Introduction to Navy CYP
Introduction to Navy CYP
June 2015
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Introduction to Navy CYP
Table of Contents
Introduction to Navy CYP ______________________________ 1
1.1
Background ...................................................................................................... 1
1.2
Purpose ............................................................................................................ 2
1.2.1 Description of the CYP Operating Manuals ......................................................................2
The History of Military Child Care _______________________ 4
2.1
Military Child Care’s Modest Beginning ............................................................ 4
2.2
The Military Child Care Act of 1989 (MCCA)...................................................... 4
2.3
Navy CDC ......................................................................................................... 5
2.4
Navy CDH Program ........................................................................................... 6
2.5
Navy 24/7 Centers............................................................................................ 6
2.6
Navy YP ............................................................................................................ 7
CYP Mission, Vision, Philosophy, Core Values, and Goals_____ 8
3.1
CYP Mission ..................................................................................................... 8
3.2
CYP Vision ........................................................................................................ 9
3.3
Philosophy & Core Values .............................................................................. 10
3.4
Goals .............................................................................................................. 11
3.5
Navy CYP Preparing for the Future: 2020 and Beyond .................................... 13
System of Care ______________________________________ 15
4.1
Child Development Centers (CDC) .................................................................. 16
4.2
Child Development Homes (CDH) ................................................................... 17
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Introduction to Navy CYP
4.3
24/7 Centers .................................................................................................. 19
4.4
Youth Programs (YP) ...................................................................................... 20
4.4.1
4.4.2
4.4.3
4.4.4
4.4.5
4.4.6
School Age Care (SAC) .....................................................................................................21
Recreational Preschool ...................................................................................................22
Youth Sports & Fitness (YSF) ...........................................................................................22
Teen Programs ................................................................................................................23
Recreational School Age Program (RSAP) .......................................................................23
Community Events ..........................................................................................................23
4.5
Child and Youth Education Services (CYES) ..................................................... 24
4.6
Outreach and Respite Programs ..................................................................... 24
4.6.1
4.6.2
4.6.3
4.6.4
4.6.5
Off-installation Child Care ...............................................................................................25
Respite Care Programs ....................................................................................................26
Boys and Girls Club of America (BGCA) ..........................................................................29
Sittercity—Military Program ...........................................................................................29
Tutor.com for U.S. Military Families ...............................................................................29
CYP Customers ______________________________________ 30
5.1
Eligibility ........................................................................................................ 30
5.1.1 YP Guests.........................................................................................................................32
5.2
Priorities for CYP Custodial Care Programs ..................................................... 32
5.2.1 CDC Part-Day and Hourly Care Priorities ........................................................................33
5.2.2 24/7 Center Priorities......................................................................................................34
5.3
Priorities for YP Recreational Programs .......................................................... 35
5.4
Age Requirements .......................................................................................... 35
Chain of Command and CNIC __________________________ 37
6.1
Chain of Command ......................................................................................... 37
6.1.1 Secretary of Defense (OSD) ............................................................................................39
6.1.2 Deputy of the Office of the Under Secretary for Personnel and Readiness (OSD P&R) 39
6.1.3 Office of the Deputy Assistant Secretary of Defense for Military Community and Family
Policy (MC&FP) and Office of Family Policy/Child and Youth ........................................39
6.1.4 Secretary of the Navy (SECNAV) .....................................................................................39
6.1.5 Assistant Secretary of the Navy for Manpower and Reserve Affairs (ASN M&RA) ........40
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Introduction to Navy CYP
6.1.6
6.1.7
6.1.8
6.1.9
6.1.10
Deputy Assistant Secretary of the Navy Military Manpower and Personnel (MMP).....40
Navy and Chief of Naval Operations ...............................................................................40
Commander, Navy Installations Command (CNIC) .........................................................40
CNIC (N9) Fleet and Family Readiness (FFR) ...................................................................40
CNIC (N926) Headquarters (HQ) .....................................................................................41
CYP Organizational Structure and Installation Staffing ______ 44
7.1
CYP Regions ................................................................................................... 44
7.2
Regional CYP Structure ................................................................................... 45
7.3
Installation Structure and Staffing .................................................................. 46
7.3.1 Installation CYP Director .................................................................................................46
7.3.2 CYP Professionals ............................................................................................................47
7.3.3 CYP Staffing .....................................................................................................................47
Governing Authorities and Funding Sources ______________ 50
8.1
Governing Authorities .................................................................................... 50
8.1.1
8.1.2
8.1.3
8.1.4
8.1.5
8.2
Legislation .......................................................................................................................51
Department of Defense (DoD) Policy .............................................................................51
Instructions .....................................................................................................................52
CYP and Program-Specific Operating Manuals ...............................................................52
Additional Governance ...................................................................................................52
Funding Sources ............................................................................................. 52
8.2.1 Appropriated Funds (APF)...............................................................................................53
8.2.2 Non-appropriated Funds (NAF) ......................................................................................53
Quality Assurance ___________________________________ 55
9.1
Local Ongoing Monitoring .............................................................................. 55
9.2
Inspections ..................................................................................................... 56
9.2.1
9.2.2
9.2.3
9.2.4
9.3
Fire and Safety ................................................................................................................57
Health and Sanitation .....................................................................................................57
Multi-Disciplinary Team Inspection (MDTI) ....................................................................58
CNIC (N926) Inspection ...................................................................................................58
Accreditation ................................................................................................. 58
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Introduction to Navy CYP
9.3.1
9.3.2
9.3.3
9.3.4
CDC and SAC....................................................................................................................59
CDH .................................................................................................................................59
24/7 Centers ...................................................................................................................59
Summary of Accreditation Requirements and Expectations ..........................................60
Information Systems ________________________________ 61
10.1 Navy CYP E-Library ......................................................................................... 61
10.2 Child and Youth Management System (CYMS) ............................................... 62
10.3 MilitaryChildCare.com (MCC) ......................................................................... 62
10.4 CYP Enterprise Modeling System (EMS) and Metrics Tool............................... 62
10.5 TS GOLD™ ...................................................................................................... 62
10.6 Inspection Management System (IMS) ........................................................... 62
10.7 CDH Management System .............................................................................. 63
10.8 Environment Rating Scale (ERS) Data System ................................................. 63
10.9 Virtual Youth Programs .................................................................................. 63
10.10 YP Online Curriculum Materials...................................................................... 63
10.11 Systems, Applications and Products (SAP) ...................................................... 63
10.12 KRONOS ......................................................................................................... 64
10.13 Standard Labor Data Collection and Distribution Application (SLDCADA) ....... 64
10.14 Total Workforce Management System (TWMS).............................................. 64
10.15 Enterprise Safety Applications Management System (ESAMS) ....................... 64
Partnerships and Resources __________________________ 65
11.1 National Partnerships and Resources ............................................................. 65
11.2 Installation Partnerships and Resources ......................................................... 67
Appendix A: Content Overview of Operating Manuals ................................................. 1
Appendix B: Installation CDC Structure and Staffing .................................................... 1
Appendix C: Installation CDH Structure and Staffing .................................................... 1
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Introduction to Navy CYP
Appendix D: Installation 24/7 Center Structure and Staffing ........................................ 1
Appendix E: Installation YP Structure and Staffing ....................................................... 1
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Introduction to Navy CYP
Introduction to Navy CYP
1.1 Background
The Navy Child and Youth Program (CYP) is a vital part of a nationally recognized child and youth
development system that is increasing the quality, availability, and affordability of child care for military and
Department of Defense (DoD) families worldwide. A leader in
child care reform, Navy CYP has aggressively responded to the
requirements of the 1989 Military Child Care Act (MCCA) by
raising the bar for quality expectations, increasing performance
and outcomes criteria, and investing in critical resources
including personnel, professional development, facilities, and
technology. Today, Navy CYP is known and well-respected for
the tremendous impact it has had on the entire early childhood
and youth services landscape—not just for military child care and
the families it serves, but also for children and families who
participate in non-military operated programs.
Navy CYP is a role model for other programs by consistently
implementing program quality standards and requiring national
accreditation in all Child Development Centers (CDC) and
School Age Care (SAC) programs. While national accreditation is
not required for Child Development Home (CDH) Providers, it
is strongly encouraged, and CNIC (N926) has made it a goal to
increase the number of accredited CDH Providers because of the positive impact accreditation has on the
quality of CD homes. 24/7 Centers are also not required to obtain accreditation, but they are required to
follow the guidance of two national accrediting bodies. The Commander, Navy Installations Command
(CNIC) and CNIC (N926) are investing in professional development so that CYP Professionals are
prepared to provide high quality care not only while they are working with CYP, but whenever they provide
care outside of the military child care system (see insert on the next page for a brief introduction of CNIC
[N926] and CYP Professionals).
Navy CYP specializes in providing high quality education and recreational programs for children and youth.
At the same time, CYP’s overarching mission is to support military and DoD families worldwide as
they protect and serve our country. By assisting commands and families in finding a healthy balance of
military readiness and family life, Navy CYP ensures a better quality of life for military families, while at the
same time supports military defense mission and family readiness. CYP’s outcomes extend far beyond child
and youth outcomes—CYPs have a direct effect on fleet readiness, service member morale and retention,
and command mission accomplishment.
