cyp management stan

MANAGEMENTSTANDARDS

May 2008

MANAGEMENT STANDARDS

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Table of Contents

I. OVERVIEW......................................................................................................................................................1 BACKGROUND ...........................................................................................................................................................1 PURPOSE....................................................................................................................................................................1 ORGANIZATIONAL STRUCTURE FOR EFFICIENT PRACTICES .......................................................................................2 REGIONAL ORGANIZATION........................................................................................................................................4 BENCHMARKING AND BEST PRACTICES.....................................................................................................................5

Information from the field ....................................................................................................................................5 Industry and Government Study Results ..............................................................................................................5

II. CYP SIZE DETERMINATION ......................................................................................................................7 CDC SIZE DETERMINATION ......................................................................................................................................8 CDC CAPACITY DETERMINATION .............................................................................................................................9

Square Footage ....................................................................................................................................................9 Bathroom Requirements.....................................................................................................................................10 Maximizing Capacity .........................................................................................................................................10

SAC SIZE DETERMINATION.....................................................................................................................................11 SAC CAPACITY DETERMINATION............................................................................................................................11

SAC Program Types...........................................................................................................................................12 SAC Program Size..............................................................................................................................................13 Prorated Enrollment ..........................................................................................................................................13

III. CYP STAFFING STANDARDS....................................................................................................................15 FACTORS CONTRIBUTING TO CYP STAFFING STANDARDS ......................................................................................15 REGIONAL STAFFING ...............................................................................................................................................16 INSTALLATION CYP ................................................................................................................................................17 WORKING ACROSS THE CYP...................................................................................................................................18

Direct Care Staff ................................................................................................................................................18 Support Staff.......................................................................................................................................................19

CYP TRAINING........................................................................................................................................................21 The Role of the Training and Curriculum Specialist..........................................................................................22

STANDARD AGENCY CLASSIFIED POSITION DESCRIPTIONS .....................................................................................25 STANDARDS FOR CYP REGIONAL POSITIONS ..........................................................................................................27 STANDARDS FOR CYP INSTALLATION POSITIONS....................................................................................................29

Guidance for Assignment of CYP Oversight and Dual-Hat Positions ...............................................................29 STANDARDS FOR CYP PROFESSIONAL POSITIONS IN EACH CYP COMPONENT ........................................................29

CYP Director Positions......................................................................................................................................29 CYP School Liaison OfficerPositions ................................................................................................................37

IV. NON-LABOR EXPENSES ............................................................................................................................39 FOOD SERVICE STANDARDS ....................................................................................................................................39 CHILD AND ADULT CARE FOOD PROGRAM (CACFP)..............................................................................................39

USDA Standards for Meals and Snacks .............................................................................................................40 Food Service Guidelines for CDC .....................................................................................................................40 Food Service Guidelines for SAC.......................................................................................................................40 Food Service Guidelines for CDH .....................................................................................................................41

WORKING ACROSS THE CYP...................................................................................................................................41 SUPPLIES AND EQUIPMENT ......................................................................................................................................41

CDC ...................................................................................................................................................................42 CDH ...................................................................................................................................................................43 SAC ....................................................................................................................................................................43


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Youth Programs .................................................................................................................................................43 MAXIMIZING EFFICIENCES FOR SUPPLIES AND EQUIPMENT.....................................................................................43 COSTS FOR SUPPLIES AND EQUIPMENT ....................................................................................................................44

V. SUBSIDIES & INCENTIVES........................................................................................................................47 CORE CDH SUBSIDY OVERVIEW AND AUTHORIZATION..........................................................................................47 CORE CDH CASH SUBSIDIES AND INCENTIVES .......................................................................................................47

Additional CDH Incentive Ideas ........................................................................................................................49 CYP PROGRAM INCENTIVES AND RECOGNITIONS ...................................................................................................50

Recognition and Appreciation............................................................................................................................52 Encouraging Staff Development.........................................................................................................................52

VI. NAF REVENUES ...........................................................................................................................................53 CNIC FEE POLICY ...................................................................................................................................................53 INCOME FROM USDA REIMBURSEMENT .................................................................................................................54

USDA Reimbursement Rates..............................................................................................................................54 Maximizing USDA Reimbursements ..................................................................................................................55

ADDITIONAL REVENUE OPTIONS .............................................................................................................................56 GRANTS...................................................................................................................................................................57

Grant Writing Tips .............................................................................................................................................58 APPENDIX A: CDC ADDITIONAL ENROLLMENT COST ANALYSIS WORKSHEET .............................59

INSTRUCTIONS FOR USING THE CDC ADDITIONAL ENROLLMENT COST ANALYSIS WORKSHEET............................60 Overview and Purpose .......................................................................................................................................60 Detailed Instruction ...........................................................................................................................................60

CDC ADDITIONAL ENROLLMENT COST ANALYSIS WORKSHEET.............................................................................63 APPENDIX B: SAC ADDITIONAL ENROLLMENT COST ANALYSIS WORKSHEET..............................65

INSTRUCTIONS FOR USING THE SAC ADDITIONAL ENROLLMENT COST ANALYSIS WORKSHEET ............................66 Overview and Purpose .......................................................................................................................................66 Detailed Instruction ...........................................................................................................................................66

SAC ADDITIONAL ENROLLMENT COST ANALYSIS WORKSHEET .............................................................................69 APPENDIX C: CYP WEEKLY STAFF SCHEDULE WORKSHEET................................................................71

INSTRUCTIONS FOR USING THE CYP WEEKLY STAFF SCHEDULE WORKSHEET.......................................................72 Overall Summary ...............................................................................................................................................72 Detailed Instructions..........................................................................................................................................72 Printing Completed Staff Schedules...................................................................................................................75

CYP WEEKLY STAFF SCHEDULE WORKSHEET........................................................................................................76 APPENDIX D: CDC WEEKLY STAFF SCHEDULE WORKSHEET ...............................................................79

INSTRUCTIONS FOR USING THE CDC WEEKLY STAFF SCHEDULE WORKSHEET ......................................................80 Overall Summary ...............................................................................................................................................80 Detailed Instructions..........................................................................................................................................80 Printing Completed Staff Schedules...................................................................................................................83

CDC WEEKLY STAFF SCHEDULE WORKSHEET .......................................................................................................84 APPENDIX E: SAC/YP WEEKLY STAFF SCHEDULE WORKSHEET..........................................................87

INSTRUCTIONS FOR USING THE SAC/YP WEEKLY STAFF SCHEDULE WORKSHEET.................................................88 Overall Summary ...............................................................................................................................................88 Detailed Instructions..........................................................................................................................................88 Printing Completed Staff Schedules...................................................................................................................91

SAC/YP WEEKLY STAFF SCHEDULE WORKSHEET..................................................................................................92


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Tables TABLE 2-1: CYP SIZE DETERMINATION ....................................................................................................... 7 TABLE 2-2: AGE GROUP INFORMATION........................................................................................................ 8 TABLE 2-3: REQUIRED SQUARE FOOTAGE PER CHILD ............................................................................... 10 TABLE 2-4: CLASSROOM BATHROOM REQUIREMENTS............................................................................... 10 TABLE 2-5: PRORATED ENROLLMENT EXAMPLE........................................................................................ 14 TABLE 3-1: SUPPORT STAFF........................................................................................................................ 20 TABLE 3-2: CYP T&C SPECIALIST AUTHORIZATION ................................................................................. 24 TABLE 3-3: AGENCY CLASSIFIED POSITIONS AND GRADES ....................................................................... 25 TABLE 4-1: COST PER CHILD FOR NON-LABOR EXPENSES......................................................................... 44 TABLE 5-1: CORE CDH SUBSIDIES AND INCENTIVES ................................................................................. 48 TABLE 5-2: SUGGESTED CDH INCENTIVES................................................................................................. 49 TABLE 5-3: CYP PROFESSIONAL INCENTIVES ............................................................................................ 51


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I. Overview

BACKGROUND

The goals of Department of Defense (DoD) and Navy Child and Youth Programs (CYP) are to assist commanders and families in balancing the competing demands of family life and military readiness and to improve the economic viability of the family unit. Military child development programs have been nationally recognized as a model for child care reform, largely as a result of progress made since the 1989 Military Child Care Act which increased quality, availability, and affordability of child care for DoD families. The focus moving forward is on all parts of Navy CYP working as a single unit. As the Navy maintains its commitment to families and grows its programs, those same characteristics of quality, availability and affordability apply across all CYP components: Child Development Centers (CDC), Child Development Homes (CDH), School Age Care (SAC), Youth Programs (YP), and Child and Youth Education Services (CYES). While each program is unique, all serve the needs of military families and their children as they move from infancy through the teen years. The same high standards apply across all programs. By working as a unit, the CYP can most effectively and efficiently use its resources to best serve military families.

PURPOSE

The purpose of the CYP Management Standards (MS) is to provide practices, requirements, and guidance for CYPs to operate efficiently and effectively as they provide seamless delivery of service across all programs. All CYPs are mandated to be of the highest quality to best serve Navy families, thus accreditation is required in CDC and SAC programs through the National Association for the Education of Young Children (NAEYC) and the National Afterschool Association (NAA). Accreditation is expected for CDH Providers through the National Association for Family Child Care (NAFCC). To achieve this goal, the CYP MS identifies best practices for controlling costs by efficiently utilizing space, maximizing enrollment, appropriately staffing programs, and developing procedures across the CYP for ordering and maintaining food, equipment and supplies. Through these practices, and by working as one team, communication is increased and the CYP can establish unified goals, manage budgets, and increase accountability.

If each component of the CYP functions separately, goals may not in be in sync, there may be duplication of duties, inconsistent policies and procedures, excess costs of labor and materials,


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and lack of sufficient support for each component. It is as if each member of a family functioned separately within a home. By functioning as a unit and making the CYP team concept a part of everyone’s thinking, resources are maximized and work efforts become more productive. Systems can be developed that recognize the uniqueness of each program while unifying practices that work across the CYP to provide support for all components so that all children, families and CYP professionals are best served and quality and support are standardized.

Following the CYP MS provides benefits to each program component as well as the CYP as a whole. The following are some of the benefits that can be expected by fully implementing the CYP MS.

• Continued quality improvement as program operates more efficiently.

• Shared pride in success of each program thus raising morale.

• Increased positive perceptions about the quality of all CYPs.

• Recognized equality of all programs within the CYP.

• Consistency for parents as children age up through the CYP system.

• Increased opportunities for staff professional development and growth.

• Support for maximizing enrollment and increasing participation in program activities.

• More efficient spending for supplies and equipment.

• Consistency for Navy families as they transfer to various locations.

ORGANIZATIONAL STRUCTURE FOR EFFICIENT PRACTICES

The structure of an organization directly contributes to its efficiency. At the installation or regional level, it is critical that the organizational structure support the overall goals of the program in order for the CYP to function efficiently as a unit. Everyone who is part of the program needs to be aware of the structure, its relationship to the goals, and the importance of supporting that structure. All parties must understand their roles, fulfill their responsibilities, and support others in doing the same.

At each installation and/or within each region, the practices and procedures of the CYP become most efficient when the CYP functions as one unit and centralized processes are established. Each component of the CYP, however, has a very unique mission and purpose to meet the needs


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of children at different development stages. It is essential that the overall structure and functioning of the CYP be in support of each unique component. The structure will also vary according to geographic areas which means that the structure of the CYP in a remote area will look different from one located in a metro area. The standards provided here are to assist CYP leadership in designing the organization that best meets the needs of each region and/or installation.

There are some CYP functions that are required to be implemented at each installation and, where possible, regionally. As a CYP, each installation (or region) must:

• Designate a CYP Point of Contact (POC) position at the installation – This may be a dedicated position or a dual–hatted position with CYP oversight (more guidance and options are provided in Chapter 3 of this document).

• Maintain a singular waiting list for all CYP.

• Coordinate the use of Training & Curriculum Specialist positions across programs.

• Have a combined Parent Involvement Board (PIB) that is open to parents of all CYP components.

• Release a singular fee letter annually that covers all CYP programs.

• Have a combined Special Needs Review Board.

• Develop Standard Operating Procedures (SOPs) required by the OPNAV. SOPs shall be written in a way that applies to all CYP components and tailored to meet the specific requirements of individual programs when necessary.

• Develop Parent Handbooks / CYP Professional Handbooks that cover all CYP programs.

• Provide CYP Resource & Referral (R&R) services covering all CYP programs.

• Prepare data call submissions.

• Implement a School Transition Response Team (STRT).

In order to achieve maximum efficiency, the organizational structure must be in place that supports these requirements. The structure must allow information to be shared, communication to happen between programs, and roles and responsibilities to be clearly defined to avoid duplication of processes. Those with CYP oversight must bring managers of all programs together to ensure proper implementation of management standards concerning use of space, staffing, incentives, revenues including USDA reimbursement and the ordering of supplies and equipment. Whether the CYP is small, medium or large, the structure across the CYP is a critical


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aspect of achieving efficiency. Additional practices to be implemented, when applicable, across the CYP to help maximize efficiency include:

• Use of staff across programs.

• Singular staffing schedule.

• CYP staff orientations.

• CYP marketing efforts.

• Development of plan for increasing Non-appropriated Funds (NAF) revenues.

• CYP ordering of food, equipment and supplies.

REGIONAL ORGANIZATION

Regions are finding ways to structure themselves in order to provide support to all installation CYPs. Providing support and services regionally helps to minimize duplication of efforts across the region, utilizes positions and talents most effectively, reduces costs of materials and equipment through bulk purchasing and/or sharing of information on most cost effective processes and/or vendors and can increase revenues through combined fundraising efforts such as applying for grants. Each region has its own unique characteristics and challenges based on geography, number and location of installations, and particular needs of personnel within the region which have to be taken into consideration when establishing regional practices.

When functioning at a regional level even more opportunities for efficiency become options which have benefits across all installations and programs. Some examples of regional support provided to CYPs are:

• Regional oversight positions – These positions provide support to programs to keep everyone on the “same page” in terms of business practices as well as programming. See Chapter 3 for additional information on regional oversight positions.

• Development and implementation of policies.

• Coordination of data calls, high oversight of “hands-on” support and training for management positions.

• Coordination of maintenance on regional level.

• Development of standardized pricing.


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• Provision of parent and/or staff handbooks.

• Tracking of personnel actions and monthly reports.

• Liaison for Commander Navy Installations Command (CNIC).

• Coordination of Central Waiting List (CWL) and R&R services.

• Coordination of meetings and/or conference calls for Installation CYP Directors within the region.

• Coordination of training within the region to maximize strength of the Training and Curriculum (T&C) Specialists.

BENCHMARKING AND BEST PRACTICES

The CYP Management Standards were compiled based on benchmarking and best practices found in the resources listed in the section titled Industry and Government Study Results.

