Management Standards for Child and Youth Programs

MANAGEMENT
STANDARDS
May 2008

MANAGEMENT STANDARDS

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
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
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 Up to 100 children 101-199 children 200+ children
(maximum capacity of open
classrooms)
CDH Up to 29 providers 30-85 providers 86+ providers
(certified & in process providers)
(average of 4.5 children per home) 0-131 children 132-383 384+children
SAC Up to 100 children 101-199 children 200+ children
(prorated enrollment – see SAC
Capacity Determination)

Total CYP size Small Medium Large
Up to 331 children
Total Installation CYP Size
Bands 332 to 781 children
(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 One toilet One toilet
Two hand washing sinks One hand washing sink One hand washing sink
(per 10 children or 2 groups) (per 7 children or 1 group) (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

12


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.

13


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 Prorated
Daily Hours* Weeks Offered Enrollment
Type 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
4
Kindergarten 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.)

15


• 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

16


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
Standard Authorized Positions
Program
GS-09 or NAF equivalent CDC Director with CYP Oversight (1 FTE) OR
GS-09 or NAF equivalent CDC Director (1 FTE)
Small 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)
GS-07 or NAF equivalent Assistant CDC Director (1 FTE)
Medium 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)
GS-07 or NAF equivalent Assistant CDC Director (1 FTE)
Large
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
GS-09 or NAF equivalent Youth Director with CYP Oversight (1 FTE) OR
GS-09 or NAF equivalent Youth Director (1 FTE)
Small
GS-04 or NAF equivalent Operations Clerk (1 FTE – 1 Full-Time or 2 Part-
Time)
Medium 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-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
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)
Small
If number of homes is less than 20 then:
GS-07 or NAF equivalent CDH Monitor (1 FTE)

GS-07 or NAF equivalent CDH Monitor (FTE determined by number of
Medium 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-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

21


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

22


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.

24


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)
Appropriated Fund
Series and Grades Non-Appropriated
Position Title - Regional Positions (These will be Fund Series and
classified under the Grades
NSPS system)
Regional CYP Manager GS-0301-13 NF-0301-05
Regional CYP Director GS-1701-12 NF-1701-04
Assigned to specific installations and responsible
for encouraging the CYP concept, as well as
providing regional support as assigned
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
Appropriated Fund
Position Title - Installation Positions (These will be Fund Series and
NSPS system )
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 GS-1701-11 NF-1701-04
Program
Youth Director - Large Youth/SAC Program GS-1701-11 NF-1701-04
Youth Director w/ CYP Oversight - Large SAC GS-1701-12 NF-1701-04
Program

25


TABLE 3-3: AGENCY CLASSIFIED POSITIONS AND GRADES
(* INDICATES NEW POSITIONS)
Appropriated Fund
Position Title - Installation Positions (These will be Fund Series and
NSPS system )
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 GS-1701-09 NF-1701-04
Medium CDH
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 GS-1701-09 NF-1701-04
Childhood Education)
One GS position with an ECE degree is required at
each CDC
*CYP Training & Curriculum Specialist GS-1701-09 NF-1701-04
This position will NOT require an ECE
*CYP Assistant Training & Curriculum Specialist GS-1702-07 NF-1702-03
This position will NOT require an ECE
*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

26


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.

27


• 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.

28


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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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.

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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