Chapter 1: Introduction to Navy CYP
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Introduction to Navy CYP
1.2 Purpose
The purpose of the Introduction to CYP Operating Manual is to set the stage for understanding how and why
CYPs function, and how Navy CYP fits within the overall military framework. Equally as important, is the
understanding that Navy CYP is a critical element of a
much larger picture. This manual lays the
Who is CNIC (N926) and What is a CYP
groundwork for understanding the “big picture” of
Professional?
which CYP is part, so that CYP Professionals are
familiar with the history of military child care, and
 CNIC (N926) is the Navy’s Program
the chain of command and organizational structure
Manager who provides funding, direction,
from DoD down to the local installation level.
policy guidance, and ongoing management
support for all CYPs. All CYP Professionals
There is a role for every CYP Professional to play in
are a part of CNIC (N926). Additional
providing high quality services. High quality does not
information about CNIC and its role is in
come from working independently or in “silos,” but
Chapter 6.
rather as a team. It takes diligence and dedication
 A “CYP Professional” is any professional or
from everyone—including Teachers in the
regular volunteer who works in a CDC, CDH
classroom; youth and teen Counselors; support staff
(including CDH Providers), YP, 24/7 Center,
providing administrative, janitorial, and food service;
or CYES program; or any CYP employee
CDH Providers; management staff; and
who provides administrative, management,
Headquarters (HQ) staff—working together as a
or outreach support to any CYP. Additional
unified team to provide the highest quality services
information about CYP Professionals is in
possible. At the HQ level, CNIC (N926) is
Section 7.3.2.
committed to supporting programs in providing
exemplary child and youth programs that meet the
specific child care needs of families and installations. Part of that commitment involves a well-designed and
comprehensive quality assurance approach, which includes the development and dissemination of Operating
Manuals. The purpose and structure of the Operating Manuals are discussed next.
1.2.1 Description of the CYP Operating Manuals
A comprehensive series of Operating Manuals have been developed to help guide and inform the CYP
Professionals who work with CY programs. One series will apply to all CYPs, regardless of the types of
programs that they operate. Five additional series will focus specifically on CDC programs; CDH programs;
24/7 Centers; YPs; and Child, Youth, and Education Services (CYES).
Each Operating Manual will be comprised of specific operating standards that will be developed and
released over the next several years. The purpose of each Operating Manual is to build a foundation for high
quality programs by providing guidance on how to implement governing policies (e.g., OPNAV, DoD
Instructions, etc.), explain the rationale for why such policies exist, offer best practices, and (when
appropriate) prescribe standardized Navy-wide operating procedures. These resources not only provide a
foundation for the CYP training program, they also help all CYP Professionals in understanding the
ongoing CYP day-to-day operations.
All Operating Manuals and Standards will be published and posted on the Navy CYP E-Library as they
become available. Appendix A includes an overview of the Operating Manual for each CY program (CDC,
CDH, 24/7 Centers, and YP).
Chapter 1: Introduction to Navy CYP
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Introduction to Navy CYP
Following this overview, the Introduction to Navy CYP is organized into the following chapters:
 Chapter 2: The History of Military Child Care
 Chapter 3: CYP Mission, Vision, Philosophy, Core Values, and Goals
 Chapter 4: System of Care
 Chapter 5: CYP Customers
 Chapter 6: Chain of Command and CNIC
 Chapter 7: CYP Organizational Structure and Installation Staffing
 Chapter 8: Governing Authorities and Funding Sources
 Chapter 9: Quality Assurance
 Chapter 10: Information Systems
 Chapter 11: Partnerships and Resources
Chapter 1: Introduction to Navy CYP
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Introduction to Navy CYP
The History of Military Child Care
2.1 Military Child Care’s Modest Beginning
Military child care had a modest and humble beginning compared to the world-class child and youth care
system it is today. Families started the first military child care system out of necessity, for there were limited
child care options available to them. Beginning in the 1950’s, military child care services were organized
through informal groups of military wives or parent cooperatives. The first military child care “system”
lacked any official structure, and was essentially an hourly babysitting service for military spouses who were
working outside the home and parents who wanted socialization opportunities (i.e., “playgroups”) for their
children.1
More than two decades later, DoD mandated that child care be officially recognized as a Morale, Welfare,
and Recreation (MWR) activity. Yet, there was still no requirement that a formal military child care program
be implemented at individual military installations. Installations that chose to provide child care services
(they were not required to do so at this point) were required to develop their own operating policies and
procedures.2
The need for military child care grew rapidly, especially during the post-Vietnam War years. The number of
military spouses who worked outside the home increased, and the number of women in the armed services
grew, as did the number of dual-military couples. These societal changes placed additional stress on the
military child care system, which at that time lacked the capacity and quality needed to serve the growing
numbers of military families who desperately needed child care.
2.2 The Military Child Care Act of 1989 (MCCA)
The Military Child Care Act of 1989 (MCCA) was a pivotal moment for military child care. Congress passed
the MCCA in response to great concern over the lack of quality and accessibility of child care for military
families. A 1982 report (Military Child Care Programs: Progress Made, More Needed) from the
Government Accounting Office (GAO) to the Secretary of Defense revealed that many DoD child care
programs failed to meet the minimum fire and safety codes, there was an lack of effective inspection
systems, little or few consequences for deficiencies or noncompliance, no oversight for CD homes, and staff
training and professional expectations were subpar. Families remained on wait lists for unreasonably long
1
2
Campbell, N., Appelbaum, J., Martinson, K., & Martin, E. (2000). Be all that we can be: Lessons from the military for improving our
nation’s child care system. National Women’s Law Center. Retrieved from http://www.nwlc.org/resource/be-all-we-can-be-lessonmilitary-improving-our-nations-child-care-system
Campbell, N., Appelbaum, J., Martinson, K., & Martin, E. (2000). Be all that we can be: Lessons from the military for improving our
nation’s child care system. National Women’s Law Center. Retrieved from http://www.nwlc.org/resource/be-all-we-can-be-lessonmilitary-improving-our-nations-child-care-system
Chapter 2: The History of Military Child Care
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Introduction to Navy CYP
periods of time, and parent fees were disproportionately too high, which made child care virtually
inaccessible for many military families. In 1986, the Presidio Army base was the subject of child abuse
allegations, which spurred Congressional hearings and ultimately led to the MCCA.
The MCCA became the catalyst for a complete transformation of military child care, and focused on
improving the quality, affordability, and accessibility of military child care by:
 Requiring the development and implementation of comprehensive standards;
 Establishing accreditation requirements;
 Enforcing licensing mandates through a rigorous inspection and annual certification process;
 Creating an effective and efficient child care subsidy system to reduce the financial burden on military
families, and implementing a sliding fee scale based on family income;
 Improving wages for staff;
 Strengthening training and professional development, including providing designated Training
Specialists to support training and curriculum development;
 Developing an effective inspection system, including unannounced inspection visits and heavy
consequences for noncompliance; and,
 Increasing the amount of DoD funding provided to each service branch (i.e., Navy, Army, Air Force,
Marine Corps) for child care programs.
Military child care is seen as a “Cinderella Story3“ in that it came from being viewed as ineffective and of
poor quality, but today is recognized as a national model for high quality child care, and has even been
described as the “gold standard for child care4.” Indeed, military child care has had a positive impact on the
child care system overall—extending far beyond the military child care landscape. President Clinton “hailed
military child care as the nation’s model of excellence” at a White House Conference on Early Childhood
Development and Learning, and praised the military for requiring its child care programs to meet national
standards, providing sufficient funding, increasing oversight and accountability, strengthening child care
training systems, increasing staff compensation and benefits, and creating comprehensive family care
systems.5 Today’s military child care system is a model of excellence that other child care programs turn to
for lessons learned and best practices.
2.3 Navy CDC
Military child care’s impressive journey from an informal parent network of child care to today’s
sophisticated child and youth program tells the story of how Navy CYP—and certainly Navy CDC
programs—arrived at where it is today. While the term “military child care” typically connotes child care for
3
4
5
Lucas, M. -. (2001). The military child care connection. Caring for Infants and Toddlers, 11(1), 129-133. Retrieved from
http://futureofchildren.org/futureofchildren/publications/docs/11_01_07C.pdf.
Senator Christopher Dodd (D-CT). Military provides model for child care reforms: Department of Defense News Briefing.
Washington, DC: DoD, May 16, 2000.
Kozaryn, L. D. U.S. Department of Defense, (1997). DoD child care: A model for the nation. Retrieved from American Forces Press
Service website: http://www.defense.gov/News/NewsArticle.aspx?ID=40948
Chapter 2: The History of Military Child Care
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Introduction to Navy CYP
young children—usually in a center-based environment such as CDCs—Navy CDH, 24/7 Centers, and YP
all have stories to tell. They are presented briefly below.
2.4 Navy CDH Program
Initially, Navy child care provided in CDH Provider’s homes was called “Family Child Care” (FCC).
However, in 2000, as the program evolved (and continues to evolve today), the Navy changed the term
“FCC” to “CDH” to emphasize that CDH Providers offer so much more than basic child care, and to
demonstrate that CDH programs are an integral part of the entire CYP. Thus, “Family Child Care” became
“Child Development Homes” as an indication that the CDH program and its Providers are fully engaged in
supporting the child development of the children they care for in their homes.