Information from the field

Interviews and consultations with installation and regional representatives from the field provided input into many aspects of development of standards related to staffing, utilization of space, program size, USDA reimbursements, revenues and costs.

Industry and Government Study Results

Afterschool Alliance. (2000, January). Afterschool alert: Poll report. Retrieved December 6, 2007, from http://www.afterschoolalliance.org/June2000_Poll_Rpt_FINAL.pdf

Afterschool Alliance. (2007, March). 21st century community learning centers: providing afterschool supports to communities nationwide. Retrieved December 6, 2007, from http://www.afterschoolalliance.org/21stcclc.pdf

Besharov, D.J., Myers, J.A., & Morrow, J.S. (2007, August 31). Costs per child for early childhood education and care: Comparing Head Start, CCDF child care, and prekindergarten/preschool programs (2003/2004). Retrieved December 6, 2007, from http://www.aei.org/docLib/20070906_CostperChild.pdf

Boys and Girls Club of America. (2006). Boys and Girls Club of America: Our core promise (2005 annual report). Retrieved December 6, 2007, from http://marketing.bgca.org/marketing/files/2007AnnualReport_lo.pdf

Children’s Defense Fund. (2005). The state of America’s children: 2005. Retrieved December 6, 2007, from http://campaign.childrensdefense.org/publications/greenbook/default.aspx


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Connell, L.H. (2005). The childcare answer book. Naperville: Sphinx Publishing. Halpern, R., Deich, S., & Cohen, C. (2000, May). Financing after-school programs. Retrieved

December 6, 2007, from http://www.financeproject.org/Publications/financing_afterschool_programs.htm

Lind, C., Relave, N., Deich, S., Grossman, J., & Gersick, A. (2006, May). The costs of out-of-school-time programs: A review of the available evidence. Retrieved December 6, 2007, from http://www.financeproject.org/publications/litreview.pdf

National Institute on Out-of-School Time at Wellesley Centers for Women. (2007). Making the case: A fact sheet on children and youth in out-of-school time. Retrieved December 6, 2007, from www.niost.org/publications/Final2007FactSheet.pdf

Oesterreich, L. (1998). Child care: Financial basics. Retrieved December 6, 2007, from www.extension.iastate.edu/Publications/PM1751.pdf Oliveira, P. (2005, June). Connecticut child care center operating budget basics: Calculating your bottom line. Retrieved December 6, 2007, from http://www.ctkidslink.org/publications/ece05operating06.pdf

Pardee, M. (2005, October 13). Community Investment Collaborative for Kids – Volume 3: Equipping and furnishing early childhood facilities. Retrieved December 6, 2007, from http://www.lisc.org/files/813_file_asset_upload_file111_775.pdf

Pittman, K. (2001, June). Reading between the studies. Youth Today, p. 55. Pomper, K., Blank, H., Duff Campbell, N., & Schulman, K. (2005). Be all that we can be:

Lessons from the military for improving our nation’s child care system (2004 follow-up). Retrieved December 6, 2007, from http://www.nwlc.org/pdf/BeAllThatYouCanBeFollowUp2005FINAL.pdf

United States General Accounting Office. (1999, October). Child Care: How Do Military and Civilian Center Costs Compare? December 6, 2007, from http://www.gao.gov/archive/2000/he00007.pdf.

Zellman, G.L., & Gates, S.M. (2002). Examining the cost of military child care. Santa Monica: RAND.


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II. CYP Size Determination

The CYP MS uses the size of the CYP to determine the staffing standards that are authorized. Authorized CYP MS staffing standards are detailed in Chapter 3. These staffing standards have been established to support a variety of scenarios and sizes of programs.

Small, medium and large designations are determined for each CYP component type and for the CYP as a whole. The size of the CYP component is used to determine the support staff that is authorized. Table 2-1 illustrates the size determination for each CYP component, as well as the overall installation CYP.

TABLE 2-1: CYP SIZE DETERMINATION Delivery System Small Medium Large

CDC (maximum capacity of open classrooms)

Up to 100 children 101-199 children 200+ children

CDH (certified & in process providers) (average of 4.5 children per home)

Up to 29 providers 0-131 children

30-85 providers 132-383

86+ providers 384+children

SAC (prorated enrollment – see SAC Capacity Determination)

Up to 100 children 101-199 children 200+ children

Total CYP size Small Medium Large

Up to 331 children

332 to 781 children

Total Installation CYP Size Bands (for CDC, CDH, & SAC programs) 782+ children

• CDC size is determined by the maximum capacity of all open classrooms. Information about how to determine CDC capacity is provided in Table 2-2.

• SAC size is determined by the prorated enrollment number of children. Information about how to determine SAC capacity and how to calculate prorated enrollment provided in the section titled SAC Capacity Determination in this chapter.

• CDH size is determined by the number of certified and in-process providers. The number of children served is determined based on an average enrollment per home of 4.5 children. An in-process CDH provider is defined as an applicant who has submitted the application and


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has started work to become certified (e.g., childproofing the home or attending CPR). To be considered in process, the CDH staff must actively spend time working with the in- process CDH provider (e.g., conducting background checks, conducting the home interview, conducting orientation training, etc.). An applicant may only be counted as an in-process provider for the purpose of the CYP MS for no more than 30 days prior to certification, unless the program can show documentation of on-going processes.

• The total CYP size (non-inclusive of youth) is determined based on a compilation of the sizes of the CDC, SAC and CDH components.

• Youth Program standards are currently under development and will be completed during FY09.

CDC SIZE DETERMINATION

The size of the CDC is based on the full capacity of all open classrooms in the center. The logic behind using capacity instead of the actual enrollment of the classroom is because the classroom must be furnished and staffed to full capacity regardless of whether the room has reached full enrollment. For example, if the capacity of a preschool classroom is 24, but only 20 children are enrolled, two teachers are still required, and the classroom equipment and toys must meet the Creative Curriculum requirements for the children.

The CDC normally accommodates children ages 6 weeks to 5 years (or when the child starts kindergarten). Table 2-2 is provided as a reference of age groups, ratio and maximum group sizes at a typical CDC. The OPNAVINST 1700.9 provides additional information and guidance related to CYP operational requirements.

TABLE 2-2: AGE GROUP INFORMATION

Age Group Ages Teacher/Child Ratio Group Size

Infant 6 weeks – 12 mos. 1 teacher per 4 children 8 children

Pretoddler 13 mos. – 24 mos. 1 teacher per 5 children 10 children

Toddler 25 mos. – 36 mos. 1 teacher per 7 children 14 children

Preschool 37 mos. – 5 yrs. 1 teacher per 12 children 24 children

School Age1 5 yrs. – 12 yrs. 1 teacher per 15 children 30 children 1 Children are counted in School Age as soon as they start kindergarten.


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Some Navy CDCs have rooms that are used as school age care classrooms. Children who have entered school shall be provided care at the SAC program, including part-day kindergarten programs. Care of school age children is ONLY authorized at the CDC under the following two conditions:

• There is no SAC program at the installation, and/or

• There are empty classrooms and there are NO children on the CWL Excess or Preferred lists.

If these conditions are met and SAC is provided at the CDC, the programs should meet the requirements of Navy SAC programs. It is important that the children are offered an experience that is appropriate for their age group and not a duplication of the school day or an extension of the CDC program.

CDC CAPACITY DETERMINATION

Capacity of the classroom is defined as the number of child spaces that are available at any one time based on the classroom square footage, the number of child size toilets and sinks available, and the group size requirements in the OPNAVINST 1700.9. If a classroom can accommodate more than the group sizes listed in Table 2-2, based on square footage and bathroom requirements, the requirements of the OPNAVINST 1700.9 must be followed regarding more than one group in a room. The following requirements should be considered when determining the appropriate capacity for each classroom.

Square Footage

When determining capacity, square footage is defined in terms of “uninterrupted activity space” (UAS). UAS is defined as space in a classroom used exclusively for activity, excluding dedicated functional areas, such as diaper changing station, the food preparation station, the toileting areas, storage areas, installed millwork, door swings, and dedicated circulation space. Additional information for determining square footage is available in the Unified Facilities Criteria (UFC) for Child Development Centers, UFC 4-740-14. Table 2-3 shows the required square footage per child.


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TABLE 2-3: REQUIRED SQUARE FOOTAGE PER CHILD 1

Infant Pretoddler Toddler Preschool

65 ft2 Per Infant 35 ft2 Per Child 35 ft2 Per Child 35 ft2 Per Child 1 If school age children are enrolled, use 35 ft2 per child to determine capacity.

Bathroom Requirements All classrooms are required to meet the toilet, hand washing and diaper changing requirements as prescribed in the OPNAVINST 1700.9. If a classroom does not meet the minimum requirements as outlined in Table 2-4, but a documented need exists for a classroom to be used by a specific age group, a waiver request can be submitted to CNIC (N912). A project should be submitted to renovate the classroom to meet the bathroom requirements. If funding is not available locally, the scope of the project and a funding request shall be submitted as part of the waiver request. If school age children are cared for in the facility appropriate bathrooms of proper height must be available, as well as measures to ensure privacy. Diaper changing stations with proper hand washing sinks must be available in all classrooms providing care for infants, pretoddlers, and toddlers. As much as possible, diaper changing stations should be available in preschool classrooms. No child should be denied care or not transitioned to the next age group based solely on potty training requirements.

TABLE 2-4: CLASSROOM BATHROOM REQUIREMENTS

Pretoddler Toddler Preschool

One toilet Two hand washing sinks (per 10 children or 2 groups)

One toilet One hand washing sink (per 7 children or 1 group)

One toilet One hand washing sink (per 12 children or 1 group)

Maximizing Capacity

To maximize capacity, CDC Directors should review classroom utilization and analyze wait list demand information. Full and consistent utilization of space is a primary goal of Navy CYP and is key to meeting the needs of Navy families. Drop-in care should be offered to parents to further maximize space at the CDC. No CDC should have empty classrooms and a waiting list.


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Appendix A, CDC Additional Enrollment Cost Analysis Worksheet, provides information for CDC Directors to assist in determining when classrooms should be opened. If necessary, additional funding should be requested from CNIC (N912) to open classrooms and minimize the number of children on the CWL.

The age group distribution of a CDC should be considered when reviewing capacity. All Navy CDC facilities must have a minimum of one infant and one pretoddler classroom. In the case of very small centers, a mixed-age group classroom can be established. When possible, no more than 40% of the children served are under age 3; however, this is not a requirement. Infants and pretoddlers represent the greatest number of children on wait lists at all Navy installations. The goal of Navy CYP is to reduce wait list numbers by maximizing capacity, regardless of the age group distribution within the program. Mixed age group classrooms should be considered if wait list data justifies this as an option. The safety of children should always be considered first when considering a multi-age room.

SAC SIZE DETERMINATION

The SAC program is designed to meet the needs of parents once their children start school. Programs offered at SAC are designed to complement the children’s school day and provide care for children when schools are not in session. The hours that are offered at the SAC program should be established based on the local school schedule and command requirements. Management Standards for SAC are based on a 1 staff per 15 children ratio.

SAC CAPACITY DETERMINATION

Capacity of the SAC facility is defined as the number of child spaces that are available at any one time based on square footage, the number of available and appropriate bathrooms, and the group size requirements in the OPNAVINST 1700.9. The overall capacity of the facility will be determined by the installation fire personnel. A minimum of 35 square feet per child shall be available for children to play and conduct appropriate activities. Drop-in care should be offered to parents to further maximize space at the SAC.

Additionally, operational capacity is also determined by the need for, and availability of transportation to and from schools attended by the children at the installation. If the square footage of a facility allows for additional children to be accommodated, a lack of transportation should NOT be a deciding factor if children are accommodated. If a documented need exists for transportation and local funding is not available for additional vehicles, a funding request can be submitted to CNIC (N912).


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To maximize capacity, Youth Directors should be reviewing capacity and analyzing wait list demand information. Full and consistent utilization of space is a primary goal of Navy CYP and is key to meeting the needs of Navy families. No SAC should have excess capacity and a waiting list. Because children who attend schools not serviced by the SAC may not be accounted for on the wait list, it is important that Youth Directors work with the command to determine the actual need of military families. Appendix B, SAC Additional Enrollment Cost Analysis Worksheet, provides information for Youth Directors to assist them in determining when transportation should be provided to additional schools. If necessary, additional funding may be requested from CNIC (N912). The request should include the additional labor and non-labor expenses based on the Management Standards that will be incurred AND the projected additional parent fees that will be generated.

SAC Program Types

Because the SAC program is designed to meet the needs of parents and to accommodate the children’s school schedules, a variety of programs are offered. The same children may be enrolled in some or all of these programs; however, the hours and the time of year these programs are offered determines the program type. The operating hours for the SAC and CDC should be aligned to meet the needs of parents with children in both programs. SAC program types are include the following:

Before School – The Before School program is offered to meet the needs of the command members who have to go to work prior to the start of their child’s school day. Transportation may be offered by the SAC program or by the local school bus system. Hours shall be established that meet the needs of command requirements. If the SAC program provides transportation to the school these hours should be accounted for as part of the daily hours staff is needed.

After School – The After School program is offered to meet the needs of command members whose work day extends beyond the time their child is out of school for the day. Transportation may be offered by the SAC program or by the local school bus system. Hours shall be established that meet the needs of command requirements. If the SAC provides transportation from the school in the afternoon, these hours should be accounted for as part of the daily hours staff is needed.

Half-Day Kindergarten – The half-day kindergarten program is offered to meet the needs of the command members who have children that are in kindergarten. This program may be offered in the morning, afternoon or both. Transportation may be offered by the SAC program or by the local school bus system. Hours shall be established that meet the needs of command


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requirements and the local school system’s established hours. If the times of the half day kindergarten program overlap with the before and after school program, then only the hours needed specifically for this program should be added when considering the number of direct staff needed for this program. If the SAC provides transportation to or from the school specifically for the kindergarten program, these hours should be accounted for as part of the daily hours staff is needed.

Holiday/Summer Camps – These are full-day programs. These programs are offered when the schools are not in session. The number of children will normally vary between summer camps and holiday camps, so the programs should be considered separately when determining the need for staff. Parents normally will drop their children off and pick their children up, so transportation is not a major factor for these types of programs. Transportation is a consideration when determining field trips and other activities for these programs.

Intercession Programs – Intercession programs are offered in areas where the local school system conducts year-round programs.

SAC Program Size

Each Navy SAC program is classified as Small, Medium, or Large. You will see as you determine the capacity for your program that this classification is used to determine staffing requirements. The SAC program size is determined based on a prorated enrollment. A prorated enrollment number is needed because the types of programs vary throughout the year.

Prorated Enrollment

The prorated enrollment number is based on the number of weeks, the daily hours and the projected number of children of the different types of programs offered throughout the year. Prorated enrollment is determined by applying the following steps:

Step one: Determine the percentage of the year a program is offered by dividing the number of weeks a program is offered by 52.

