PA-YD 12: Supervision

Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:

• Appropriate supervision at all times;
• The use of convex mirrors;
• A system for youth to access help at all times, including situations where adults are not directly supervising;
• Devices such as intercoms, two-way radios, and cordless phones are used to make communication possible between different areas within the program site;
• A system to allow personnel to know which youth are in the bathroom and how long they have been there, when appropriate (e.g., youth may put a clothespin by their name and set an egg timer for younger youth);
• A system for monitoring access to the building and responding when strangers enter the program site (e.g., personnel install a lock or buzzer on doors);
• Personnel move around an area so they can see and/or hear all the youth they are supervising;
• Personnel position themselves in a way that allows them to watch as many youth as possible;
• Personnel know where youth are during transitions, when appropriate (e.g., moving from outdoors to indoors, room to room, and using rest rooms for younger youth);
• A system for monitoring youth who have permission to be out of sight, including personnel knowing where they are and checking on them at regular intervals;
• A plan is in place for handling missing or lost youth;
• The level of supervision varies to match the needs of individuals and groups;
• The level of supervision varies to match youths’ temperaments and developmental stages;
• The level of supervision respects older youths’ need for independence including the development of a policy that allows for more independence that is worked out with youth, their families, and personnel; and
• Access to restrooms is restricted or a system is in place to prevent public use while youth are using the restroom.

Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:

• Personnel work with small, manageable groups when activities involve dangerous equipment (e.g., using carpentry tools, cooking, leatherworking);
• Personnel closely watch youth who are on climbing equipment;
• Personnel watch out for traffic hazards when youth are outdoors;
• A written plan is in place for providing increased supervision for certain activities (e.g., carpentry, cooking, swimming, biking, sledding, ice skating, rollerblading, etc.);
• Personnel who supervise potentially risky or harmful activities receive specialized training, as determined by industry safety standards;
• Extra adults are present on field trips that are difficult to supervise (e.g., trips to amusement parks, beaches, ski areas, campgrounds, etc.);
• Staff closely supervise any activities that use hot liquids or heat producing tools;
• There are specific procedures for higher risk activities (e.g., swimming, gymnastics);
• Ratios of personnel to youth are higher and group sizes are smaller when youth are learning a new or difficult skill;
• Ratios of personnel to youth are higher and group sizes are smaller when projects involve potentially dangerous equipment (e.g., cooking or carpentry);
• Group sizes tend to be larger with sports, art activities, reading, or quiet board games;
• Group sizes may exceed 30 for activities such as outdoor play, performances, or assemblies, as long as adequate supervision is provided;
• Ratios of personnel to youth are high enough to ensure that personnel have time to talk with individual youth, and help them be successful in activities; and
• Ratios and group sizes permit personnel to promote positive interactions.

Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:

• Personnel know who is allowed to pick up each youth, when appropriate;
• Personnel know what to do if an unauthorized person attempts to pick up youth;
• A system is in place for monitoring the location and arrival time of youth who participate in outside activities such as clubs, music lessons, and sports, when appropriate;
• Access is monitored and personnel respond when strangers enter the program site (e.g., personnel install a lock or buzzer on doors);
• Personnel use a checklist or other system to make note of absentees and late arrivals, when appropriate;
• A system is in place to inform personnel that youth are leaving;
• Personnel will permit only authorized people to pick up youth;
• Personnel are watchful of traffic risks during drop-off and pick-up times;
• Personnel know when youth are supposed to arrive;
• Personnel have a quick system to check on late arrivals or absences, when appropriate;
• When questions arise, personnel contact the school or a responsible adult listed on emergency forms;
• Youth depart according to the written instructions of their families (e.g., who is allowed to pick up youth, whether youth can walk home, etc.); and
• Personnel keep written records to show who picked up youth, when appropriate.

Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:

• A participant in need of medical care is always accompanied by a staff member;
• During emergencies, a suitable number of adults are on hand to remain with the other youth;
• If a staff member becomes ill, there are still enough personnel to supervise youth;
• If one staff member is sufficient to meet the required ratios of personnel to youth, a second adult is on hand to assist in case emergencies occur;
• The agency keeps an up-to-date list of adults who are qualified to serve as substitutes;
• The responsibilities and procedures for substitutes are defined and carried out; and
• Substitutes are evaluated by personnel and directors.