2.5 Navy 24/7 Centers
In 2002, the Navy identified a unique need that was not being adequately filled by the child care programs
available at that time—that of single and dual military parents working shifts, and those working extended
and/or non-traditional hours. Military parents who were assigned as watch standers, shift workers, or other
military work assignments that required extended hours away from their children, especially when called to
duty during non-traditional work hours, were forced to “patch” together a number of child care options to
meet their specific—and often unpredictable—child care needs.
The 2002 Navy Family Team Summit Child Development team called for the development and
implementation of child care expansion pilots intended specifically to meet the child care needs of single
and dual military parents who were shift workers and those working extended hours due to the Navy’s
increased mission during the global war on terrorism. With funding from the Office of the Secretary of
Defense (OSD) for Children and Youth, in October of 2002 the Navy launched Child Development Group
Homes (the name was later changed to “24/7 Centers”) in two pilot sites in the Mid-Atlantic and Hawaii
regions.
The pilots were designed to study the need and effectiveness of increased care that included two types of
delivery systems: 1) Child Development Group Homes (known today as 24/7 Centers); and 2) the use of
specialized in-home care providers. Shift workers and those working extended hours were allowed to
choose whichever delivery system best met their needs and the needs of their children. Both delivery
systems offered care 24 hours a day, 7 days a week; and both systems allowed the service member the
flexibility of using 60 hours of care per week (within a 7-day period) whenever they needed to meet their
work requirements.
After the pilot sites had been operating for a year, the Navy conducted follow-up focus groups and
interviews with families that had participated in the pilots, as well as with command personnel and CYP
staff. The results showed a decrease in parent complaints and an increase in overall parent satisfaction.
Military parents agreed that the 24/7 type of care offered to them during the pilot period made it much
easier for them to focus on their military mission and job requirements, and that this type of care was a
significant support in that it greatly contributed to the Sailor’s quality of life, particularly for single and dual
military families. In addition, the commands reported that the 24/7 care model boosted installation morale
even for those who did not require child care. The findings of the pilots confirmed that there was an
ongoing need for 24/7 care, and that this unique type of care is, in fact, very effective at meeting the needs
of families who require extended care and/or care during non-traditional work hours.
Chapter 2: The History of Military Child Care
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Introduction to Navy CYP
2.6 Navy YP
Historically, Navy YP was a separate program under Navy Morale, Welfare and Recreation (MWR). A little
more than a decade ago, the SAC program merged with CYP and became part of CYP’s funding stream.
The recreational component of YP followed suit several years later, bringing all of YP into the CYP
enterprise. This merger also resulted in increased quality because of new requirements for core
programming standards, staff training and professional development, and many other quality benchmarks
that makes YP the success it is today.
Chapter 2: The History of Military Child Care
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Introduction to Navy CYP
CYP Mission, Vision, Philosophy,
Core Values, and Goals
All CYP Professionals should know and understand CYP’s mission and vision, philosophy and core values,
and goals. Broadly speaking, these elements clarify CYP’s purpose (the “what” we are doing), rationale (the
“why” it is important), and the vision for how it will look when it is done successfully.
All CYP Professionals should also realize that these statements are more than simply words on paper. Each
statement was developed after a careful analysis and reflection of current issues affecting CY programs, as
well as factors that will impact future CYP operations. CNIC (N926) purposefully engages in short and long
term strategic planning to ensure that current needs are met, but also so that CYP can be proactive and fully
prepared—not just for today, but for next year, the following year, and beyond. For a “sneak preview” of
CYP’s focus areas leading up to 2020, see Section 3.5.
This section defines CYP’s mission, vision, philosophy and core values, and goals; and provides examples of
what each might look like in the CDC environment.
3.1 CYP Mission
A mission statement explains what CYP does, and why it is so important. It justifies why the CYP exists.
CYP’s mission statement is:
The Navy Child & Youth Program (CYP) supports military and DoD families worldwide
as they protect and serve our country. We do this by providing high quality,
innovative, accessible, and affordable child care that supports school readiness, and
recreational programs for children and youth.
The key points to draw from the CYP mission statement include:
 What CYP Does: CYP provides high quality child care and youth programs.
 Who CYP Serves: CYP serves military and DoD affiliated families.
 Why it is so important: When military members and DoD personnel are confident that their children are
safe and in good care, they can concentrate better on fulfilling their military and defense support
responsibilities.
Exhibit 3-1 provides brief descriptions of what each CY programs looks like as they work toward fulfilling
the CYP mission.
Chapter 3: CYP Mission, Vision, Philosophy, Core Values, and Goals
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Introduction to Navy CYP
Exhibit 3-1: Description of what each CY Program Looks Like While Fulfilling the CYP Mission
What the CYP mission looks like in a:
CDC
CDCs provide early care and education for children ages 6 weeks through 5 years old, or until the child
enters kindergarten. Program options include part-day, full-day, and hourly care (more details about
what CDC offers are found in Chapter 4).
CDH Program
Navy certified CDH Providers offer high quality care for eligible children in a warm and nurturing home
environment. Care is offered to children ages 6 weeks through 12 years old. Program options may
include full- or part-time care, emergency care, respite care, hourly care, extended hours, overnight
care, and special needs care. (More details about what the CDH program offers are found in Chapter
4).
24/7 Center
24/7 Centers provide high quality care to children ages 6 weeks through 12 years old, 24 hours a day/7
days a week for families who require care that cannot be met by programs that operate during typical
work day hours (e.g., extended care, weekend care, nighttime, etc.). These centers combine the
strengths of both in-home care and traditional center-based care. 24/7 facilities are modeled after a
home-like environment, while at the same time provide more than one adult to supervise children and
more opportunities for child socialization in large groups (similar to center-based care). More details
about what 24/7 Centers offer are found in Chapter 4.
YP
Youth are actively and appropriately engaged in before/after school, sports, and recreational activities
that focus on building self-esteem, developing appropriate relationships, facilitating academic success,
and making healthy choices. All families who request custodial care, or any other YP program option
(e.g. recreation), will be offered viable program options with minimal wait list times. More details
about what YPs offer are found in Chapter 4.
3.2 CYP Vision
Vision statements describe what the organization will look like when it is successful in fulfilling its mission.
It answers the question: “What do we want to happen and what will it look like when it happens?” CYP’s
vision is:
 Military and DoD families will rest assured that their children are safe, well cared for, and thriving in
high quality child care, excellent learning environments, and strong recreational youth programs.
Families will be confident that the type of care they need for their children will be available when they
need it.
 Navy CYP programs will be known as a nationally recognized provider of family-centric child and youth
care programs that set the industry standard for innovative and high quality programs. Families will view
Navy CYP as their preferred “program of choice.”
Program-specific examples of how CYP vision is applied to each of the CY programs have been given in
each of the program-specific Introductions (Introduction to Navy CDC, Introduction to Navy CDH Programs,
Introduction to Navy 24/7 Centers, and Introduction to Navy YP). All Introductions will be found on the Navy
CYP E-Library.
Chapter 3: CYP Mission, Vision, Philosophy, Core Values, and Goals
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Introduction to Navy CYP
3.3 Philosophy & Core Values
An organization’s philosophy defines the basic belief for how the organization behaves and operates. Core
values are a set of fundamental ideas that drill even deeper into the mission statement and philosophy, and
help shape the organization’s environment and culture. Navy CYP’s philosophy is presented below:
Each CYP region, installation, family, child, and CYP Professional is unique. Individuality
must be recognized to ensure all programs can fulfill the specific educational and
recreational needs of the installation and the families it serves.
The Navy CYP philosophy is supported by the set of core values found below in Exhibit 3-2. As with the
vision statements, program-specific examples of how the CYP philosophy and core values align with the
individual CY programs have been given in each of the program-specific Introductions. All Introductions
will be found on the Navy CYP E-Library.
3-2: CYP Core Values
Core Values
Relationships &
Interactions
Exposure to healthy relationships and positive interactions between staff, providers,
children, youth, and families is a fundamental right for all CYP participants and CYP
Professionals. All CYP Professionals are expected to facilitate and promote compassionate
and nurturing environments that are respectful of all families, cultures, and diversities.
Individuality &
Uniqueness
The individuality and uniqueness of each child and youth is what makes CYP exciting and
dynamic. Programs and activities must be flexible, to ensure all participants are actively
engaged in age and developmentally appropriate activities that promote each child’s and
youth’s individual growth and self-esteem.
Inclusion
All children and youth deserve to be part of an inclusive and vibrant social community
appropriate to his/her individual needs. CYP Professionals will create an environment that
allows each child and youth to participate to the greatest extent possible, regardless of any
special needs that s/he may have.
Safety
Families have the right to expect their children and youth will be safe at all times while in
the care of CYP Professionals. All CYP programs and activities will be conducted in facilities
that are safe and state-of the-art. Qualified CYP Professionals will supervise and monitor all
CYP activities.