Step Two: Determine the Projected Enrollment Number for each program type.

Step Three: Adjust the Projected Enrollment Numbers for each program type based on the number of hours the program is offered each day. If the program is offered for less than 4 hours per day, a .50 factor is multiplied by the projected enrollment number.


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Step Four: Adjust the Prorated Enrollment Number for each program type based on the Annual Prorated amount determined in Step One. The number should be rounded up to the nearest whole number.

Step Five: Add these numbers together to determine the Total Prorated Enrollment number for the SAC.

Table 2-5 is an example of how to calculate Total Prorated Enrollment.

TABLE 2-5: PRORATED ENROLLMENT EXAMPLE

SAC Program Type Daily Hours* Weeks Offered Enrollment Prorated

Enrollment Summer Camp 12 12/52 = 23% 159 37 Holiday Camp 12 2/52 = 4% 72 3 Before School 2 38/52 = 73% 25 * .5 10 After School 4 38/52 = 73% 86 * .5 32 Half-Day Kindergarten 4 38/52 = 73% 14 * .5 6 Total 88 *.50 Factor is applied when the daily hours are ≤ 4


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III. CYP Staffing Standards

The CYP MS includes guidance for staffing levels at the regional, installation and program levels. Staff is further defined for direct staff and support staff. Ratios and group sizes provide the basis for the staff that provides direct care for children participating in CYP programs. The support staff is defined as those positions which meet the management, administration, training and food service functions within each type of CYP. Navy-wide position descriptions will be classified for the positions discussed within the section Standard Agency Classified Position Descriptions, presented later in this chapter by 01 Sep 08 and are required to be used by all Navy CYP. If a program has a unique position requirement that is not covered by one of these positions, the position description, as well as a justification, should be provided to CNIC (N912) for approval and funding.

FACTORS CONTRIBUTING TO CYP STAFFING STANDARDS

The CYP MS includes guidance for staffing levels at the regional, installation and program levels. Staff is further defined for direct staff and support staff. Ratios and group sizes provide the basis for the staff that provides direct care for children participating in CYP programs. The support staff is defined as those positions which meet the management, administration, training and food service functions within each type of CYP. Navy-wide position descriptions will be classified for the positions discussed within the section Standard Agency Classified Position Descriptions, presented later in this chapter by 01 Sep 08 and are required to be used by all Navy CYP. If a program has a unique position requirement that is not covered by one of these positions, the position description, as well as a justification, should be provided to CNIC (N912) for approval and funding.

The following were key factors in the development of the staffing standards and are established to gain efficiencies and higher quality:

• Each region provides different levels of support to programs and therefore has different requirements for regional positions.

• Each installation is required to have a designated Installation CYP Director.

• Size ranges have been defined for each CYP component. (YP requirements and size ranges are still under development and will be incorporated into this guidebook upon completion.)


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• Staffing standards for support staff are established based on size ranges for each CYP component.

• The number of direct staff is determined based on established ratios and group sizes.

• The implementation of the CYP Pay Plan will equalize the pay disparity among CYP Professionals.

• CYP Professionals are used across installation CYPs and function as one team.

• The staffing plan is designed to offer opportunities for upward mobility and to establish a career ladder across programs.

• Training & Curriculum Specialist positions are authorized and shared, when applicable, across the CYP components.

• Navy CYP is committed to assisting CYP Professionals in meeting their educational and professional goals. Retention of qualified staff can only be achieved by providing opportunities for career growth and continual training and education opportunities.

• A centralized waiting list is established to provide a seamless delivery system for parents.

• CYP marketing efforts are unified at the regional and installation levels.

• School Liaison Officer staffing is based on school age population and geographic areas where Navy families attend school.

In order to achieve maximum efficiency the organizational structure needs to be in place that best serves these goals. For the CYP to function as one unit, the structure must be in place for information to be shared, for communication to happen between programs and for the roles and responsibilities to be clearly defined to avoid duplication of processes.

REGIONAL STAFFING

When considering your regional staff, a regional CYP organization structure that best meets the needs of the command mission should be determined. The functional and the installation requirements should be accounted for when designing the regional CYP structure. The level of span and control that the regional CYP has and the geographical locations of the installations are significant considerations when determining regional staffing requirements. For example, some regions are responsible for day to day operations while others serve an administration function. The number of Installation CYP Directors that report directly to the region is a signal of the region’s level of span and control. When regions cover a large geographical area and assume a


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high level of span and control for installations, an Installation CYP Director may be designated to implement regional policies across nearby installations.

As the resource manager for Navy CYP, CNIC (N912) will approve all positions assigned to the region. A regional CYP organization chart showing ADDU and PRIDU report channels and a description of the regional functions shall be submitted to CNIC (N912). A list of classified regional positions is provided later in this chapter (see Table 3-3).

INSTALLATION CYP

For the CYP to function as one unit, an organizational structure must be in place that promotes information sharing, fluid communication between programs, and clearly defined roles and responsibilities in order to avoid duplication of processes. In order to realize a true one-team CYP at each installation, a CYP Director who is designated to have oversight over all CYP components is required. In most cases, a CDC, CDH or Youth Director will be designated as a CYP Director with oversight of the installation CYP. A dedicated position is authorized at installations where all CYP components are classified as large programs. In metro areas, a Regional CYP Director assigned regional functions may be dual-hatted as the Installation CYP Director for multiple installations.

There are different options on how regions may choose to meet the requirement of the Installation CYP Director. However, a person must be assigned to coordinate the following functions at each installation.

• Coordinate the use of staff across programs, including the use of a singular staffing schedule when applicable.

• Ensure the T&C Specialist position is utilized across the programs in accordance with these management standards.

• Ensure a child placement system, including a singular waiting list for all installation CYPs is established in accordance with CWL guidance.

• Develop CYP SOPs across the installation that meet the requirements of the OPNAV 1700.9 and apply to all CYP components.

• Provide CYP Professional and Parent Handbooks that cover all CY programs.

• Coordinate an installation Parent Participation Plan, including a combined Parent Information Board (PIB) that is open to parents of all CYP components.

• Coordinate a joint CYP Special Needs Review Board (SNRB) at the installation.


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WORKING ACROSS THE CYP

The staffing approach of using staff across all programs is based on the total CYP team concept. By operating with this concept, the Navy CYP benefits from the efficiencies and cost savings gained, and directors and other CYP professionals have more opportunities to learn about and work in all programs. The new standards allow for more equity between programs, provide additional dual-hatted capabilities, are linked to ratios that enhance program quality and provide career ladders for employees. The CYP staffing concept provides more well trained staff overall which is a benefit to children and families who are in the program 0-18. To maximize staffing efficiency a singular staffing schedule can be developed to provide consistency and equality of staffing across programs, see Appendix C, CYP Staffing Schedule Worksheet. This staffing schedule should be developed with input from directors of all component programs to ensure that the needs of all programs are considered.

Direct Care Staff

The authorized full-time equivalent (FTE) for direct care staff for each CYP component is determined by the total number of direct staff hours that are needed to cover the program hours based on the appropriate staff ratio for the age group receiving care. Effectively managing the direct staff FTE hours is a critical factor for successfully implementing the Management Standards. Each authorized FTE is based on 2,080 hours or 40 hours of direct staff hours available each week. See Appendix D, CDC Staffing Schedule Worksheet, and Appendix E, SAC/YP Staffing Schedule Worksheet, in order to develop a staffing schedule for a CYP component program.

Once the number of required authorized FTE that is needed to cover program hours is determined, additional hours are authorized to cover staff turnover, annual training, planning and assessment requirements, and annual and sick leave hours. The following information should be used to determine the additional hours to be added to cover these requirements.

• An average employee turnover rate of 27% for CDC and 50% for SAC has been established for all Navy employees.

• New staff members require 62 hours of orientation training.

• Each Navy CYP direct staff member is required to receive 48 hours of annual training.

• CDC: There are two primary teachers assigned to each classroom. Each primary teacher shall receive two hours per week to prepare activity plans and conduct assessment activities.

• Two hundred additional hours for each FTE to cover annual and sick leave is added.


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Direct care staff are not authorized to be in the programs during the day when children are not present (i.e., during school hours for SAC/Youth staff). By using staff across programs, opportunities become available for CYP Professionals who are currently working in SAC/Youth programs to work during school time in CDC classrooms. CYP staffing also provides the CDC with additional staff available to provide coverage due to training needs and/or absenteeism. Likewise, the SAC/Youth program can access flex staff currently working in the CDC who also would like to increase their hours. Additional benefits to direct care professionals include opportunities for professional growth through expanded experiences, training, and opportunities to get to know more employees. All of these factors contribute to increased communication across programs thereby increasing morale and support for each other.

Support Staff

Support staff includes those positions that provide management, administration, training, and food service function for the CYP. The size of the CYP component determines the support staff that is authorized. Chapter 2 provides information on how the size of the CYP component is determined. The Classified Position Description section in this chapter should be consulted for additional information about all authorized positions.

Table 3-1 provides information on the positions that are authorized for each size program based on the Management Standards. There may be unique circumstances that require additional positions, e.g. a separate front desk area. Any positions above and beyond the standards must be authorized by CNIC (N912) so additional funding can be authorized. Since the T&C position is based on the number of “end strength,” it is discussed separately from the other support positions.


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TABLE 3-1: SUPPORT STAFF CDC

Program Standard Authorized Positions

Small

GS-09 or NAF equivalent CDC Director with CYP Oversight (1 FTE) OR GS-09 or NAF equivalent CDC Director (1 FTE) WG-04 or NAF equivalent Cook (1 FTE – Full-time) GS-04 or NAF equivalent Operations Clerk (1.5 FTE – 1 Full-Time and .5 Flexible)

Medium

GS-11 or NAF equivalent CDC Director with CYP Oversight (1 FTE) OR GS-09 or NAF equivalent CDC Director (1 FTE) GS-07 or NAF equivalent Assistant CDC Director (1 FTE) WG-04 or NAF equivalent Cook (1 FTE – Full-Time) WG-01 or NAF equivalent Food Service Worker (.5 FTE - Flexible) GS-04 or NAF equivalent Operations Clerk (1.5 FTE – 1 Full-Time and .5 Flexible)

Large

GS-12 or NAF equivalent CDC Director with CYP Oversight (1 FTE) OR GS-11 or NAF equivalent CDC Director (1 FTE) GS-07 or NAF equivalent Assistant CDC Director (1 FTE) WG-04 or NAF equivalent Cook (1 FTE – Full-Time) WG-01 or NAF equivalent Food Service Worker (1 FTE – Flexible) GS-04 or NAF equivalent Operations Clerk (2 FTE – 2 Full-Time)

SAC Program Standard Authorized Positions

Small

GS-09 or NAF equivalent Youth Director with CYP Oversight (1 FTE) OR GS-09 or NAF equivalent Youth Director (1 FTE) GS-04 or NAF equivalent Operations Clerk (1 FTE – 1 Full-Time or 2 Part-Time)

Medium

GS-11 or NAF equivalent Youth Director with CYP Oversight (1 FTE) OR GS-09 or NAF equivalent Youth Director (1 FTE) GS-07 or NAF equivalent Assistant Youth Director (1 FTE) GS-04 or NAF equivalent Operations Clerk (1 FTE – 1 Full-Time or 2 Part-Time)

Large

GS-12 or NAF equivalent Youth Director with CYP Oversight (1 FTE) OR GS-11 or NAF equivalent Youth Director (1 FTE) GS-07 or NAF equivalent Assistant Youth Director (1 FTE) GS-04 or NAF equivalent Operations Clerk (1.5 FTE – 1 Full-Time and 1 Part Time)


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TABLE 3-1: SUPPORT STAFF CDH

Program Standard Authorized Positions

Small

If number of homes exceed 20 then: GS-09 or NAF equivalent CDH Director with CYP Oversight (1 FTE) OR GS-09 or NAF equivalent CDH Director (1 FTE) If number of homes is less than 20 then: GS-07 or NAF equivalent CDH Monitor (1 FTE)

Medium

GS-11 or NAF equivalent CDH Director with CYP Oversight (1 FTE) OR GS-09 or NAF equivalent CDH Director (1 FTE) GS-07 or NAF equivalent CDH Monitor (FTE determined by number of homes) GS-04 or NAF equivalent Operations Clerk (.5 FTE) This position is authorized only if the CDH program is NOT co-located with another CYP program, i.e. located at the CDC

Large

GS-11 or NAF equivalent CDH Director with CYP Oversight (1 FTE) OR GS-11 or NAF equivalent CDH Director (1 FTE) GS-07 or NAF equivalent CDH Monitor (FTE determined by the number of homes) GS-04 or NAF equivalent Operations Clerk (1 FTE)

CYP TRAINING

The key to the successful use of staff across programs is the provision of cross CYP training. A major change to the CYP as part of the CYP MS is the addition of Training & Curriculum Specialist FTE authorization for use across all CY programs. The role of the CYP T&C Specialist is critical to staff having the knowledge and competence to provide quality care and programming in all settings. The Military Child Care Act (MCCA) requires all programs to provide the highest quality of programs to military members. The only way to ensure quality programs is through the use of high-quality CYP Professionals. The roles and responsibilities of the T&C position are critical to the goals established for Navy CYP. The CYP MS authorizes additional T&C positions as part of the Navy’s commitment to the professional growth and education of CYP Professionals and to the goal of continuous quality improvement.

Because the T&C Specialist will work across the CYP, additional position descriptions have been created to meet this need. New position descriptions include a T&C Specialist with new job qualifications and an Assistant T&C Specialist. As required by the MCCA, a T&C Specialist meeting the specific Early Childhood Education (ECE) degree requirements must be assigned to each CDC. As defined in Table 3-2, the requirements for additional T&C positions encompass a


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broader set of degree requirements. The following section provides information on the roles and responsibilities of the T&C position within each CYP component and explains how the FTE for the T&C Specialist is determined.

New staff should be oriented to the whole CYP system and provided with basic information which can be applied in all settings. On-going training whether for required annual training, completion of modules or additional training that might be provided by the installation or region should be inclusive of all CYP professionals whenever possible. Within each training topic it is essential to provide information that is relevant to each of the age groups being serviced so that specific implementation strategies can be supplied into the various settings.

The Role of the Training and Curriculum Specialist

Many opportunities exist across the CYP for group trainings and cross-component training; however, it is critical that training topics be designed to assist CYP Professionals in caring for the age group of children that they work with regularly. The T&C Specialist FTE authorization is based on the number of staff across all CYP components. To facilitate the use of the T&C Specialist across the program, the position shall work directly for the designated installation CYP Director. Because the need of each CYP components varies, so does the role of the T&C Specialist. The number of staff members that the T&C Specialist can provide support to varies across the programs. The level of support needed at each CYP component was the key consideration in determining the number of T&C billets to be authorized by the CYP MS. The following is a summary of the duties that the T&C Specialist is responsible for at each CYP component, but is in no way inclusive of all areas that their expertise will be used.

