet.org/standard/cyd-ost/13. P. Weikart Center offers quality coaching training and
materials, such as this publication, for managers of youth
programs as part of its Youth Program Quality Intervention
model. For more information, visit cypq.org/products_and_
services/training/QC.
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