Qualified and Invested
CYP Professionals
Professionals that are qualified and invested in the CYP mission are CYP’s most valuable
assets. CYP Professionals work best when they enjoy the work they are doing, are equipped
to do it well, feel proud about their work, and have an appropriate level of empowerment
in the workplace. CYP Professionals have the right to work in an environment that fosters
collaborative teamwork, builds upon individual strengths, and is a place where CYP
Professionals can feel proud about the work they are doing. CYP management will respond
by investing in training and ongoing technical support to advance CYP Professionals’
knowledge, skills, and abilities, and will provide appropriate career progression
opportunities.
Chapter 3: CYP Mission, Vision, Philosophy, Core Values, and Goals
10
Introduction to Navy CYP
Core Values
Technology
Technology is a tool that, when used appropriately, increases operational efficiency and
effectiveness, strengthens communication with families and other CYP partners, and
enhances CYP’s ability to function as a unified, global organization. CYP will continue to
advance its use of technology through additional investments in technology, including
training, technical support, and where needed, new and/or updated software and
hardware.
3.4 Goals
Goals are broad statements that describe specific and measurable actions. Every CYP must have goals, and
every CYP Professional should be aware of the goals and the CYP’s progress in meeting its goals.
The Navy has identified overarching, CYP-wide goals that apply to all CYPs at installations worldwide. In
addition, program-specific goals have been developed to help drive and support each local CY program, as
well as the overall CYP enterprise. These goals are listed below in Exhibit 3-3.
Exhibit 3-3: CYP Overarching Goals
CYP-wide
(Overarching
Management &
Administrative
Goals)
CDC Goals
CDH Goals
Goals
Engage in intentional continuous quality efforts, based on accountability measurements,
industry standards and best practices, accreditation criteria, and research-based strategies.
2. Recruit and retain the highest caliber of CYP Professionals.
3. Improve space management practices to provide services for the maximum number of children,
youth, and families; minimize the length of time families spend on the wait list; and ensure DoD
funding and resources are used as efficiently as possible.
4. Increase the use of technology to enhance program operations, including offering additional
opportunities for parents and CYP Professionals to utilize technology more frequently.
5. Build global infrastructure and implement policies that provide consistency and accountability
across all installations, while at the same time allow for flexibility and individualization when
needed.
1. 100% of daily lesson plans will include age and developmentally appropriate activities that focus
on building the children’s school readiness skills, including problem solving, early literacy,
language development, social/emotional skills, and physical and motor skills development.
2. Child outcomes data will show an increase in children’s learning outcomes each time child
assessment data is analyzed.
3. CDC classrooms and staff will demonstrate respect for all cultures and diversities at all times
(e.g., as reflected in interactions with children and families, seen on bulletin boards, classroom
displays, selection of books and classroom materials, food menus, etc.).
4. 100% of all CDC staff whose high school diploma is their maximum level of education will
complete the CDA credential.
5. 100% of all CDC programs will pursue and maintain NAEYC accreditation.
100% of CDC spaces will be filled at all times (i.e., there will be no vacancies).
CDH Program Goals
CDH Provider Goals
1. Improve and increase the quality of
1. 100% of Providers’ lesson and activity plans will
training for Providers and CDH staff in
include age and developmentally appropriate
order to strengthen the quality of
activities that focus on building the children’s
care provided.
school readiness skills, including problem solving,
early literacy, language development,
1.
Chapter 3: CYP Mission, Vision, Philosophy, Core Values, and Goals
11
Introduction to Navy CYP
2.
3.
4.
5.
6.
7.
24/7 Center
Goals
1.
2.
3.
4.
YP Goals
1.
2.
3.
4.
5.
Goals
Identify, recruit, and retain Providers
social/emotional skills, and physical and motor
that offer the specific types of care
skills development.
needed by the command.
2. All Providers are intentionally supporting
Effectively implement the online ERS
children’s individual development, and are
Data System in order to strengthen
becoming increasingly focused on consistent child
and streamline the assessment
outcomes.
process for CD home environments.
3. Providers will demonstrate growth in their ability
Increase the percentage of parents
to facilitate appropriate interactions with children
who report they are satisfied with
to build their social/emotional awareness, selftheir Provider and the quality of care
esteem, and understanding of healthy
provided.
relationships.
Review and improve the inspection
4. 100% of all Providers that do not have a minimum
process and requirements in order to
of a CDA will complete either the CDA or the MSA.
more accurately assess the CDH
5. 100% of Providers will seek accreditation through
Program and quality of homes.
NAFCC.
Increase the number of Providers
6. Providers will manage their wait lists efficiently
seeking national accreditation and the
and will provide care which meets the needs of
percent that become and remain
the installation for the maximum number of
accredited.
children they are able to serve at all times.
Create a replicable CDH Program
model for others to follow.
24/7 Center personnel will ensure that families who need care during non-traditional hours will
respond by providing a stable, yet unique and flexible blend of center-based care and home-like
environments that is sensitive to the particular needs of these families and children, and meets
the developmental, social, emotional, and physical needs of each child.
100% of daily lesson plans will include age and developmentally appropriate activities that focus
on building the children’s school readiness skills, including problem solving, early literacy,
language development, social/emotional skills, and physical and motor skills development.
Child outcomes data will show an increase in children’s learning outcomes each time child
assessment data is analyzed.
24/7 Center environments and staff will demonstrate respect for all cultures and diversities at
all times (e.g., as reflected in interactions with children and families, seen on bulletin boards,
home displays, selection of books and materials, food menus, etc.).
100% of all 24/7 Center staff whose high school diploma is their maximum level of education
will complete the CDA (or MSA) credential.
100% of daily activity plans will include age and developmentally appropriate activities that
focus on building each youth’s school readiness skills, including problem solving, literacy,
language development, social/emotional skills, and physical and motor skills development for
future leisure and career success.
YP activity rooms and staff will demonstrate respect for all cultures and diversities at all times
(e.g., as reflected in interactions with youth and families, seen on bulletin boards, classroom
displays, selection of books and classroom materials, food menus, etc.).
100% of all YP staff whose high school diploma is their maximum level of education will
complete the MSA credential.
100% of all SAC programs will pursue and maintain COA accreditation.
100% of SAC spaces will be filled at all times (i.e., there will be no vacancies), and the YP overall
is meeting the DoD goal of 35% of all eligible youth actively participating in YP programming.
Chapter 3: CYP Mission, Vision, Philosophy, Core Values, and Goals
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Introduction to Navy CYP
3.5 Navy CYP Preparing for the Future: 2020 and Beyond
CNIC (N926) and CYP are moving into 2020 and beyond by investing significant resources and strategic
planning efforts in these key areas:
1. Technology and Innovation: Technology is transforming how CYP works and how CYP
Professionals interact with families, staff, providers, and partners worldwide. CNIC (N926) plans to
make strategic investments in state-of-the-art and innovative technologies that improve CYP’s scale of
efficiencies, allow faster connections with families and CYP Professionals across the world, strengthen
program quality, and help CYP Professionals work faster and smarter. Some current and future planned
CYP technology initiatives include: the Navy CYP E-Library; MCC.com; Virtual Youth Program; online
CDH Management System; program specific apps; Learning Management System and other Web-based
trainings; online tools for child assessments and program environment assessments; and electronic and
Web-based tools for reporting and monitoring, budgeting, and program inspections.
2. Collaboration and Integration: CYP is evolving from a series of independent programs to a unified,
integrated system of care. Collaborative planning, shared decision making, consolidated efforts, and
collective outcomes will continue to evolve as CYP shifts from working in “silos” to working together
across programs, installations, and regions. In addition to integrating internal CYP systems, CNIC
(N926) has plans to deepen its external community partnerships by strengthening current affiliations and
reaching out to new partners to further serve military children and families by leveraging resources that
may lead to additional grants or research-to-practice opportunities.
3. Consistent Messaging and Standardization: Moving to an integrated system of care and working
together as a single team requires investing in resources and efforts to ensure communication, guidance,
and expectations are consistent across programs, installations, and regions. CNIC (N926) will develop
standard operating procedures (when appropriate) to ensure uniformity in critical processes
(e.g., personnel and human resources, data collection and metrics reporting, enrollment procedures,
etc.), yet at the same time retain enough flexibility for local installations to meet the specific needs of
their families and installation. Examples of some of CNIC’s current and planned efforts to ensure
consistent messaging and standardization are the development and dissemination of CYP and programspecific Operating Manuals; standardized training platforms; standardized position descriptions; uniform
Chapter 3: CYP Mission, Vision, Philosophy, Core Values, and Goals
13
Introduction to Navy CYP
processes for background checks and visitors’ badges; and consistent standards for employee
performance management.
4. Training and Professional Development: CNIC (N926) recognizes that preparing for the future
means ensuring that all CYP Professionals are prepared with the right skills, knowledge, and abilities.
CNIC (N926) plans to dedicate resources to training and ongoing professional development in
initiatives such as Web-based training modules, Learning Management System, CYP and programspecific Operating Manuals, as well as continued fund allocations for tuition assistance and certification.
As CYP prepares for the future, the focus on training will move away from reactive training (e.g.,
training and retraining because an employee lacks the skills s/he needs) and toward proactive training so
that CYP Professionals are prepared for success from the beginning.