Child Development Centers and Child Development Group Homes – The T&C Specialist plays a critical role in the implementation and execution of the Creative Curriculum System, including assisting teachers with observations and assessments, evaluating classroom environments, reviewing weekly activity plans, and providing additional training when needed. The T&C Specialist should be a very visible part of day to day operations in the classroom. Additionally, the T&C Specialist is responsible for ensuring required monthly training is completed and properly documented, identifying training needs, completing monthly classroom observations and working with teachers to ensure modules are completed. The T&C Specialist encourages and provides support to employee’s career growth, including assistance in obtaining Child Development Associate (CDA) credential and attending applicable college courses.

Child Development Homes – Responsible for assisting the CDH Director with orientation trainings for new CDH providers and coordinating monthly trainings for all CDH Providers. The T&C Specialist will maintain up-to-date training files for all CDH Providers, including


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documentation of module completion. The T&C Specialist assists the CDH program with all training needs, including the development of ways to encourage providers to become accredited, to complete modules, and to implement program requirements as needed. As part of the CDH Monitor’s home visit each month, the CDH Monitor is responsible for working with the provider on the environment, assisting and documenting the completion of modules, and encouraging the provider to become NAFCC accredited. The ratio of 1 CDH Monitor to every 30 CDH Providers has been established in consideration of these duties. The T&C Specialist is available to provide specific training and guidance to CDH Providers and CDH Monitors as needed.

SAC and Youth – The T&C Specialist assists the SAC and Youth Programs by ensuring orientation and monthly training is completed. The T&C Specialist will ensure all training files are maintained and up-to-date. Additionally, the T&C Specialist will work with the director to ensure employee modules are completed in the required time frame, make suggestions to the environment as needed and assist in the accreditation process. The T&C Specialist encourages and provides support to employee’s career growth, including assistance in obtaining the Military School-Age Credential (MSA) and attending applicable college courses.

For the purpose of determining number of T&C positions, therefore we use the following guidelines in Table 3-2 for “end-strength” which represents the level of responsibility of the T&C Specialist for training. The authorized number of T&C positions is a compilation of requirements across the installation or metro CYP.


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TABLE 3-2: CYP T&C SPECIALIST AUTHORIZATION CYP Component T&C Specialist FTE Authorization

Child Development Centers 1 T&C Specialist : 40 Employee End Strength Child Development Group Homes 1 T&C Specialist : 40 Employee End Strength

Child Development Homes 1 T&C Specialist : 80 CDH Providers School Age Care & Youth Programs 1 T&C Specialist : 80 Employee End Strength

CYP T&C SPECIALIST AUTHORIZATION CALCULATION EXAMPLE The number of CYP T&C Specialists authorized for the installation or metro CYP is calculated as a

compilation of the standards set for each program. The following is an example of how to calculate the authorization for an installation CYP.

CDC has 30 total employees 30 employees / 40 = .75

CDH has 20 providers 20 providers / 80 = .25

SAC & YP has 30 employees

30 employees / 80 = .37

CYP is T&C authorization is 1.37

Authorized positions:

T&C Specialist authorized for up to a requirement of 1.0 T&C Assistant T&C Specialist authorized for requirements of 1.0 to 1.5 T&C

In this example, the installation CYP is authorized 1 T&C Specialist (ECE) position and 1 Assistant T&C Specialist position. Additional information is provided under the position description section.

Note: End strength is not to be confused with FTE, which refers to number of hours worked. For example, two staff working 20 hours a week is equal to one FTE; however, the same two staff members are equal to two end-strength in terms of responsibility of the T&C Specialist for training requirements.


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STANDARD AGENCY CLASSIFIED POSITION DESCRIPTIONS

CNIC will provide standardized position descriptions (PD) for all positions. These PDs must be utilized by all programs. If programs have a requirement that is not covered here, the PD must be approved by CNIC (N912). The proposed series and grades listed in Table 3-3 are subject to change based on official classification of the position description.

Programs are encouraged to convert vacant APF positions to NAF positions, maximizing the use of APF through the UFM process.

TABLE 3-3: AGENCY CLASSIFIED POSITIONS AND GRADES (* INDICATES NEW POSITIONS)

Position Title - Regional Positions

Appropriated Fund Series and Grades

(These will be classified under the

NSPS system)

Non-Appropriated Fund Series and

Grades

Regional CYP Manager GS-0301-13 NF-0301-05 Regional CYP Director Assigned to specific installations and responsible for encouraging the CYP concept, as well as providing regional support as assigned

GS-1701-12 NF-1701-04

Regional Resource and Referral Director GS-1701-09 NF-1701-04 Regional T&C Specialist GS-1701-11 NF-1701-04 Regional CDH Director (Metro Areas Only) GS-1701-11 NF-1701-04 Regional USDA Clerk (Funded by USDA) NF-0303-03 Regional Program Analyst GS-0343-11 NF-0343-11

Position Title - Installation Positions



NSPS system )


Grades

Installation CYP Director GS-1701-11 NF-1701-04 CDC Director – Large CDC GS-1701-11 NF-1701-04 CDC Director w/ CYP Oversight - Large CDC GS-1701-12 NF-1701-04 CDH Director - Large CDH Program GS-1701-11 NF-1701-04 CDH Director w/ CYP Oversight - Large CDH Program

GS-1701-11 NF-1701-04

Youth Director - Large Youth/SAC Program GS-1701-11 NF-1701-04 Youth Director w/ CYP Oversight - Large SAC Program

GS-1701-12 NF-1701-04


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TABLE 3-3: AGENCY CLASSIFIED POSITIONS AND GRADES (* INDICATES NEW POSITIONS)

Position Title - Installation Positions



NSPS system )


Grades

CDC Director - Small or Medium CDC GS-1701-09 NF-1701-04 CDC Director w/ CYP Oversight - Small CDC GS-1701-09 NF-1701-04 CDC Director w/CYP Oversight – Medium CDC GS-1701-11 NF-1701-04 CDH Director - Small or Medium CDH Program GS-1701-09 NF-1701-04 CDH Director w/ CYP Oversight - Small or Medium CDH

GS-1701-09 NF-1701-04

Youth Director - Small or Medium SAC Program GS-1701-09 NF-1701-04 Youth Director w/ CYP Oversight - Small SAC GS-1701-09 NF-1701-04 Youth Director w/CYP Oversight – Medium SAC GS-1701-11 NF-1701-04 CYP Training & Curriculum Specialist (Early Childhood Education) One GS position with an ECE degree is required at each CDC

GS-1701-09 NF-1701-04

*CYP Training & Curriculum Specialist This position will NOT require an ECE

GS-1701-09

NF-1701-04

*CYP Assistant Training & Curriculum Specialist This position will NOT require an ECE

GS-1702-07 NF-1702-03

*CYP Assistant Director GS-1702-07 NF-1702-03 CDH Monitor GS-1702-07 NF-1702-03 CDC Program Supervisor (Annex facilities only) GS-1702-07 NF-1702-03 CYP Teen Coordinator GS-1702-07 NF-1702-03 CYP Sports Coordinator GS-1702-07 NF-1702-03 CYP Teen/Sports Coordinator GS-1702-07 NF-1702-03

CYP Leader GS-1702-05

CY-1702-II (GSE-05)

CYP Program Assistants

GS -1702- 02/03/04 CY-1702-II/I (GSE-02/03/04)

CYP Summer Youth Program Assistants GS -1702-02 CY-1702-I (GSE-02)

CYP Operations Clerk GS-0303-04 NF-0303-02 USDA Clerk (only if reimbursed by USDA) NF-0303-03 CYP Cook NA-7404-08 CYP Food Service Worker NA-7404-04 CYP Custodian NA-3566-02 CYP School Liaison Officer – Small GS-1701-09 NF-1701-04 CYP School Liaison Officer – Medium/Large GS-1701-11 NF-1701-04


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STANDARDS FOR CYP REGIONAL POSITIONS

Regional CYP Manager (NF-0301-05 or GS-0301-13)

• This position is the CYP Manager for the entire region.

• The Regional CYP Manager is the CNIC RAB member.

• The responsibilities of this position are determined by the needs of the region based on geographic location of programs, size of the regional CYP, and the span and control authority of the incumbent.

• All Regional positions must be approved by CNIC (N912).

Regional CYP Director (NF-1701-04 or GS-1701-12)

• This position has CYP oversight for multiple installations (normally in a metro region area) as well as being assigned other regional duties. For example, this person, in addition to installation CYP responsibilities, may be assigned to coordinate regional training requirements, to write regional SOPs and handbooks, and/or to assist with other functions as required by the needs of the region.

• Responsible for the duties mentioned above for the Installation CYP Director. This is an option for metro areas to have a designated CYP Director over multiple installations – (meets the intent of the CYP Director at each installation.)

• If this position is established at a regional level, a dedicated Installation CYP Director or a CYP Director with oversight is NOT authorized at the installation level.

• All Regional positions must be approved by CNIC (N912).

Regional Resource and Referral Director (NF-1701-04 or GS-1701-09)

• All regions are encouraged to coordinate R&R requirements at a regional level. Although the actual wait lists may be maintained at the installation level. This person coordinates with the National Association of Child Care Resource and Referral Agencies (NACCRRA), ensures spaces are properly managed, and seeks creative methods for ensuring the needs of the command are met.

• In a metro area, this person is responsible for the placement of children across all programs within multiple installations.


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• Handles marketing and advertisement of programs within the assigned area.

• Provides consultations to parents about child care available within the area, etc.

• All regional positions must be approved by CNIC (N912).

Regional Training & Curriculum Specialist (NF-1701-04 or GS-1701-11)

• This position assists the CYP regionally by coordinating training that maximizes the use of T&C Specialist positions and funding.

• This position will normally be authorized in a metro-regional area. The FTE for this person must be included in the overall T&C authorized number. The CYP Training section provides additional information on how the authorized FTE for T&C Specialist positions are determined.

• The assigned T&C Specialist positions in the metro-regional area may report directly to the Regional T&C Specialist position.


Regional Program Analyst (NF-0343-04 or GS-0343-11)

• This position is authorized to assist CYP Directors in coordinating data calls, collecting data, formulating budgets, and assisting with a wide-range of administrative duties.


Regional CDH Director (NF-1701-04 or GS-1701-11)

• This position is responsible for coordinating a metro-area CDH program.

• This position is only authorized in metro areas where there are over 30 homes. Additional CDH Director positions are not authorized at the installations serviced. In accordance with the monitoring requirements for CDH, additional CDH monitors may be added as needed.


Regional USDA Operations Clerk (NF-0303-03)

• This position can assist the region by coordinating USDA functions across multiple CYP components and/or installations and assisting programs in maximizing USDA reimbursement.

• This position is only authorized if approved by USDA and funding is provided.


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STANDARDS FOR CYP INSTALLATION POSITIONS

The Region will need to determine the positions needed at each location based on the guidance provided within this document.

Guidance for Assignment of CYP Oversight and Dual-Hat Positions

A determination will be made concerning which positions will be dual-hatted and which director position is the best choice for having CYP oversight. The determination of these issues should be based on knowledge of the size and distribution of workload among all programs.

Installation CYP Program Director (NF-1701-04 or GS-1701-11)

• This position has CYP oversight for a large installation.

• Responsible for administration duties, distributing information, data calls, singular work schedule, CYP marketing, R&R, etc. for one installation. Additionally, this position is responsible for ensuring that the authorized T&C Specialist positions workload is distributed among the CYP components as required.

• This can be a stand-alone position at an installation where all programs are considered “large” (CDC, CDH, SAC/Youth programs all meet criteria for “large” programs).

STANDARDS FOR CYP PROFESSIONAL POSITIONS IN EACH CYP COMPONENT

CYP Director Positions

CDC Director (NF-1701-04 or GS-1701-11)

• CDC Director for a Large CDC (200+ children).

• CDC Director may assume CDH Director responsibilities for <10 CD homes and may delegate monitoring duties to the CYP Assistant Director.

CDC Director w/ CYP Oversight (NF-1701-04 or GS-1701-12)

• CDC Director for a Large CDC with installation CYP Oversight.

• Oversight to include: CDCs, CDH, SAC, Youth, R&R.


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• If responsibility of this position includes a directing a large facility, oversight of large CYP and <10 CD homes, a part-time CDH Monitor may be authorized.

CDC Director (NF-1701-04 or GS-1701-09)

• CDC Director for a Small CDC (up to 100 children) or Medium CDC (101-199 children).

• CDC Director may assume CDH Director responsibilities for <10 CD homes.

• At a small CYP, a CDC Director may be dual-hatted T&C Specialist only if the combined installation CYP is less than 60 children and the end strength for all installation CYP is less than 20. An Assistant T&C Specialist (GS-07) is an option under this circumstance only if the CYP consist of multiple components.

CDC Director with CYP Oversight (NF-1701-04 or GS-1701-09)

• CDC Director for a Small CDC with installation CYP Oversight.

• Oversight to include CDCs, CDH, SAC, Youth, R&R

• If overall size of CYP is “large,” this position would be authorized a GS-11.

CDC Director with CYP Oversight (NF-1701-04 or GS-1701-11)

• CDC Director for a Medium CDC with installation CYP Oversight.

• Oversight to include CDCs, CDH, SAC, Youth, R&R

CDH Director (NF-1701-04 or GS-1701-11)

• CDH Director for a Large CDH program (86+ homes).

• Visits 10% of caseload of each CDH Monitor monthly for quality assurance.

CDH Director w/ CYP Oversight (NF-1701-04 or GS-1701-11)

• CDH Director for a Large CDH program with installation CYP Oversight.

• CDH Director may be assigned oversight of a Medium or Large CYP to include: CDC, CDH, SAC, Youth, R&R.

• Visits 10% of caseload of each CDH Monitor monthly for quality assurance.


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CDH Director (NF-1701-04 or GS-1701-09)

• CDH Director for a Small or Medium CDH program.

• A full-time CDH Director position is not activated until there are 20 in-process and/or certified CD homes. A CDC Director will assume responsibilities until CDH position is activated. If the number of homes is less than 10, the duties of the CDH Director should be included in the CDC or Youth Director’s responsibilities. If the number of homes is between 10 and 20, a CDH Monitor position is authorized under the direction of the installation CYP Director.

• Maintains caseload of up to 29 CD homes. OPNAV 1700.9 provides additional guidance about CDH caseloads.

CDH Director with Oversight (NF-1701-04 or GS-1701-09)

• CDH Director for a Small (up to 29 CD Homes) or Medium (30-85 Homes) CDH program with installation CYP Oversight. A CDH Director is not authorized until the total number of homes is equal to 20.