5. Human Resources and Performance Management: Part of ensuring that CYP is prepared to
succeed involves making sure the right CYP Professionals with the right skills are recruited and retained,
and that they are available quickly when vacancies need to be filled. Furthermore, preparing CYP
Professionals for the future requires they fully understand performance expectations, as well as the
outcomes or consequences of their performance. CNIC (N926) is preparing to invest continued and
new resources in its human capital by refining performance rating scales, developing CYP Staff
Management Standards, planning for the development of standardized recruiting systems, and developing
standardized CYP standards for performance management and disciplinary procedures.
6. Quality Assurance: CNIC (N926) has aggressive plans to continue promoting ongoing quality
improvement efforts. The Inspection Management System (IMS) was rolled out in 2014, with future
development of additional functionalities being planned that will enhance the system even further.
CNIC (N926) is also exploring how to support installations so that they are prepared to earn inspection
compliance scores of 100%. In addition, accreditation efforts will continue to ensure all CDC and YP
programs are fully accredited, and to encourage CDH Providers to take advantage of the accreditation
resources available to them. Quality assurance efforts will be strategically used to identify areas in need
of additional focus and resources, as well as to identify and highlight program strengths upon which
CYP can build.
Chapter 3: CYP Mission, Vision, Philosophy, Core Values, and Goals
14
Introduction to Navy CYP
System of Care
CYP is a comprehensive system of care that offers a wide range of programs for children and youth of all
ages, and for families with a variety of needs. The types of care and programs provided are tailored to meet
the needs of:
 Specific age groups (i.e., infants, pretoddlers, toddlers, preschoolers, school-age children, youth, and
teens);
 Working families’ schedules (i.e., families have a variety of work schedules, including traditional daytime
shifts, nights and weekends, and extended 24/7 shifts); and,
 Families’ child care preferences (i.e., some families prefer center-based care, while other families may opt
for a home-like environment or different type of care).
In addition to providing child care and youth program options, CYPs also offer employment opportunities
for military spouses who are interested in a CYP career or in operating their own child care business as a
CD home.
Each CYP service option is one part in the larger
framework of CYP’s entire system of care (see
insert). While CYP Professionals may spend the
majority, if not all, of their work hours in their
usually assigned program, it is very important that
every employee is aware of all CYP services,
including other CYP components (e.g., CDH, YPs,
Outreach Services, etc.). When CYP Professionals
are knowledgeable about other CYP components,
they are prepared to talk with parents who may
benefit from other CYP services, and are able to
assist families better when a child transitions from
one program to another (e.g., a child transitioning
from preschool to school-age care, or from a CDC
classroom to a CDH Provider, etc.). Another reason
CYP staff must be knowledgeable about all CYP
programs is there may be occasions when a an
employee is asked to provide coverage in a different
program (e.g., a CDC Teacher in the toddler room may be asked to assist with a YP Recreational Preschool
activity, or a SAC Counselor may need to provide coverage in a preschool room). Any CYP Professional
who supports programs across the CYP must be cross-trained in the areas they will be supporting to ensure
their success.
Chapter 4: System of Care
15
Introduction to Navy CYP
The following sections provide an overview of the overall CYP system of care, and include information
about each of the CYP components.
4.1 Child Development Centers (CDC)
Navy CDCs provide full- and part-day early care and education (ECE) services for children ages 6 weeks
through preschool (or until the child enters kindergarten) in a center-based learning environment. The CDC
Operating Manual will include specific standards to help direct and instruct CDC staff.
Exhibit 4-1 is a snapshot of the CDC program.
Exhibit 4-1: Snapshot of the CDC Program
A Snapshot of CDCs
General Description
CDCs focus on reaching child development milestones and school readiness skills. CDC
professionals receive comprehensive ECE training, and are given the tools, resources, and
ongoing support they need to work with children in a developmentally appropriate
classroom environment.
Type of Care Provided
CDCs provide full- and part-day classroom options in a center-based environment. Fullday care is designed to meet the needs of parents who work full time. Part-day care is
tailored for parents who require child care services on a seasonal or regularly scheduled
part-day basis, although non-working parents who are looking for socialization
opportunities for their children may also request part-day care.
Working parents must receive priority on the wait list for both full- and part-day care
(e.g., families who request care primarily for socialization opportunities for their
child(ren) will receive lower priority on the wait list).
The days of the week and operating hours vary between installations and age groups
depending on the specific needs of the installation, but most CDCs offer the following:
 Full-day—Monday through Friday, with established operating hours (e.g., 06001800);
 Part-day AM (children attend only in the morning for 2, 3, or 4 days per week;
e.g., 2-day AM Preschool);
 Part-day PM (children attend only in the afternoon for 2, 3, or 4 days per week;
e.g., 3-day PM Toddler);
- Some CDCs may also provide “wrap-around” care. Wrap-around care is a partday program in states with state-funded prekindergarten. Care is provided
before and after the state-funded prekindergarten operating hours; and,
 Shared full-time spaces—CDCs may meet the needs of families with different needs
by allowing families to share full-time spaces (i.e., a child from one family may attend
three days a week, while a child from another family attends the other two days a
week).
In addition, all CYPs must offer hourly care. Hourly care is intended to meet the needs of
parents who require short-term child care services on an intermittent basis. The Hourly
Care Program Policy Letter and CYP Guidebook for Hourly Care are available on the Navy
CYP E-Library.
Chapter 4: System of Care
16
Introduction to Navy CYP
A Snapshot of CDCs
Age Groups Served
Children ages 6 weeks through preschool are placed in classrooms according to the
following age groups:
 Infant
6 weeks – 12 mos.
 Pretoddler
13 mos. – 24 mos.
 Toddler
25 mos. – 36 mos.
 Preschool
37 mos. – until the child starts school (usually at age 5)
Depending on the structure of the CDC and the space management needs of the CYP,
classrooms may be configured as single age classrooms (e.g., designated infant
classroom), multi-age classrooms (e.g., combined infant/toddler classroom), or a
combination of both (i.e., some classrooms may serve only one age group, while other
classrooms serve multi-age groups).
Curriculum and Assessment
All CDCs use The Creative Curriculum® as the primary classroom curriculum and Teaching
Strategies GOLD® for ongoing child assessment. When properly implemented, these
systems ensure consistent classroom quality, promote an age and developmentally
appropriate learning environment for children, facilitate relationship building between
staff and families, and provide a mechanism for child outcomes measurement.
In addition, CDC classrooms can use the Infant/Toddler Environment Rating Scale-Revised
(ITERS-R; for infant and toddler rooms) and Early Childhood Environment Rating ScaleRevised (ECERS-R; for preschool rooms) tools to supplement the guidance provided by
The Creative Curriculum®.
Accreditation & Certification
All CDCs are required to be nationally accredited through the National Association for the
Education of Young Children (NAEYC). All CDCs must also have a current DoD Certificate
to Operate, which indicates they have successfully completed an annual DoD inspection.
Additional information concerning certification and accreditation is found in Section 9.2.4
and Section 9.3.
Staffing
All CDC staff are Navy CYP Professionals. CDC staffing is discussed further in Appendix B
and in the Navy Management Standards. In addition, properly vetted volunteers may
assist with programming on a routine or occasional basis when working under the
supervision of authorized CYP staff.
4.2 Child Development Homes (CDH)
The CDH Program provides a choice for families when it comes to the care and education of their children.
Not only is the CDH Program a cost effective and flexible way to increase the number of children and
families served and to alleviate wait lists of unserved children, it also helps military families by providing
career opportunities to those who want to provide child care services in their homes. A benefit to CDH
Providers is that their job is transferrable between installations, so that if a CDH Provider’s family moves to
a different installation, s/he may choose to open a CD home at the family’s new installation.
CDH Providers have the option of providing care during nights and weekends (in addition to “traditional”
work day hours). Research has shown that institutional settings provided by center-based care are not
conducive for children in overnight care, while in-home care settings help to ease separation anxiety. CDH
Providers can provide child care for all eligible patrons whose work with the military requires them to work
hours that CDCs are not typically open (e.g., evenings, nights, and weekends).
The CDH Program has two distinct groups of CYP Professionals: 1) the CDH Management Team (CDH
Director and Monitor) and CDH staff (Training Team and Operations Clerks, if authorized); and, 2) CDH
Chapter 4: System of Care
17
Introduction to Navy CYP
Providers. The CDH staff and Management Team support and oversee the administrative and management
aspects of the program. The CDH Providers are the direct caregivers who actually provide the care for
children ages 6 weeks to 12 years, while at the same time manage the business aspects of their CD home.
The CDH Operating Manual will include specific standards to help direct and instruct CDH program staff
and CDH Providers.
Exhibit 4-2 is a snapshot of the CDH program.
Exhibit 4-2: Snapshot of the CDH Program
A Snapshot of the CDH Program
General Description
Certified CDH Providers offer developmentally appropriate programs that promote the
overall social, emotional, cognitive, and physical growth and development of the
children in the homes while building school readiness skills. All CDH Providers receive
extensive training, regular home inspections, and ongoing programming support from
Navy CYP. Many Providers have previous early childhood education (ECE) experience or
are working toward achieving this expertise.
Type of Care Provided
CDH Providers offer a variety of care and services depending on the needs of the
installation. CDH care options may include:
 Full- or part-time care for children ages 6 weeks to 12 years;
 Infant only;
 Emergency care;
 Respite care;
 Hourly care;
 Extended hours;
 Overnight care; and,
 Special needs care.