• CDH Director may be assigned oversight of a Small CYP to include: CDC, CDH, SAC/Youth, and R&R programs.

Youth Director (NF-1701-04 or GS-1701-11)

• Youth Director for a Large SAC/Youth Program.

• Youth Director may assume CDH Director responsibilities for <10 CD homes.

• Because the Youth Program standards are still under development, the scope of current YP responsibilities should be considered when determining the grade of this position.

Youth Director w/ CYP Oversight (NF-1701-04 or GS-1701-12)

• Youth Director for a Large SAC/Youth program with installation CYP Oversight.




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Youth Director (NF-1701-04 or GS-1701-09)

• Youth Director for a Small or Medium SAC/Youth Program.

• At a small CYP, a Youth Director may be dual-hatted T&C Specialist only if the combined installation CYP is less than 60 children and the end strength for all installation CYP is less than 20. An Assistant T&C Specialist (GS-07) is an option under this circumstance only if the CYP consists of multiple components. If the CYP consists of a CDC, the degree requirements for the T&C Specialist must be met.


Youth Director with Oversight (NF-1701-04 or GS-1701-09)

• Youth Director for a Small SAC/Youth Program with installation CYP Oversight.



Youth Director with Oversight (NF-1701-04 or GS-1701-11)

• Youth Director for a Medium SAC/Youth Program with installation CYP Oversight.



Training & Curriculum (T&C) Specialist Positions

The number T&C Specialist positions authorized are determined based on the combined training needs of the CYP components. The method for determining the number of positions is illustrated in Table 3-2. The number and qualifications of positions needed will be determined based on the installation or metro area served.

CYP Training & Curriculum Specialist (Early Childhood Education) (NF-1701-04 or GS-1701-09)

• One APF funded position meeting the 4-year degree requirements specified in the position description is required to be assigned to each CDC.


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• The CYP T&C Specialist (ECE) is authorized up to 1.0 of a T&C position as illustrated in Table 3-2. If the additional requirement is less than .5, an Assistant T&C position is authorized. For example if the total T&C requirement is 2.35, two T&C Specialists and one Assistant T&C Specialist are authorized.

• Serves total CYP and reports to CYP Director with CYP oversight or the Regional T&C Specialist in a metro area.

CYP Training & Curriculum Specialist (NF-1701-04 or GS-1701-09)

• This position will NOT require an ECE degree, but may have a 4-year degree in a related field that is appropriate across the CYP (i.e., education, psychology, etc.) as specified in the position description.

• The CYP T&C Specialist is authorized up to 1.0 of a T&C position as illustrated in Table 3-2. If the additional requirement is less than .5, an Assistant T&C position is authorized. For example if the total T&C requirement is 2.35, two T&C Specialists and one Assistant T&C Specialist are authorized.

• Serves total CYP and reports to Director with CYP oversight.

CYP Assistant Training & Curriculum Specialist (NF-1702-03 or GS-1702-07)

• This is an assistant – entry level position with opportunity for advancement. It is preferred that the incumbent have a minimum of a 2-year degree or a CDA/MSA and 3 years of experience in the child and youth profession.

• This position is authorized when the additional requirement of the T&C authorization is less than .5. For example, if the total requirement of T&C positions authorized is 2.35. The installation or metro-area is authorized two T&C Specialist positions and one Assistant T&C Specialist position.

• Serves total CYP and reports to Director with CYP oversight.

CYP Assistant Director (NF-1702-03 or GS-1702-07)

• This position is authorized for Medium and Large CDC or SAC programs.

• This is an assistant – entry level position with opportunity for advancement. It is preferred that the incumbent have a minimum of a 2-year degree or a CDA/MSA and 3 years of experience in the child and youth profession.

• Opportunity for advancement for GS-5, allowing for upward mobility.


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• May assume CDH monitoring responsibilities for <10 CD homes.

CDC Program Supervisor (Annex facilities only) (NF-1702-03 or GS-1702-07)

• On-site supervisor only for CDC or SAC adjacent or annex locations (Operates as a stand alone facility on the installation and is usually geographically separated).

• Under the oversight of a GS-09 or GS-11 level Director.

• Performs CYP Leader duties if enrollment <50.

• Capacity of open classrooms or prorated SAC enrollment included in total for determining size of the CYP component.

CDH Monitor (NF-1702-03 or GS-1702-07)

• The number of positions required to perform CDH monitoring duties is determined based on the requirement of 1 CDH Monitor every 30 certified and in-process CD homes. In-process homes are defined in the CYP size section in Chapter 2.

• A CDH Monitor is authorized when the number of in-process or certified homes reaches 20. (unless < 10 homes and the CDC Director is dual-hatted as mentioned above).

CYP Teen Coordinator (NF-1702-03 or GS-1702-07)

• This position works under the Youth Director and is responsible for a Medium or Large teen program.

• Every Youth program should have a position dedicated to teens (can be dual-hatted with Sports Coordinator or other position).

• This position should be in ratio 40% of the time with the remaining time within the facility and/or program activities to be available to youth, parents and staff.

CYP Sports Coordinator (NF-1702-03 or GS-1702-07)

• This position works under the Youth Director and is responsible for a medium or large sports and fitness program.

• Every Youth program should have a position dedicated to sports and fitness (can be dual-hatted with Teen Coordinator or other position).


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• This position should be in ratio 40% of the time with the remaining time within the facility and/or program activities during the time in which children and youth are present in order to be available to children, youth, parents and staff.

CYP Teen/Sports Coordinator (NF-1702-03 or GS-1702-07)

• This position works under the Youth Director and is responsible for the teen and sports program where each individual program does not warrant a separate position.

• This position should be in ratio 40% of the time with the remaining time within the facility and/or program activities during the time in which children and youth are present in order to be available to children, youth, parents and staff.

CYP Leader (CY-1702-II (GSE-05) or GS-1702-05)

• There is one CYP Leader for every 50 children.

• For CDC, these are previously known as Child Development Program Leaders.

• For SAC, these are the positions previously known as the SAC Coordinators.

• This person is counted in direct care ratio 80% of the time – this time is spent in classrooms or SAC activity rooms modeling, providing direct care, and assisting with improvements in the environment and program.

• For CDC, Leaders do not need to be assigned a primary group of children.

• 20% time out of ratio is for providing administrative support and/or assistance with training.

• This is the first step in upward mobility for Program Assistants.

CYP Program Asst (CY-1702-II/I (GSE-02/03/04) or GS -1702-02/03/04)

• These are direct care staff.

• Number determined by required ratios.

• For CDC, 2 full-time Program Assistants should be assigned to each classroom.

• No more than 25% of positions designated as flexible staff is recommended.

• Whenever possible, at least one GS/GSE-4 should be available in each classroom or to a group of children.


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• The CY Pay Plan provides additional information about required training to progress from GS/GSE 2 to the target 4 level.

CYP Summer Program Asst (CY-1702-II/I (GSE-02) or GS -1702-02)

• Direct care staff in summer SAC programs.

• Positions will be brought in at rate of pay equivalent to a GS-02 salary, however, if they return from year to year and complete training requirements they can be brought back at the higher level.

CYP Operations Clerk (NF-0303-02 or GS-0303-04)

• The Operations Clerk position can be at any of the CYP – R&R, CDC, CDH, Youth, and SAC.

• This position can be used across programs and should be cross-trained and able to work in CDC, CDH, SAC/Youth programs using a CYP system.

• CYP Operations Clerks should be used across the programs. Clerks are only authorized when there are children in the facility for Youth/SAC and CDC. For SAC, this position is not authorized hours when children are not present in the facility. Full-time staff shall be shared across the CYP or part-time or flex staff shall be utilized.

CYP Cook (NA-7404-08)

• One cook is authorized at each CDC if food is prepared at the facility.

• This position should be provided full-time status to assist with retention.

CYP Food Service Worker (NA-7404-04)

• In addition to the cook, .5 FTE is authorized at a Medium CDC and 1.0 FTE is authorized at a Large CDC.

• If applicable, this position is authorized part-time or full-time status to assist with retention.

• Provides support for cook.

USDA Clerk (NF-0303-03)

• Only if reimbursed by USDA.

• Requirements for this position vary by state.


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CYP Custodian (NA-3566-02)

• Position exists if there is no base cleaning contract to serve the CYP. Every effort should be made by CYP management to ensure CYP facilities are included in the base custodial contract. If services cannot be completed through the base cleaning contract, efforts and the reason for disapproval by the command should be documented and maintained.

• When custodial services are not provided by the command, one custodian for every 200 children is authorized.

CYP School Liaison Officer Positions

School Liaison Officer (NF-1701-04 or GS-1701-11)

• School Liaison Officer for Medium and Large installations/regions.

• School Liaison Officers may have responsibility for more than one installation in metro areas.

School Liaison Officer (NF-1701-04 or GS-1701-09)

• School Liaison Officer for small installations.

• School Liaison Officers may have responsibility for more than one installation in metro areas.


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IV. Non-Labor Expenses

Non-labor expenses include all costs to the program other than labor. Supplies, equipment, transportation, food are just a few of these costs. Controlling non-labor costs can be challenging and is often one of the first areas to be cut during budget shortfalls. All programs are required to provide nutritious meals and snacks that meet USDA meal patterns. Food service can be an area where controlling costs can be especially challenging, but if properly managed, is also an area where savings can be realized for the overall CYP. In this chapter, we will provide:

• Food service standards.

• Basic information about the USDA Child and Adult Care Food Program.

• Examples of ways to work across CYP.

• Descriptions of common non-labor expenses.

• Management Standards for Per Child Navy Standard Amounts for Non-Labor Expenses – See Table 4-1.

FOOD SERVICE STANDARDS

Food service standards are based on industry employer sponsored norms and include best business practices and lessons learned by industry and other military child and youth programs. Employer sponsored programs provide meals through their own cafeterias or use catering services. The cost for catered meals is approximately $3.80 per child per day. The industry costs for food are estimated at 4.88% of total overall costs. The 2002 Rand Study found the average costs per child for food for CDC in military programs to be $502 per year which inflates to $604 for the year 2008 and $272 per child for SAC. The actual cost for food will vary by geographic area.

Not-for-profit programs, such as the military, are able to participate in the USDA Child and Adult Care Food Program (CACFP) which sets standards for meals and snacks and provides tiered reimbursement for food costs depending on the income of the families in the programs.

CHILD AND ADULT CARE FOOD PROGRAM (CACFP)

OPNAV requires the CYP to provide nutritionally appropriate meals and snacks that meet USDA CACFP guidelines and meal patterns. Each CYP shall participate in the USDA CACFP


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reimbursement program to the fullest extent possible for the area in which the program is located. All CYP components including CDH homes must serve meals and snacks that meet USDA CACFP guidelines and meal patterns. Food substitutes must meet USDA guidelines and should be posted on all menus prior to meal service. Although the same criteria are required for overseas locations, reimbursement is not available to them at this time.

USDA Standards for Meals and Snacks

The USDA Standards for Meals and Snacks ensure that agencies receiving reimbursement through CACFP are serving balanced, nutritious meals. Standards are categorized according to the ages of the persons being served. These categories are (a) infants ages birth through 11 months; (b) children ages 1 to 12; and (c) adults. These standards can be found on the USDA website at: http://www.fns.usda.gov/cnd/care/ProgramBasics/Meals/Meal_Patterns.htm.

Food Service Guidelines for CDC

• USDA meal patterns shall include regular meals, as well as snacks. This includes breakfast, lunch and/or supper and snacks.

• For programs with children 1-5 years old, there shall be no more than 3 hours or less than 2 hours between regular meals and snacks.

• When children attend the CYP during alternative childcare hours (nights or evenings), appropriate meals will be provided.

• Meal times are an integral part of a developmentally appropriate curriculum. They should be relaxed and served with adequate time allowed for socializing.

• OPNAV 1700.9 provides additional information about food service requirements.

Food Service Guidelines for SAC

• The SAC program shall provide meals and snacks that are appropriate for the hours the children are at the program and the kitchen facilities that are available.

• Each Before School Program that is open for a minimum of 1½ hours shall offer breakfast to children.

• Each After School Program shall offer a mid-afternoon snack.

• Full-day camp programs shall offer a breakfast, mid-morning and mid-afternoon snack. Lunch is usually brought from home due to limited kitchen facilities in SAC facilities.


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• Since the majority of SAC facilities do not have kitchen facilities, programs may purchase individually wrapped single serving size portions. Paper products are authorized in SAC programs.

• OPNAV 1700.9 provides additional information about food service requirements.

Food Service Guidelines for CDH

• CDH Providers can receive meal reimbursements if they are enrolled in the USDA program

• CDH homes must serve meals and snacks that meet USDA CACFP guidelines and meal patterns

• The CYP can be reimbursed for some of the costs of administering the CDH reimbursement program.

WORKING ACROSS THE CYP

For the CYP, there are many steps that can be taken to improve efficiencies in relation to food costs and inventories. Even though some costs are reimbursed by USDA, the preparation and serving of food is definitely an area where costs can get out of control due to lack of planning and organization. The following tips help to control these costs:

• Maintain one central inventory of food in order to reduce the amount of food ordered and the amount wasted.

• Place bulk orders whenever possible.

• Place orders together to reduce delivery costs. This also helps program share resources when substitutions to the menu are necessary.

• Develop tracking methods/forms across the CYP to ensure all expenses are captured.

• Develop a process to ensure all staff conduct meal service counts accurately.

• Develop cycles of CYP menus that meet USDA requirements and coordinate meals and snacks between programs whenever possible.

SUPPLIES AND EQUIPMENT

Supplies are items that are generally used and replenished within one year or less. Examples may include paper, glue, paint, soap, napkins, craft materials, some toys, diapers, and cleaning


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supplies. Software for computers also falls under this heading. Too often, this is the first area where budgets are cut. It is important to remember that adequate classroom supplies are critical for a quality program. Children need to paint, draw, read, and create. School-age children often are very focused on arts and crafts activities and may need many more consumable art supplies than the preschool program.

Equipment is described as an item that will be used for more than one year. Generally, it includes furniture for children and adults, larger toys, computers, appliances, and playground equipment, as well as office furnishings and other office equipment. Careful decisions must be made on the importance of quality and durability of equipment. Operational budgets should include allocations for future purchases and replacement of equipment. When ordering equipment, it is important to verify that it adheres to Consumer Product Safety (CPSC) Guidelines (www.cpsc.org), OPNAV requirements, and American Society for Testing and Materials (ASTM) standards. Safety must be a top priority in equipping centers. Avoid equipment that can pose a safety risk to children.