Many CDH Providers offer care for multi-age groups. However, some homes cater to
specific age groups only. For example, a CDH Provider may choose to offer care only to
infants, especially in an area where there are long wait lists for infant care.
Age Groups Served
Curriculum and Assessment
Navy CYP recommends that CDH Providers use The Creative Curriculum for Family Child
Care®, however CDH Providers have the option of using a different curriculum if it is
approved by the CDH Director.
In addition, CDH Directors, Monitors, and Providers must use the Family Child Care
Environment Rating Scale-Revised (FCCRS-R) tools to supplement the guidance provided
by The Creative Curriculum for Family Child Care®, assess CDH Provider quality, and
support quality improvement.
Accreditation & Certification
CDH Program Certification: The CDH Program must pass an annual CNIC (N926)
inspection, after which they are issued a DoD Certificate to Operate.
Provider Certification: CDH Providers must demonstrate (initially, then annually
thereafter) that they meet all of the Navy certification requirements before they are
certified by the Navy and approved to operate a CD home.
Accreditation: All Certified CDH Providers are eligible and encouraged to obtain
accreditation through the National Association for Family Child Care (NAFCC) as a means
of professional development and program quality improvement.
Additional information concerning CDH accreditation and certification may be found in
in Section 9.2.4 and Section 9.3.
Chapter 4: System of Care
18
Introduction to Navy CYP
A Snapshot of the CDH Program
Business Model
CDH Providers are self-employed individuals who operate their own child care
businesses. Although they are not CYP employees, they are considered to be CYP
Professionals. Providers may be full-time (i.e., they operate a full-time child care
business in their home), or serve as a back-up CDH Provider (i.e., they provide back-up
care in their own home on a temporary basis for families when their CDH Provider is on
vacation, or is closed due to an emergency). Or, they may be substitute Providers who
provide child care services in the Provider’s home when substitute care is needed (e.g.,
a CDH Provider has a doctor’s appointment for a couple of hours in the middle of the
day).
The CDH Program Management Team are all CYP employees who monitor and support
CDH Providers to ensure the CD homes are operated in accordance with all Navy
requirements. Additional CDH staffing details are provided in Appendix C and in the
Navy Management Standards.
Subsidies
A “subsidy” is a financial offset that allows parents to pay the child care rate based on
their Total Family Income (TFI) and ensures CDH Providers receive the fair market rate
for the services they provide. Subsidies also encourage CDH Providers to offer additional
services as needed by the installation such as nights or weekend care, or care for
children with special needs. Additional information regarding subsidies is found in the
Navy Management Standards.
4.3 24/7 Centers
As previously stated, research has shown that institutional settings provided by center-based care are not
conducive for children in overnight care, while in-home care settings help to ease separation anxiety. 24/7
Centers are built to provide child care for all eligible patrons whose work with the military requires them to
work hours that CDCs are not typically open (e.g., evenings, nights, and weekends). The 24/7 Center
Operating Manual that is currently in development will include specific standards for 24/7 Center operations.
Exhibit 4-3 is a brief description of 24/7 Centers.
Exhibit 4-3: Snapshot of 24/7 Centers
A Snapshot of 24/7 Centers
General Description
Chapter 4: System of Care
24/7 Centers serve children ages 6 weeks through 12 years old, 24 hours a day/7 days a
week. These centers combine the strengths of both in-home care and traditional centerbased care. 24/7 facilities are modeled after a home-like environment; yet provide more
than one adult to supervise children and to facilitate more opportunities for child
socialization in large groups (similar to center-based care).
19
Introduction to Navy CYP
A Snapshot of 24/7 Centers
Type of Care Provided
Age Groups Served
Curriculum and Assessment
Accreditation & Certification
Staffing
24/7 Centers operate continuously—24 hours a day, 7 days a week, 365 days per year.
The following guidelines apply to 24/7 care:
 Care may not exceed 72 continuous hours (except in emergency situations and only
with approval from the command); and,
 Families using the 24/7 Center program are eligible to receive the same number of
hours per week or month offered to families in the CDC program. For example, if the
CDC is open daily from 0600 to 1800 (12 hours per day/60 hours per week), the 24/7
center must offer families 60 hours of care per week at the same cost. Additional
information regarding 24/7 Center parent fees will be available in the 24/7 Center
Parent Fees Standards (currently in development).
24/7 Centers care for children 6 weeks through 12 years old. Due to the nature of this
program option, 24/7 Centers operate as a multi-age center.
24/7 Centers use The Creative Curriculum for Family Child Care, 2nd Edition® and the
Family Child Care Rating Scale-Revised (FCCRS-R) as the foundation for setting up the
center’s environment, planning the daily schedule, and selecting materials and activities
for indoor and outdoor play. They are required to use Teaching Strategies GOLD® for
ongoing child assessment. However, 24/7 Centers require some flexibility with curriculum
planning due to the round-the-clock nature of the center.
24/7 Centers are not required to obtain accreditation. However, because 24/7 Centers
combine concepts from both in-home child care and traditional center-based care, 24/7
Center Directors must be well versed in CDC and CDH OPNAV regulations, as well as
NAEYC and NAFCC accreditation guidelines. 24/7 Center staff should use standards and
regulations from each of these sources to guide program operations and make informed
decisions on a daily basis. As with all other CYP programs, all 24/7 Centers must be
certified by DoD annually. Information about the certification process is found in in
Section 9.2.4.
All 24/7 Center staff are CYP Professionals. Additional information related to 24/7 Center
staffing is found in Appendix D and in the Navy Management Standards.
4.4 Youth Programs (YP)
The Youth Program (YP) component is tailored to meet the needs of parents once their children start
school, as well as provide auxiliary recreational opportunities for children and youth. YPs are designed to
complement the school day, and provide care or recreation when schools are not in session. The hours of
service that are offered by the YP should be established based on the local school schedule and command
requirements. The YP Operating Manual, once published, will include specific YP standards for each YP
business line. Information related to YP staffing is found in Appendix E and in the Navy Management
Standards.
There are six YP business lines, each of which are described in the following paragraphs.
Note: The term “youth” is used throughout this Introduction to Navy CYP and the YP Operating Manual to include all
children (3-5 years), youth (6-12 years), and teens (13-18 years) participating in the YP. If a program is designed specifically
for young children (e.g., Recreational Preschool or Motor Skill Development), the term “child” may also be used to reference
children (3-5 years). Similarly, the term “teen” may be used when discussing activities and programs that are specifically geared
toward teenage youth (13-18 years).
Chapter 4: System of Care
20
Introduction to Navy CYP
4.4.1 School Age Care (SAC)
SAC programs provide quality “out of school” activities for children who have started kindergarten to 12
years of age. The programs are designed to enhance rather than duplicate the school day, are affiliated with
the Boys & Girls Clubs of America (BGCA), and offer 4-H programs. Navy SAC programs are DoD
certified and nationally accredited by the Council on Accreditation (COA). The following information is a
brief overview of the different SAC program types.
SAC Program Types
SAC is designed to meet the needs of parents and to accommodate the children’s school schedules.
Therefore, 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 determine the program type.
The operating hours for the SAC and CDC are aligned to meet the needs of parents with children in both
programs. SAC program types include the following (see Exhibit 4-4A):
Exhibit 4-4A: Snapshot of SAC Program Types
SAC Program Type
A Snapshot of SAC Program Types
Before School
The Before School program is offered to meet the needs of the command members who
report to work prior to the start of their child’s school day. Transportation may be offered
by the YP or by the local school system. Hours shall be established that meet the needs of
command requirement (e.g., 0600-1800; with care being provided from 0600 until the
child’s or youth’s school day starts).
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 YP or by the local school system. Hours shall be established that meet the
needs of command requirement (e.g., 0600-1800; with care being provided from the time
the child’s or youth’s school day ends until 1800).
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 for half of the day. This program may be offered
in the morning, afternoon, or both. Transportation may be offered by the YP program or by
the local school system. Hours shall be established that meet the needs of command
requirements and the local school system’s established hours.
Holiday/Summer Camps
These camps are full-day programs and are offered when schools are not in session. Camp
operating hours are typically 0600-1800, however the specific needs of the command must
be considered when determining the schedule.
Part-Day Preschool
SAC programs are encouraged to maximize the use of program space by offering a part-day
preschool program during the school day when youth are not using the facility. Some YPs
already have rooms that are also used for part-day preschool programs during the school
day. Typically, these programs operate only during the school year (i.e., when school is in
session).
Chapter 4: System of Care
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Introduction to Navy CYP
4.4.2 Recreational Preschool
Exhibit 4-4B: Snapshot of Recreational Preschool
A Snapshot of Recreational Preschool
Recreational Preschool programs plan, organize, and implement recreational programs for children ages 3 to 5 years old.
These programs are sometimes referred to as “Tiny Tots” or “Play Pals,” and are designed as an auxiliary opportunity to
full- or part-day preschool programs. As an auxiliary program, Recreational Preschool programs must not meet more
than five hours per week and must be offered on a drop-in basis. Programs that exceed these hours are considered
“part-day” preschool programs that are held in YP facilities.