Ordering the appropriate amount of both supplies and equipment that meet the developmental needs of the children in care requires considerable and thoughtful planning. The supplies and equipment needed varies by program and is determined by curriculum requirements, accreditation criteria, and the OPNAV. Outdoor play equipment and appropriate sports equipments is essential to providing quality activities for children and youth. Understanding the interests and developmental needs for each age group is critical to ordering the correct type and number of supplies. Supplies and equipment can be rotated among rooms and also among programs if they are in a metro area, they should never be sitting in closets and in storage. All programs should meet the requirements for equipment and supplies for the chosen curriculum and to meet accreditation criteria.

CDC

The chosen curriculum for all CDC programs is The Creative Curriculum. Within the Creative Curriculum System, there is guidance for the types of materials and toys necessary to create an appropriate learning environment for the varying developmental needs of children in these settings. The Implementation Checklist, which accompanies The Creative Curriculum System, gives specific examples of the types and amount of toys and materials needed to supply each interest area of the classroom. Following the guidelines in the Implementation Checklist will also meet the requirements of NAEYC accreditation criteria.


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CDH

CDH Providers are also expected to provide developmentally appropriate programs and to seek accreditation through NAFCC. While the program is to have the look and feel of a home, it should also provide the materials and toys that meet the needs of the children within the setting and allow the provider to carry out the planned activities. There should be enough supplies for the number of children being cared for in the home and the toys and materials should be appropriate for the age whether caring for infants, toddlers, preschool or school age children. Accreditation criteria, The Creative Curriculum, and inspection criteria all provide guidelines. As independent business owners, CDH Providers are responsible for ensuring their program meets Navy requirements. In order to assist CDH Providers, the CYP is required to maintain a lending library of toys and equipment that can be borrowed by CDH Providers and rotated throughout the program. In order to control costs, the CYP must develop a control system to ensure that items are properly accounted for and maintained.

SAC

SAC programs are to be accredited by NAA. Within the accreditation criteria are guidelines for the types of materials and supplies needed, the quantity that should be provided and the condition that the materials and supplies should be in. Once again, it is essential that the materials, games, computer software, etc. be appropriate for the age of the children and youth. The ages in SAC range from 5 (Kindergarten) to 12 so a review of the materials is essential in terms of what and how much is available for different age groups and interests.

Youth Programs

Youth programs are mandated to be affiliated with the BGCA and offer all of the core BGCA programs. To fulfill this mandate all Youth programs must provide all required materials and supplies to carry out all of the activities of the core BGCA programs. In addition, materials and supplies must be provided in sufficient quantity to support other activities that are planned by the youth to meet their particular needs and/or interests.

MAXIMIZING EFFICIENCES FOR SUPPLIES AND EQUIPMENT

To maximize efficiencies, the following guidelines can be used across the CYP:

• Establish a centralized inventory of equipment and supplies for the CYP.


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• In order to reduce costs, consolidate orders for CYP supplies and equipment to facilitate bulk ordering.

• Plan ahead. Often Navy programs have little money for long periods of time and then, at the end of year they have to spend a large sum at one time. If Directors plan ahead they can have a list of equipment and supplies needed ready for these occasions.

COSTS FOR SUPPLIES AND EQUIPMENT

Management standards have been developed for many non-labor expense categories based on industry standards and historical data. Table 4-1 itemizes these expenses and shows the inflated amounts from FY08 through FY13. In some cases, a program may have requirements beyond those shown here. A request for additional funding for these requirements, including justification, can be submitted to CNIC for approval.

Because the types of programs and activities offered for sports and teens vary throughout the Navy, management standards for non-labor expenses in these programs have not been set.

TABLE 4-1: COST PER CHILD FOR NON-LABOR EXPENSES

ITEM FY2008

Cost/ Child/Year

FY2009 Cost/

Child/Year

FY2010 Cost/

Child/Year

FY2011 Cost/

Child/Year

FY2012 Cost/

Child/Year

FY2013 Cost/

Child/Year

CDC & CDGH NON-LABOR EXPENSES

CDC classroom supplies (e.g. toys, books, puzzles, paper, paint) $106.74 $109.09 $111.39 $113.65 $115.92 $118.25 CDC Minor Equipment (<1K) (replacement) (e.g. tables, chairs, cubbies, riding toys) $118.60 $121.21 $123.77 $126.28 $128.80 $131.38

CDC office supplies $32.02 $32.72 $33.41 $34.09 $34.77 $35.47 CDC Consumable supplies (paper products, crib sheets, custodial supplies, etc.) $112.67 $115.15 $117.58 $119.96 $122.36 $124.81 CDC Curriculum Supplies (Required Materials to implement The Creative Curriculum System) N/A $8.08 $8.25 $8.42 $8.59 $8.76

CDC Food Costs $604.00 $617.29 $630.31 $643.11 $655.97 $669.09 CDC Kitchen Supplies (e.g. child size dishes and serving utensils, food $24.45 $25.00 $25.53 $26.05 $26.57 $27.10


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TABLE 4-1: COST PER CHILD FOR NON-LABOR EXPENSES

ITEM FY2008

Cost/ Child/Year

FY2009 Cost/

Child/Year

FY2010 Cost/

Child/Year

FY2011 Cost/

Child/Year

FY2012 Cost/

Child/Year

FY2013 Cost/

Child/Yearpreparation materials, etc.)

CDC Training Supplies (e.g. training aids, outside presenters, etc.) $24.45 $25.00 $25.53 $26.05 $26.57 $27.10

CDH NON-LABOR EXPENSES CDH supplies, toys, and equipment – lending library $41.51

$42.42 $43.43 $44.20 $45.08 $45.98

CDH office supplies $32.02 $32.72 $33.42 $34.09 $34.78 $35.47 CDH Training Supplies (e.g. training aids, outside presenters, etc.) $5.87 $6.00 $6.13 $6.25 $6.38 $6.51

SAC NON-LABOR EXPENSES

SAC program supplies (e.g. toys, books, puzzles, paper, paint) $67.51 $69.03 $70.49 $71.92 $73.36 $74.83 SAC Minor Equipment (<1K) (replacement) (e.g. tables, chairs, computers) $112.67 $115.15 $117.58 $119.96 $122.36 $124.81

SAC office supplies $32.02 $32.72 $33.42 $34.09 $34.78 $35.47 SAC Consumable supplies (paper products, disposable food service items, custodial supplies, etc.) $110.19 $112.67 $114.78 $117.11 $119.45 $121.84 SAC Field Trip Costs (Entrance and program fees for field trips to support required program goals) $44.04 $45.03 $45.98 $46.91 $47.85 $48.81

SAC Food Costs $272.00 $277.98 $283.85 $289.61 $295.40 $301.31 Transportation Costs (e.g. depreciation costs for owned vehicles, fuel, or contracts) $235.20 $240.00 $244.80 $249.69 $254.68 $259.77 SAC Training Supplies (e.g. training aids, outside presenters, etc.) $24.45 $25.00 $25.53 $26.05 $26.57 $27.10


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V. Subsidies & Incentives

Across the CYP, and with most organizations, salaries are the largest budget item as well as the key to program quality. Recruiting and retaining qualified staff allows programs to increase quality over time through training and on-site support, providing consistency and continuity for children and families, reducing the stress on CYP Professionals which accompanies high turnover, and reducing time spent by management on hiring and orienting new staff.

In this chapter we will provide information on “core” CDH subsidies and incentives that are required to be offered by all CDH programs, as well as incentives that can be offered across CYP programs to improve recruitment and retention. A subsidy is tied directly to care provided to families within CDH where incentives are designed to attract and retain CYP Professionals in all programs.

CORE CDH SUBSIDY OVERVIEW AND AUTHORIZATION

CDH is a cost effective and flexible way to meet changing demographics and increase program capacity. CDH also helps military families by providing an employment opportunity to interested individuals. Appropriated Funds (APF) are authorized to provide cash payments to CDH providers to help make center-based and home-based child care equitable for all eligible parents. This subsidy should be viewed as a relief for child care costs which would be otherwise transferred to the eligible family members. Subsidies also allow the CDH provider to receive the fair market value of the services being provided. Keep in mind, a space to parents is only considered a viable space if it is affordable, available and quality.

CORE CDH CASH SUBSIDIES AND INCENTIVES

Direct care cash subsidies provide additional revenue for CDH providers to care for children from 4 weeks to 12 years of age and can also be targeted to meet specific requirements such as extended hours care, special needs, and infant/toddler care. Direct care cash subsidies are authorized for care provided to children of all eligible patrons. The core subsidies and incentives outlined in Table 5-1 must be offered, but more may be added locally by region and/or by installation if needed. Local policies should be established on how payments are made to the providers.


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Using recruitment and retention incentives can assist in reducing the high CDH provider turnover rate by making it financially viable to stay in the profession. In turn, a reduced turnover rate can also increase the perception of users that CDH is a reliable and high quality service.

TABLE 5-1: CORE CDH SUBSIDIES AND INCENTIVES

Full-time Care Subsidy

Subsidizes weekly parent fees for children of all eligible patrons. Programs are required to provide this subsidy if there is a waiting list for a specific age group. Parents pay the same fees parents in center based programs pay. Command sets the ceiling based on market rates and local demand and command reimburses the provider the difference between the parent fee and the ceiling. This information shall be updated annually when the new fees are established.

Designated Infant/Pretoddler Home Subsidy

Subsidizes those providers who offer infant/pretoddler care to offset lower enrollment due to ratio requirements. A provider who offers this type of care will have fewer children than the 6 allowed. Infant/pretoddler care typically costs $80-$100/month more than other care. An appropriate subsidy based on local market rate for this age group and local demand requirements shall be used to determine the amount of subsidy.

Designated 24/7, Extended Hours, Shift Care Subsidy

Providing 24/7 care is essential for those military personnel who work other than regular hours, work shifts, stand watch or are called for other special duties. In order for sailors and others to effectively perform their duties outside of “regular working hours” they must have care for their children. This is especially true for single parents and for dual military families. This type of care can be subsidized similarly to full-time care. Parents whose regular work schedule meets the definition of shift care below should receive the same number of childcare hours per week as those using care during traditional hours. After hour child care is care provided between the hours of 1800-0600 Monday - Thursday, 1800 Friday - 0600 Monday and all Federal Holidays. Shift care is provided for military personnel whose regular duty includes weekends, evenings, and overnight shifts. To be designated as a shift worker for the purpose of this subsidy, the parent's schedule must require them to work 50% of their schedule during the times designated as after hours. For example, the parent is required to work 2 day shifts (0700-1530), 2 mid shifts (2300-0700), 2 eve shifts (1500-2300) and has three days off. If there is any question regarding if the parent's schedule qualifies them as a shift worker, the CDH Director will make the final determination. Watch standers care is provided for military personnel whose work schedule requires after hour child care on an occasional basis. For example, the parent is required to work an overnight shift once a month.

Special Needs Care Subsidy

Subsidizes CDH providers who accept children with special needs. Special needs children will be determined as defined by the Americans with Disabilities Act and on a case by case basis. Medical documentation and a review by the Command Special Needs Review Board (SNRB) must be presented to identify condition. In addition to the subsidy the provider might


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TABLE 5-1: CORE CDH SUBSIDIES AND INCENTIVES receive for providing full-time care, there would also be an additional subsidy amount to help the provider with the difference in her income if the SNRB limits the number of other children she can have in her program. The amount of this subsidy may vary per child based on the special needs of the child, the additional requirements placed on the CDH Provider, and the constraints on income by lowered ratios as determined by the SNRB.

Annual Retention Incentive

To be paid annually to encourage providers to stay in the field and to continue providing CDH services. A minimum of $250.00 paid to the CDH Provider each year after all re-certification requirements are met.

NAFCC Accreditation Incentive

To be paid at the time of achieving accreditation to encourage retention in the field and continuation of quality. A minimum of $500.00 paid to the CDH Provider upon achieving NAFCC accreditation and each year accreditation and certification is maintained.

Relocation Incentive

To be paid one time upon the provider’s reinstatement at a new installation. In order to receive this incentive the provider must go through the entire process and get recertified. A minimum of $250.00 paid to the CDH Provider upon transferring to a new command and meeting all certification requirements at the new location. This amount is paid by the gaining command.

Additional CDH Incentive Ideas

Recruiting and retaining qualified CDH Providers has become increasingly challenging for all military services. Table 5-2 provides examples of additional monetary and non-monetary incentives available to assist in attracting and showing on-going support for CDH Providers.

TABLE 5-2: SUGGESTED CDH INCENTIVES

Non-Monetary Examples

Start Up Kits Child safety locks, outlet covers, art supplies, and curriculum ideas can be provided to defer the cost to the applicant and encourages them to join.

Marketing items

House flag, t-shirt, keychain, magnet, pen, CDH plaque to each applicant who successfully completes certification requirements. Local CDH Directors will provide a portfolio with CDH letterhead, note-cards, envelopes and calling cards to CDH providers.

Training support

Providing child care to CDH providers if training occurs during normal work hours. Providers who do not successfully complete the initial certification training must repay the cost of child care.


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TABLE 5-2: SUGGESTED CDH INCENTIVES Monetary Examples

Recruitment Bonus

Each certified provider who recruits another provider who stays certified for a minimum of 90 days can receive a cash bonus. There is no limit to the number of applicants a certified provider can recruit, other than caseload numbers driven by the local staffing levels and/or commander.

CDH training grants

This includes Child Development Associate (CDA) credentialing, Military Home Accreditation (MHA), membership in professional associations, and attendance at professional workshops and training beyond the required Navy CDH Standardized Training Plan.

CDH training incentive Provider receives a cash bonus for completing CDH modules within the time frame specified.

CYP PROGRAM INCENTIVES AND RECOGNITIONS

"Paying people extra money to do an impossible job doesn’t work and you need to make the jobs doable such that at the end of the day, people feel glad that they’re there.”-Richard Murnane

Employee incentives, rewards, and recognition programs not only show your staff that you value their contributions, but also inspire performance and positively reinforce desired behaviors. Incentives motivate and drive action and change. Although, you have to keep in mind that providing incentives alone is not enough. Few individuals will be swayed by financial incentives if they suspect that the incentives are purely compensatory measures to make up for bad working conditions, lack of resources, and poor leadership, rather than part of a larger plan to make their jobs more personally and professionally rewarding.

Incentives can be monetary or non-monetary, and both forms can be very effective. Table 5-3 provides examples of both. Note: NAF financial regulations must be followed when offering monetary incentives.


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TABLE 5-3: CYP PROFESSIONAL INCENTIVES

Non-Monetary Examples

Tokens of appreciation Flowers, chocolates, small gift cards, special treats in the break room, thank you notes left in staff mailboxes, etc.

“Kudos” board

A board that highlights staff achievements and accomplishments for all to see. Staff should be encouraged to celebrate the achievements of fellow professionals by adding “kudos” to the board.

CYP Professionals Appreciation Dinner

A dinner held in conjunction with required training in honor of all the hard working CYP professionals.

Recognition items Plaques, certificates, medals, awards, letters of appreciation.