4.4.3 Youth Sports & Fitness (YSF)
Exhibit 4-4C: Snapshot of YSF
A Snapshot of YSF
Youth Sports & Fitness (YSF) programs plan, organize, and conduct sports and fitness opportunities for youth that are 3
to 18 years old. All YSF programs are affiliated with the National Alliance for Youth Sports (NAYS). YSF programs are
designed to help families balance the demands of family life and military readiness by providing opportunities for youth
to engage in rewarding physical activity and by exposing youth to positive lifestyle behaviors. Additional information
regarding the YSF business line is available in the Navy YSF Operating Manual. The YSF program is offered through its
Core Service Areas (CSA) of sports, fitness, health and nutrition, outdoor recreation, and motor skill development.
 Sports: Sports opportunities are offered in leagues, camps, clinics, or instructional class formats. Sports activities
typically occur after school, on weekends, or during other times when school is not in session (i.e., summer,
winter/fall/spring breaks, etc.), and are supported by a combination of on-base and community partnerships. Team
sports (e.g., baseball, soccer, flag football, etc.) are organized into age-appropriate groupings.
 Fitness: Fitness opportunities such as gymnastics, fitness challenges, swimming, etc., are offered as regularly
scheduled Navy YP programming. Fitness activities normally occur after school, on weekends, or during other times
when school is not in session.
 Health and Nutrition: Health and nutrition opportunities are offered as regularly scheduled programming within
Navy CYPs, and normally occur after school, on weekends, or during other times when school is not in session.
Examples of health and nutrition activities include learning to make healthy snacks and healthier food choices,
gardening, anti-smoking and drug prevention campaigns, home-alone safety programs, and self-esteem building
activities.
 Outdoor Recreation: Outdoor recreation opportunities are offered as regularly scheduled programming within Navy
YPs, and normally occur after school, on weekends, or during other times when school is not in session. Types of
outdoor recreation activities that might be offered are hiking, canoeing, camping, and other outdoor activities.
 Motor Skill Development: Motor skill development activities are offered in instructional formats to children ages 3
to 5 years. Typically, these activities occur after preschool or school, on weekends, or during other times when
school is not in session, and are supported by a combination of on-base and community partnerships.
Chapter 4: System of Care
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Introduction to Navy CYP
4.4.4 Teen Programs
Exhibit 4-4D: Snapshot of Teen Programs
A Snapshot of Teen Programs
Teen Programs are recreational programs that provide quality “out-of-school” activities for pre-teens and teens. Teen
Programs are offered to meet the needs of the command members. Transportation may be offered by the YP or local
school system. Hours of operation shall be established that meet the needs of command requirements, teen input,
transportation, and established self-care policies. Teen Programs are DoD certified, affiliated with Boys and Girls Clubs of
America (BGCA), and offer 4-H programs.
All Teen Programs are designed to offer recreational-based experiential learning opportunities that enhance (rather than
duplicate) the school day by integrating age and developmentally appropriate activities based on the knowledge of youth
development, and the needs and interests of the pre-teens and teens enrolled in the program. Equally as important,
Teen Programs provide important social/emotional growth opportunities that focus on character development,
leadership skills, communication, and self-esteem.
4.4.5 Recreational School Age Program (RSAP)
Exhibit 4-4E: Snapshot of RSAP
A Snapshot of RSAP
Recreational School Age Programs (RSAP) are recreational programs for youth and preteens. They are designed as an
auxiliary opportunity to SAC programs. Programming is recreational in nature, but still provides opportunities for learning
outcomes. If programs choose to offer RSAP, it must be offered outside of established SAC program hours of operation,
usually use CYP facilities, and adhere to a local self-care policy.
4.4.6 Community Events
4-4F: Snapshot of Community Events
A Snapshot of Community Events
Community Events are events that are planned, organized, and conducted independently or in conjunction with various
on or off-base entities for the enjoyment of all family members connected with the installation. Community Events are
often in support of the American and U.S. Military holiday schedules (e.g., 4 th of July) and local community/installationspecific events (e.g., Japan’s Friendship Day Celebration).
Chapter 4: System of Care
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Introduction to Navy CYP
4.5 Child and Youth Education Services (CYES)
Exhibit 4-4G: Snapshot of CYES
A Snapshot of CYES
Title 10 U.S.C. §1785, “Youth Sponsorship Program” requires each military installation have a youth sponsorship program
to facilitate the integration of dependent children of members of the armed forces into new surroundings when moving
to that military installation as a result of a parent’s permanent change of station (PCS).
The CYES program at each installation shall provide for the involvement of dependent children of members presently
stationed at the military installation and shall be directed primarily toward children in their preteen and teenage years.
The component of Youth Sponsorship supported by the School Liaison Office (SLO) in all CYP functions includes PCSIN/OUT support, Deployment Support, Post-Secondary Preparation, and Home School Support.
SLOs and YPs deliver youth sponsorship through a coordinated use of School Based Programs (SBP) and center-based
programs. School-based youth sponsorship is a peer-to-peer program delivered at the middle and high school levels.
Some locations may implement similar programs at the elementary school levels, but these programs receive more
faculty guidance than the peer-to-peer programs designed for older youth.
A successful Youth Sponsorship program creates a ready community by connecting SBPs to installation-based YPs. The
Youth Sponsorship Program initiates contact with incoming youth, helps them adjust, and gets them connected to youth
who are already participating in the installation, school, or community programs. Programs are also responsible for
providing students with information about the community. It is important that Youth Sponsorship Programs are created
by and for youth—with youth involvement in every aspect of the program development and implementation.
4.6 Outreach and Respite Programs
Although Navy CYP strives to meet the needs of all families who request care, there may be times when the
demand for care outweighs the number of available spaces. Or, though more seldom, a family requires a
type of care that the CYP does not offer. When this happens, the CYP should assist the family in locating
and securing the care they need through the Navy CYP Outreach Program. The CYP Outreach Program is
an integral part of the CYP system, especially since the Navy subsidizes (i.e., contributes financial support
for) the services provided.
There are also times when Navy families are subject to unique stressors associated with military life,
including deployments, remote tours of duty, and extended working hours. Active duty members are often
separated from spouses, as well as extended family members who might otherwise offer support. In an
effort to assist families, supplemental funding is provided to Navy CYPs to offer respite care through the
CYP “Give Parents a Break” (GPAB) program.
The following information provides summaries of a variety of outreach services that are sponsored by the
Navy, as well as by DoD, including the GPAB program. All CYP Professionals shall be aware of all
Outreach Programs available in their communities so that they are prepared to discuss these options with
families.
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Introduction to Navy CYP
4.6.1 Off-installation Child Care
Authorized Reservists, Individual Augmentees (IA), Safe Harbor enrollees, Reserve Officers’ Training Corps
(ROTC) families, and Active Duty personnel are eligible for CYP support with locating and selecting child
care programs not located on a military installation, and fee
assistance if there is a wait list for all viable CYP options
Who is eligible for off-installation child
(“viable” means the care option meets the family’s needs,
care support?
and is affordable, accessible, and of high-quality), including
If there is a wait list for all viable CYP
CDH. The fee assistance program is also available to
options (including CDH):
military families who live more than 15 miles from an
 Active Duty personnel
installation and choose a participating child care program
 Authorized Reservists
through one of the nationwide programs described below.
 Individual Augmentees (IA)
CYP Professionals should refer these families to Child Care
 Safe Harbor enrollees
Aware of America (CCA; formerly known as the National
 Reserve Officers’ Training Corps (ROTC)
Association of Child Care Resource and Referral Agencies
families
[NACCRRA]) to begin the process of locating offFee assistance is available to military
installation child care.
Families can contact CCA at
http://www.naccrra.org/node/3090 or call Child Care
Aware at 1-800-424-2246.
families who live more than 15 miles
from an installation.
Military Child Care in Your Neighborhood (MCCYN)
Military Child Care in Your Neighborhood (MCCYN) is designed to support and provide fee assistance to
local child care programs for providing care for children of Active Duty Sailors (including Reservists and
IAs) who need full-time/part-time/year-round child care. The MCCYN fee assistance is intended to level
the cost of commercial child care with what the family would normally pay for military child care based on
their Total Family Income (TFI), thereby making the cost of commercial child care more affordable for
military families. Sailors are eligible for MCCYN when their anticipated placement time (APT) on a DoD
child care wait list is greater than 90 days, or when the family does not have access to on-base child care
(including families who live more than 15 miles from an installation). Currently, Navy CYP contracts with
CCA to provide the MCCYN program to eligible participants. CCA determines subsidy amounts for eligible
Sailors according to the Navy Fee Policy, and pays subsidy amounts directly to the child care program or
provider. Additional information is found on the Child Care Aware of America website at
http://www.naccrra.org/node/3090.
Operation Military Child Care (OMCC)
Deployed sailors in need of short-term child care may be eligible for fee assistance through OMCC. OMCC
provides military subsidies to eligible providers of quality commercial child care programs throughout the
United States. Similar to MCCYN, the OMCC fee assistance is intended to level the cost of commercial
child care with what the family would normally pay for military child care based on their TFI, to make
commercial child care more affordable for military families. OMCC operates their fee assistance processes
very similar to MCCYN, provides fee assistance for eligible Reservists and Active Duty Sailors according to
the Navy Fee Policy, and pays subsidy amounts directly to the child care program or provider. The Navy
Chapter 4: System of Care
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Introduction to Navy CYP
contracts with CCA to operate the OMCC Outreach Program. Additional information regarding OMCC is
available on the Child Care Aware of America website at http://www.naccrra.org/node/3090.