Professional Development Opportunities

This may include opportunities to write articles for installation and local papers, distribution of professional books and DVDs, opportunities to attend conferences and/or other than required training.

Monetary Examples

Accreditation bonus A bonus given to all staff of a program when it becomes accredited acknowledging everyone’s efforts and contribution to this achievement.

Additional stipend while accredited

An annual bonus/stipend to those individuals who take on responsibilities to help maintain accreditation requirements such as maintaining the classroom portfolios.

Scholarships to attend conferences Linked to specific identified professional development goals.

Gift certificates for supplies Linked to identified goals for program improvement.

Gift cards For personal use as a recognition of achievement of individual professional goals and/or program goals.

Recruitment Bonus Each staff member who recruits additional program staff who stays for a minimum of 90 days can receive a cash bonus.

Full or part reimbursement for professional development in terms of continuing formal education

Full or partial reimbursement for successful completion of college courses toward achieving an AA or BA in Early Education or related field in order to grow as a professional and meet future accreditation requirements.

CYP training incentive Staff receive a cash bonus for completing annual certifications.


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Recognition and Appreciation

Recognizing and appreciating staff is an easy and effective way to increase morale and improve recruitment and retention. The best recognition award is something that they will keep and remind them of the time that they were rewarded. This way, every time they see the award, they will remember and reflect on their accomplishments. Tokens of appreciation, such as balloons, chocolates, flowers, and banners are an inexpensive way to show staff how much they are valued and appreciated. Arranging for leadership figures on the base to provide recognition by either setting up a special meeting or presenting awards or plaques for specific accomplishments and milestones met can be a very effective incentive. Recognizing staff accomplishments in parent newsletters and command publications not only rewards staff but is a great marketing tool for the entire CYP. The accomplishments of one are the accomplishments of all!

Encouraging Staff Development

Employees who feel better prepared to do their jobs will be more satisfied and confident in their work. Encouraging staff development is a powerful tool in the recruitment and retention of staff. There are many ways to encourage staff development across the CYP, some simple and some more elaborate. As mentioned in tables in this chapter, distributing professional development books, full or partial reimbursement for professional development workshops and/or higher education courses, and allowing staff time off to participate in training or classes are some ways to promote staff development.

CYP directors should encourage CYP employees to continue their education in order to meet the requirements of NAA and NAEYC. Where funding is available, the CYP will provide funding for CYP employees to further their education by attending classes relating to their positions. Additionally, the CYP will assist CYP employees in completing their CDA or MSA, as well as college level courses appropriate to the employee’s position. Grants from CNIC are available to assist in this area.


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VI. NAF Revenues

In order to have high quality programs, we must be able to pay for them. As with any budget, we must look at both what is coming in and how those resources are being spent. In the other chapters, we focus on efficient ways to use our revenues/resources. Taking the CYP as one unit, this chapter looks at ways to maximize Non-appropriated Funds (NAF) and increase standardization throughout Navy CYP. The goal is to minimize financial hardship to parents but recognize that adequate revenues are necessary to meet high standards and provide sufficient availability and capacity for families.

The easiest way to maximize NAF revenues is to maximize enrollment by minimizing the time a child space is vacant and by maximizing the use of drop in care in all CYPs.

The most common sources of income are parent fees, reimbursement from participation in the USDA food program, and grants. From a CYP approach we want to be sure parent fees and the policies and procedures related to the collection of those fees are aligned across all programs.

CNIC FEE POLICY

CNIC has established a Navy-wide uniform fee structure to standardize all parent fees. The standardized fee structure applies to all CDC, SAC and subsidized CDH programs. DoD updates the mandated fee scale based on inflation rates annually and CNIC issues guidance updating the uniform fee structure for all Navy installations based on this update. The annual CNIC guidance includes additional information on fees for part-day programs, hourly fees, late pick up fees and calculation of Total Family Income (TFI). Each installation is required to issue a singular CYP fee policy letter annually upon receipt of the CNIC fee policy letter.

DoD bases fees on TFI instead of on the age of the child, which is common in the private sector. Junior enlisted usually have infants and toddlers who are more costly to care for. The fee structure subsidizes the care for these lower paid personnel when they need it most. As their children get older and their income increases, the government subsidy is reduced and they pay for a greater share of the costs. However, care for all income groups is subsidized; just less for higher income categories. All parents are required to sign a Navy CYP Parent Fee Agreement, following each annual TFI and fee review. The parent fee agreement shall list the parent’s fees for child care, fee policies, and an annual reminder to parents of the requirement to provide a 2-week notice to cancel child care services. Parents participating in a CDH program are only required to sign a parent fee agreement if they are participating in the CDH subsidy program.


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For annual budgeting purposes revenue from parent fees must be calculated for each CYP component and will be based on historical data as well as an escalation factor set by CNIC based on planned changes to the standardized Navy-wide fee rates.

INCOME FROM USDA REIMBURSEMENT

Not-for-profit programs, such as the military, are able to participate in the USDA CACFP, which sets standards for meals and snacks and provides tiered reimbursement for food costs depending on the income of the families in the programs.

USDA provides reimbursements to programs for food related costs to programs that contract with them. Chapter 4 provides guidance on cost effective food service. Separate USDA contracts are required for CDC/SAC and CDH. The CDH program shall provide information to CDH providers about the USDA CACFP reimbursement program and encourage CDH providers to participate. When developing the contract you must account for all equipment and supplies related to the operation of the USDA program. Items that are reimbursable include:

• Training costs and supplies.

• Travel.

• Salaries for clerical support and/or food program monitors (NAF only).

• Marketing costs and supplies.

• Office equipment.

• Forms used in the USDA food program and pricing costs.

USDA Reimbursement Rates

It is possible to determine the range of cost or the percentage of a total budget that should be planned for food and related costs. It is also possible to budget for the expected USDA reimbursement based on the CACFP reimbursement rates. The rates are updated each year in July to reflect changes in food cost and can be found at: http://www.fns.usda.gov/cnd/care/ProgramBasics/Rates/ReimbursementRates_Current.htm

For July 2007-June 2008, the reimbursements rates are:

• For Centers:

o Breakfast: $1.35-$2.15 per child


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o Lunch and Supper: $2.47-$4.01 per child

o Supplement: $0.68-$1.10 per child

• For Homes:

o Breakfast: $0.41-$1.76 per child

o Lunch and Supper: $1.24-$3.34 per child

o Supplement: $0.17-$0.99 per child

The range indicates a difference in reimbursement rate based on geographic location (rates in Hawaii and Alaska are higher than in the contiguous states). Rates are also affected by the income-level of the area in which they are located. Tier I homes are located in low-income areas, while Tier II homes are not.

Another Federal indicator of reimbursement rates that is useful for SAC programs is the National School Lunch reimbursement rate. The after school reimbursement rate for 2007-2008 is $0.68-$1.10. Rates are updated each July and can be found at: http://www.fns.usda.gov/cnd/governance/notices/naps/NAPs.htm.

Maximizing USDA Reimbursements

There are a number of ways that programs can work together to maximize their reimbursements across the CYP. Many CYP programs are serving USDA meals and snacks but are not claiming all of the reimbursements they qualify for. This is specifically an issue with SAC programs who up until now have not been required to claim or provide meals. Some programs mark all of their children as “paid” rather than actually completing income documents on children. Programs are to collect completed income documents as part of the enrollment process and annually thereafter. A request for reimbursement on all meals provided to the children is then submitted to CACFP. Another common issue arises in CDC programs. CDC programs must be sure to claim their infants as long as the parents are not supplying all of the food.

Additional reimbursement can be gathered through for some of the costs of administering the CDH reimbursement program. CDH Programs can receive as much as $97-$158 dollars per home per month to cover these costs. For a CDH with 20 homes, this would mean $23,280-$37,920 a year in reimbursements. The more CDH homes a program has, the more reimbursement they can receive. This reimbursement is specifically to cover administrative costs of being a USDA sponsor.

The key to maximizing reimbursements is also ensuring that USDA training is kept up to date and shared across the CYP and ensuring that all USDA reports are processed in a timely manner and are


56

checked for accuracy. All USDA expenses must be documented or they will not be reimbursed. Be careful when completing the USDA food program production worksheets to make sure menus meet USDA requirements. This is the area where many discrepancies are found during USDA food program reviews causing the programs to be penalized by having to repay funds from the USDA food income. Be sure to process USDA reports in a timely manner. Check and double check for accuracy. During the USDA food program reviews, take the discrepancies very seriously. Often programs are penalized on future earnings so it does not seem like such a hit financially. Many programs lose money in the current year because of a reduction in earnings caused by discrepancies found in previous years.

ADDITIONAL REVENUE OPTIONS

To maximize income and cost efficiencies, MWR and CYP managers are encouraged to explore and identify other funding sources and opportunities, as well as to utilize existing community resources of non-profit organizations that provide services to children and youth. In-kind resources, such as volunteer staff, technical support, and donated space and equipment, are significant resources. Determining how to attract and make effective use of these resources as well as making the best use of funding already being expended is critical. This may mean applying for new grants or working in partnership with other agencies to tap into existing funding.

Networking and establishing partnerships with the military and civilian communities also contribute to creative solutions and cost savings. Examples may include:

• Exploring grants available for funding.

• Finding local sponsorships (e.g., computer room sponsored by Office Depot).

• Combined Federal Campaign (CFC) donations.

• Recycling dollars.

• Commissary donations.

• Special Interest Group donations.

Partnerships and collaborative efforts with local schools and community-based youth serving organizations may be implemented to enhance and expand opportunities for children and youth. Examples of such organizations are the BGCA, Cooperative Extension, 4-H, Armed Services YMCA, Drug Education for Youth (DEFY), Drug and Alcohol Resistance Education (DARE), local law enforcement, and healthcare clinics. Other examples may include:


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• Partnerships with community colleges and universities for training resources, intern programs, and job fairs.

• Partnerships with Welfare-to-Work programs.

• Partnerships with military community and commercial vendors for bulk purchasing rebates and other in-kind services such as medical supplies, arts and crafts materials, and training.

• Partnerships with Head Start, local schools etc. to expand availability of care, maximize facility utilization, share training space/resources.

For maximum efficiency resources must be integrated in new, creative, and strategic ways. Effective financing strategies should include:

• Making better use of existing resources.

o Operating more efficiently by cutting costs.

o Maximizing volunteer contributions and enhancing access to people, services, and in-kind support.

o Improving internal management systems by collecting and using data to guide decision-making.

• Maximizing revenue that is in the system but has not been tapped.

o Responding to grant announcements.

o Leveraging public funds by providing resources to meet matching or challenge grants.

• Building partnerships between public- and private-sector organizations.

o Joining forces with other local providers that share common interests or that provide complementary services for youth.

• Developing new dedicated revenue sources through commercial sponsorship.

GRANTS

Navy CYP are authorized to apply for and receive BGCA grants as an incidental membership benefit available to BGCA organizations. Grants are sums of money awarded to finance a particular activity or facility. Grants are funds given to tax-exempt nonprofit organizations or local governments by foundations, corporations, governments, small business and individuals. The process involves an applicant submitting a proposal to a potential funder, either on the applicant's own initiative or in response to a Request for Proposals (RFP) from the funder.


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A system should be developed to identify and track grant or proposal announcements. It is also important to set aside time and other resources to enable staff or other identified individuals to respond to these announcements. One way to get parents and youth involved in the grant writing process is to form a sub-committee or work group made up of parents and youth of the CYP program. Together, they can pool their resources and tackle the grant writing process. This is also a great thing that can be done at the regional level.

Another option is to designate a regional contact that can help installations locate grant opportunities available to military youth programs. Once these opportunities have been identified, each installation can be responsible for writing and submitting their own grants or the region can submit for all participating installations. The BGCA website is a great place to find grants (www.bgca.org).

Grant Writing Tips

Before developing a grant proposal, it is important to understand the goals of the particular agency or organization, and of the grant program itself. Understanding the goals of a grant program can be accomplished through discussions with the person listed as an information contact in each grant description. In allocating funds, grantmakers base their decisions on the applicant's ability to fit its proposed activities within the grantmaker's interest areas.

• Make sure that the first page acts as a stand-alone summary of the entire proposal. Present your whole case: what you want to do, why it's important, why you will succeed, how much it will cost, and so on.

• Does the proposal address a well-formulated problem?

• Is it an important problem? Will the solution have useful effects on the program?

• Is special funding necessary to solve the problem or to solve it quickly enough?

• The proposal must explain the idea in sufficient detail to convince the reader that the idea has some substance, and should explain why there is reason to believe that it is indeed a good idea.

• Does the proposal explain clearly what will be done? Does it explain what results are expected and how they will be evaluated? How would it be possible to judge whether the work was successful?


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Appendix A: CDC Additional Enrollment Cost Analysis Worksheet


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INSTRUCTIONS FOR USING THE CDC ADDITIONAL ENROLLMENT COST ANALYSIS WORKSHEET

Overview and Purpose

Full and consistent utilization of space is a primary goal of Navy Child and Youth Programs (CYP) and key to meeting the needs of Navy families. To maximize capacity, Child Development Center (CDC) Directors should review classroom utilization and analyze wait list demand information. No CDC should have empty classrooms and a wait list.

The CDC Additional Enrollment Cost Analysis Worksheet was developed to assist Directors in determining when to open additional classrooms and how to calculate the costs associated with the increased enrollment. The worksheet will calculate the additional expenses and show the Non-Appropriated Fund (NAF) profit or loss associated with the projected increased enrollment. The worksheet is available on the CYP web site.

Detailed Instruction

All light yellow colored cells (# of Hours and Age Group) contain drop-down lists that can be viewed by clicking on that cell. All bright yellow cells require data entry.

Additional Enrollment Projected

Within the Additional Enrollment Projected section the "Classroom" and "Projected Enrollment" columns require data entry whereas the "# of Hours" and "Age Group" columns contain drop-down menus. The "Teacher/Child Ratio, Group Size and Authorized FTE" (full-time equivalent) fields calculate automatically.


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Under the "Classroom" column, enter the name or number that will be used to identify the new room being added. Under the "# of Hours" column, select a number from the drop-down list (i.e., numbers 8 through 12 in half hour increments) that represents the average number of hours children will be present in the classroom.

Under the "Age Group" column, select the appropriate age category from the following list: infant, pretoddler, toddler, preschool and SAC. Under the "Projected Enrollment" column, enter the projected number of children to be enrolled in the new classroom. This number will generally not exceed the group size listed. Additional information regarding group sizes and ratios is available in OPNAV 1700.9.

Additional Staff Cost Summary

Within the Additional Staff Cost Summary section, data entry is required for the "Annual Base Salary" column. The remaining fields calculate automatically.

The first column lists the Child and Youth Program Assistant as required staff. In the second column the "Projected Number of Additional FTE" calculates the projected FTE required to cover classroom hours based on the projected increased enrollment. The second column also calculates the additional FTE required to cover training, leave, and classroom planning. Enter the annual base salary excluding benefits in the third column. Total salary and benefits will automatically calculate in the remaining columns.

Cost Summary

Within the Cost Summary section the "Projected Expense" and "Total Projected Parent Fee" cells require data entry. The remaining fields calculate automatically. The first column lists the expenses associated with additional enrollment in the CDC program. The second column titled "Navy Standard" lists the authorized cost per child. The third column titled "Authorized Expense" calculates the total authorized expense based on the projected increased enrollment. Enter the actual projected expense in the fourth column. Use the yellow field next to the row titled "Start Up Supplies" to describe the necessary start up supplies. Use the yellow field next to the "Other" rows


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to explain additional required expenses. Enter the total projected parent fees in the "Total Projected Parent Fees" row. The projected NAF profit or loss will be shown on the last row.

Explanations: Authorized Expense vs. Projected Expense

Explain any variance between authorized expenses and projected expenses in this text box.

This form should be submitted to CNIC (N912) if additional funding is needed to meet this requirement.


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CDC ADDITIONAL ENROLLMENT COST ANALYSIS WORKSHEET

CYP NameDate

Classroom # of Hours Age Group Teacher/Child Ratio Group Size Projected Enrollment Authorized FTE

0 0 0.000 0 0.000 0 0.000 0 0.00

0 0.00

Projected Number of Additional FTE

Annual Base Salary (Excluding Benefits)

0.000.000.00 0.00 0.00 0.00

Navy Standard Authorized Expense

Projected Expense

0.00109.09 0.0032.72 0.00

115.15 0.008.08 0.00

115.15 0.00617.29 0.00(308.65) 0.0025.00 0.0025.00 0.00

Start Up SuppliesOtherOther

0.00 0.00Total Projected Parent Fees

Projected NAF Profit/(Loss) Resulting from Additional Enrollment 0.00

Food Costs

ADDITIONAL ENROLLMENT PROJECTED

TOTALS

ADDITIONAL STAFF COST SUMMARY

TOTALS

Program Assistant - Classroom HoursAddl FTE - Training/Annual & Sick Leave

Curriculum SuppliesCDC Minor Equipment (<1K)

CDC Classroom SuppliesCDC Office SuppliesCDC Consumables

CDC ADDITIONAL ENROLLMENT COST ANALYSIS

Total Salary

CDC Personnel Costs

Direct Staff FTE RequiredTotal Benefits Total Salary &

Benefits

COST SUMMARY

Explanations : Authorized Expense vs. Projected Expense

Total Authorized and Projected Expenses

Kitchen SuppliesTraining Supplies

Less USDA Reimbursement


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65

Appendix B: SAC Additional Enrollment Cost Analysis Worksheet


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INSTRUCTIONS FOR USING THE SAC ADDITIONAL ENROLLMENT COST ANALYSIS WORKSHEET

Overview and Purpose

Full and consistent utilization of space is a primary goal of Navy Child and Youth Programs (CYP) and key to meeting the needs of Navy families. To maximize capacity, Youth Directors should review capacity and analyze wait list demand information. No SAC program should have excess capacity and a wait list.

The SAC Additional Enrollment Cost Analysis Worksheet was developed to assist Directors in determining the costs associated with increasing enrollment in the SAC program. The worksheet will calculate the additional expenses and show the Non-Appropriated Fund (NAF) profit or loss associated with the projected increased enrollment. The worksheet is available on the CYP web site.

Detailed Instruction

All light yellow colored cells (SAC Program and # of Daily Hours) contain drop-down lists that can be viewed by clicking on that cell. All bright yellow cells require data entry.

Additional Enrollment Projected

Within the Additional Enrollment Projected section, the "# of Session Weeks" and "Projected Addl Enrollment" columns require data entry whereas the "SAC Program" and "# of Daily Hours" columns contain drop-down lists. The remaining fields calculate automatically.


67

Under the "SAC Program" column, select the appropriate category from the following list: before school, after school, kindergarten, and camps/holidays. Under the "# of Session Weeks" column enter the number of weeks of the year that the chosen program is in session.

Under the "# of Daily Hours" column, select a number from the drop-down list (i.e., numbers 2 through 12 in one hour increments) that represents the average number of hours a day the program is in session. Under the "Projected Addl Enrollment" column, enter the projected additional number of children to be enrolled.

Additional Staff Cost Summary

Within the Additional Staff Cost Summary section, data entry is required for the "Annual Base Salary" column. The remaining fields calculate automatically.

The first column lists the Child and Youth Program Assistant as required staff. In the second column the "Projected Number of Additional FTE" calculates the projected FTE required to cover classroom hours based on the projected increased enrollment. The second column also calculates the additional FTE required to cover training and leave. Enter the annual base salary excluding benefits in the third column. Total salary and benefits will automatically calculate in the remaining columns.

Cost Summary

Within the Cost Summary section the "Total Projected Expense" and "Total Projected Parent Fee" cells require data entry. The remaining fields calculate automatically. The first column lists the expenses associated with additional enrollment in the SAC program. The second column titled "Navy Standard" lists the authorized cost per child. The third column titled "Authorized Expense" calculates the total authorized expense based on the projected increased enrollment. Enter the actual projected expense in the fourth column. Use the yellow field next to the row titled "Start Up


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Supplies" to describe the necessary start up supplies. Use the yellow field next to the "Other" rows to explain additional required expenses. Enter the total projected parent fees in the "Total Projected Parent Fees" row. The projected NAF profit or loss will be shown on the last row.

Explanations: Authorized Expense vs. Projected Expense

Explain any variance between authorized expenses and projected expenses in this text box.

This form should be submitted to CNIC (N912) if additional funding is needed to meet this requirement.


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SAC ADDITIONAL ENROLLMENT COST ANALYSIS WORKSHEET

CYP NameDate

SAC Program # of Session Weeks

Annual Prorated % # of Daily Hours Teacher/Child

RatioProjected Addl

EnrollmentProrated

EnrollmentRequired

Number of Staff

0.00% 15 0 0.000.00% 15 0 0.000.00% 15 0 0.000.00% 15 0 0.00

0 0 0.00

ADDITIONAL STAFF COST SUMMARYProjected Number of Additional FTE

Annual Base Salary (Excl. Benefits)

0.000.000.00 0.00 0.00 0.00

Navy Standard Authorized Expense

Total Projected Expenses

0.0069.03 0.0032.72 0.00

112.67 0.00115.15 0.0045.03 0.00

240.00 0.00277.98 0.00(138.99) 0.0025.00 0.00

Start Up SuppliesOtherOther

0.00 0.00Total Projected Parent FeesProjected NAF Profit/(Loss) Resulting from Additional Enrollment 0.00

Total Benefits Total Salary & Benefits

COST SUMMARY

SAC Program Supplies

Total SalaryDirect Staff FTE Required

SAC ADDITIONAL ENROLLMENT COST ANALYSIS

TOTALS

ADDITIONAL ENROLLMENT PROJECTED

Program Assistant - Calssroom HoursAddl FTE - Training/Annual & Sick Leave

SAC ConsumablesSAC Minor Equipment (<1K)

TOTALS

SAC Personnel Costs

Field Trip

SAC Office Supplies

Explanations : Authorized Expense vs. Projected Expense

Total Authorized and Projected Expenses

TransportationFood CostsLess USDA ReimbursementTraining Supplies


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71

Appendix C: CYP Weekly Staff Schedule Worksheet


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INSTRUCTIONS FOR USING THE CYP WEEKLY STAFF SCHEDULE WORKSHEET

Overall Summary

The weekly staff schedule worksheet should be used both for scheduling FTEs and tracking actual hours worked. Direct staff actual hours worked is required to be tracked in order to ensure direct staff is efficiently used, however optional methods can be used to track actual hours. This staff schedule worksheet can be used to create a singular staffing schedule across the CYP. Employees should be shared across the CYP as necessary to maximize resources and ensure program hours are covered. The worksheet is available on the CYP web site.

Detailed Instructions

Scheduling FTEs

The weekly staff schedule worksheet contains 21 pages. The first page contains formulas that summarize the data contained in the subsequent 20 pages. Pages 2 through 21 are identical. Staffing information for up to 9 employees can be listed on each page. Note that the schedule includes columns for Friday through Thursday as well as an optional sixth (weekend) day. The sixth day includes a drop-down list that can be changed to Saturday or Sunday by clicking on that cell.

There are 4 rows for each employee, allowing for up to 3 different hour types to be entered each day (e.g., direct care by program type, leave, training, planning, other, LWOP). If all 3 rows are not required in a day, they should be left blank. The 4th row is for a total.

The purple cells can be used to title/classify a program, age group or classroom and can also show the name of the floater assigned to that group. These can also be left blank.

All light yellow colored cells (e.g., employee type, hour type, staffing schedule for the week of) contain drop-down lists that can be viewed by clicking on that cell. The "employee type" menu includes the following terms, one of which must be selected for each employee listed: GS (Government Service), full-time (Non-Appropriated Fund FT), part-time (Non-Appropriated Fund PT), and flex (Non-Appropriated Fund FL).


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The "hour type" menu includes the following terms: CDC, SAC, YP, leave, training, planning, other, LWOP. The "staffing schedule for the week of" menu at the top of Page 1 of the worksheet contains one additional item: Actual Staff Hours for the Week of (see instructions for Tracking Actual Hours).

All bright yellow cells require data entry. On page 1, enter text in the "CYP Name" field (cell C1) and the first day of the week in the "Staffing Schedule for the Week of" field (cell R1). For example, if the first day of the week is 03 March 2008, enter this day into that field in the following format: DD-Month-YYYY. Leave the "Date" field blank; it will be used when tracking actual hours.

On page 2, enter Friday's date in cell E24. All remaining dates will calculate. Enter dates in this format: DD-Month-YYYY.

For example, 03 March 2008.

On pages 2-21, enter each employee's start and stop times using military time format. Input the hour first, then tab and input the minutes for Start and Stop Time. Enter Break Hours as the total amount of time spent on break; input hour(s), tab, then minutes. The Total Hours will then be calculated as a decimal in the following format:

• 15 minutes = .25

• 30 minutes = .50

• 45 minutes = .75

• one hour = 1.

When entering vacation time, enter a start and stop time.


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Tracking Actual Hours

At the end of the staffing period, update the worksheet to include actual hours worked. To do this, follow these steps:

1. Create a copy of the worksheet by saving it with a different name. For example, "Actuals-Week-03March2008."

2. From the pull down list, change cell J1 to reflect "Actual Staff Hours for the Week of."

3. Enter the date into the "Date" field in this format: DD-Month-YYYY. This is an optional field that can be used to track when the actual hours "report" was generated.

4. Change the data in pages 2 through 21 from scheduled data to actual data. This includes entering sick hours, which should be entered as "leave" or "LWOP" with a start and stop time.

After completing these steps, page 1 will automatically summarize the actual data entered.


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Printing Completed Staff Schedules

There are two ways to print only the pages of the Schedule that you have completed. Review the gray, watermark page numbers in the worksheet to determine how many pages have been used.

If the gray numbers are not visible, click on "View" in the menu bar and then "Page Break Preview".

1. Click on "File" at the top and chose "Print". Select the option to print specific pages and enter the range that includes all of the pages you have used. For example, if data was entered through page 5, the page range 1-5 would be printed.

OR

2. Using the mouse, highlight the cells to be printed. Click on "File" at the top and chose "Print". Click on Selection to print the highlighted area.


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CYP WEEKLY STAFF SCHEDULE WORKSHEET


77


78


79

Appendix D: CDC Weekly Staff Schedule Worksheet


80

INSTRUCTIONS FOR USING THE CDC WEEKLY STAFF SCHEDULE WORKSHEET

Overall Summary

The weekly staff schedule worksheet should be used both for scheduling FTEs and tracking actual hours worked. Direct staff actual hours worked is required to be tracked in order to ensure direct staff is efficiently used, however optional methods can be used to track actual hours. This staff schedule worksheet can be used to create a staffing schedule for the CDC remembering that employees should be shared across the CYP as necessary to maximize resources and ensure program hours are covered. The worksheet is available on the CYP web site.


Scheduling FTEs


There are 4 rows for each employee, allowing for up to 3 different hour types to be entered each day (e.g., direct care by program type, leave, training, planning, other, LWOP.). If all 3 rows are not required in a day, they should be left blank. The 4th row is for a total.




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The "hour type" menu includes the following terms: CDC, leave, training, planning, other, LWOP. The "staffing schedule for the week of" menu at the top of Page 1 of the worksheet contains one additional item: Actual Staff Hours for the Week of (see instructions for Tracking Actual Hours).

All bright yellow cells require data entry. On page 1, enter text in the "CDC Name" field (cell C1) and the first day of the week in the "Staffing Schedule for the Week of" field (cell R1). For example, if the first day of the week is 03 March 2008, enter this day into that field in the following format: DD-Month-YYYY. Leave the "Date" field blank; it will be used when tracking actual hours.




• 15 minutes = .25

• 30 minutes = .50

• 45 minutes = .75

• one hour = 1.



82

Tracking Actual Hours








83





OR



84

CDC WEEKLY STAFF SCHEDULE WORKSHEET


85


86


87

Appendix E: SAC/YP Weekly Staff Schedule Worksheet


88

INSTRUCTIONS FOR USING THE SAC/YP WEEKLY STAFF SCHEDULE WORKSHEET

Overall Summary

The weekly staff schedule worksheet should be used both for scheduling FTEs and tracking actual hours worked. Direct staff actual hours worked is required to be tracked in order to ensure direct staff is efficiently used, however optional methods can be used to track actual hours. This staff schedule worksheet can be used to create a staffing schedule for the SAC and Youth Programs remembering that employees should be shared across the CYP as necessary to maximize resources and ensure program hours are covered. The worksheet is available on the CYP web site.


Scheduling FTEs


There are 4 rows for each employee, allowing for up to 3 different hour types to be entered each day (e.g., direct care by program type, leave, training, planning, other, LWOP.). If all 3 rows are not required in a day, they should be left blank. The 4th row is for a total.




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The "hour type" menu includes the following terms: SAC, YP, leave, training, planning, other, LWOP. The "staffing schedule for the week of" menu at the top of Page 1 of the worksheet contains one additional item: Actual Staff Hours for the Week of (see instructions for Tracking Actual Hours).

All bright yellow cells require data entry. On page 1, enter text in the "SAC/YP Name" field (cell C1) and the first day of the week in the "Staffing Schedule for the Week of" field (cell R1). For example, if the first day of the week is 03 March 2008, enter this day into that field in the following format: DD-Month-YYYY. Leave the "Date" field blank; it will be used when tracking actual hours.




• 15 minutes = .25

• 30 minutes = .50

• 45 minutes = .75

• one hour = 1.



90








91





OR



92

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