4.6.2 Respite Care Programs
CYP “Give Parents a Break” Program (GPAB)
Military families are subject to unique stressors associated with military life, such as deployments, remote
tours of duty, and extended working hours. The GPAB program is designed to give family members a short
break from parenting in order to help them deal with these types of stressful situations. Installation CYPs
have previously offered different types of typical respite care services. The GPAB program standardizes
those respite care services across all installations operating child and youth programs. The program is
intended for families who may be experiencing stress due to a deployment and/or the sponsor’s Temporary
Duty Status (TDY), recent transfer to the area, illness in the family, caring for a child with special needs, or
other unique circumstances/hardships.
Installation CYPs are required to offer the GPAB program to eligible families. It is important that this
program be widely advertised and briefed to command personnel who support families, including Fleet and
Family Support Program Directors, Chaplains, Ombudsmen, Family Readiness Groups, and command
leadership. GPAB should not be viewed as simply “free child care,” but as a tool to provide respite to
families who are experiencing stress. This program is not a substitute for regularly scheduled child care, and
may be used at the discretion of the parent at a minimum of 2-hour increments.
Installation CYP Directors and CYP Directors with oversight are responsible for ensuring that the program
guidance defined in the Navy CYP Give Parents a Break Policy is implemented at their installation. All
OPNAV 1700.9 requirements and supplemental policy guidance related to CYP operations must be
followed when administering the GPAB program.
The GPAB policy letter and a complete overview, list of the requirements, eligibility, referral certificate, and
reimbursement policies can be found in the Navy CYP Give Parents a Break Policy on the Navy CYP ELibrary. The following information outlines the types of respite care that shall be offered at all installations.
Chapter 4: System of Care
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Introduction to Navy CYP
Give Parents a Break—Guidelines
 Wounded warriors will be provided hourly care for their medical appointments at no cost and
will have first priority for hourly care spaces. The family shall provide documentation of
enrollment in the Navy’s Safe Harbor program to validate eligibility for this service.
 The family of a Fallen Warrior is authorized 40 hours of respite care to be taken at one time
during the year after the member’s death.
 Families in need who have been identified by the command can receive up to 16 hours of child
care monthly without charge. This should not simply be considered “free child care.” Command
personnel responsible for identifying families in need of respite must understand how the GPAB
can be used as a tool to ensure mission readiness. Commanding Officers, Executive Officers,
Command Master Chiefs, Chaplains, Doctors, Fleet and Family Support Managers, and
Installation CYP Directors may authorize care without charge to the family in accordance with
the GPAB guidance for individuals by completing a Give Parents a Break Referral Certificate.
 One CDC at each installation is required to be open for an additional 16 hours per month to
provide respite/hourly care options for parents. Children and youth ages 6 weeks to 12 years
shall be offered care in the CDC at this time. Programs may choose to open the YP on the base
during this time if there are enough families requesting this service. Materials and supplies
appropriate for the age group being served shall be available. Attendance at Family Readiness
Group meetings, Fleet and Family Support Program classes, or sanctioned command functions
may be authorized at no charge to parents.
 Installation CYP Directors and CYP Directors with oversight are responsible for working with
personnel responsible for these events to find times that best meet the needs of their family
members who may want to attend these events. Parents wishing to use the service for other
purposes (e.g., dinner, shopping, etc.) may be charged the hourly care fee.
Navy CYP Exceptional Family Member Program (EFMP)—Respite Care
The Navy CYP Exceptional Family Member Program—Respite Care is specifically designed for Navy
families who have children ages birth through 18 years old enrolled in the Exceptional Family Member
Program (EFMP), and are classified as Categories IV or V (additional information about parent fee
categories will be available in the program-specific Parent Fees Standards, once published). Children or teens
that are eligible for Navy CYP EFMP-Respite Care have been identified with special medical and/or
educational needs, including those whose medical condition requires assignment near major medical
facilities in the United States, or whose needs are complex and require specialized care. (The Navy CYP
EFMP has the same eligibility requirements as MCCYN: Authorized Reservists, Individual Augmentees,
Safe Harbor enrollees, ROTC families, and Active Duty personnel excluding weekend drillers.)
The Navy CYP EFMP-Respite Care program assists families who qualify for the program by helping them
identify and access child care programs and services. The program provides eligible Navy families living in
the United States with up to 40 hours of respite care per month so that they can leave the house, go to an
appointment, or just rest, knowing that their child is well cared for. Once a child has been approved for
EFMP as a Category IV or V, the family can work with their local EFMP coordinator, contact CCA online
at the CCA Exceptional Family Member Program (EFMP) Respite Care website at
http://www.naccrra.org/navy/exceptional-family-member-program-efmp-respite-care, or call CCA at 1-
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Introduction to Navy CYP
800-424-2246. In addition, there is a Navy CYP EFMP – Respite Care flyer available to share with parents.
CYP Professionals can find additional information about the EFMP in the EFMP Quick Reference Guide.
YMCA Respite Outreach
The YMCA Respite Child Care program is a DoD outreach program that provides respite care for military
families. Many family members of deployed guard, reserve and active duty personnel live far from a military
installation and are isolated from the family
programming, support services, and recreational
Why must all CYP Professionals be
opportunities offered at an installation. The YMCA
knowledgeable of all of CYP, including the CYP
Respite Child Care program is a key factor in
Outreach Program? To be ready to:
promoting the personal health and well-being of
 Answer questions a parent might have
military families, helping to build strong families, and
about other areas of the CYP
reducing stress. Respite child care is not intended to
 Talk with parents who might benefit from
be an offset for full-time or daily child care, nor is it a
other CYP services, and help them access
substitute for a part-time preschool program.
those services
Participating YMCAs provide up to 16 hours of free
 Assist families better when a child
child care per month, per child for children ages infant
transitions from one program to another
through 12 years old (unless the local YMCA has

Fill in at another CYP program if needed
different age group requirements) while a Sailor is
deployed or when a Reservist is activated.
Eligibility for the Respite Child Care program is extended to families of National Guard and Reserve
personnel who are deployed under Title 10 of the U.S. Code6 (regardless of the length of the deployment),
families whose Service member is serving at an Independent Duty location, or families of deployed active
duty personnel residing 30 miles from a military installation.
Navy Safe Harbor Foundation
The Navy provides child care services for children of seriously wounded, ill, or injured Sailors and Coast
Guardsmen while the military member is recuperating and/or receiving treatment. To be eligible, the
wounded warrior must be enrolled in the Safe Harbor program and undergoing treatment. A wounded
warrior enrolled in the Safe Harbor Program, or other Service equivalent, shall be charged Category I parent
fees while in the treatment period, regardless of his/her family’s TFI. In addition, a wounded warrior
enrolled in the Safe Harbor program who does not live near an installation may be eligible to receive child
care fee assistance (to be paid to the child care provider) as a Category I family, regardless of TFI, through
CCA (eligible families must work through their Safe Harbor counselor for fee assistance). This outreach
service is a partnership between Navy CYP and The Navy Safe Harbor Foundation. Sailors should contact
their Safe Harbor counselor for additional details.
6
Title 10 of the U.S. Code is the legal framework for the roles, missions, and organizations of each of the armed services and the
Department of Defense. Information about Title 10 can be found on the United States Government Printing Office website at
www.gpo.gov.
Chapter 4: System of Care
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Introduction to Navy CYP
4.6.3 Boys and Girls Club of America (BGCA)
Mission Youth Outreach
The Navy provides free BGCA memberships through the Mission Youth Outreach program for all Navy
youth ages 6 to 18 years old who are not living on or near an installation (youth living on or near an
installation have access to their installation-based YPs, which are affiliated with the BGCA). Mission Youth
Outreach is made available through a partnership between BGCA and the U.S. Armed Forces, with the goal
of helping children of military families face the unique challenges of military life.
4.6.4 Sittercity—Military Program
Sittercity—Military Program helps military families find babysitters, part-time and full-time nannies, last
minute care providers, pet sitters, and housekeepers. Sittercity membership is funded by DoD and is
available to military families at no cost. More information is available at http://www.sittercity.com/dod.
4.6.5 Tutor.com for U.S. Military Families
Tutor.com for U.S. Military Families provides free tutoring services to students in military families from
professional tutors in more than 40 subjects such as reading, math, science, English, social studies, algebra,
chemistry, calculus, and physics. Online homework help and tutoring is available 24 hours a day, 7 days a
week—no appointment needed. Tutor.com also provides assistance with test preparation, proofreading,
GED preparation, college and career transition assistance, resume writing, and more. Additional
information about Tutor.com, including eligibility requirements, is found at http://www.tutor.com/militaryprograms.
Chapter 4: System of Care
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Introduction to Navy CYP
CYP Customers
One of the most basic facts that all CYP Professionals must have is a clear understanding of the populations
that CYP serves. That is, who are the CYP customers, and for whom does CYP care? This knowledge
ensures that CYP services can be customized to meet the specific needs of the families and their children
and youth.
There are two main factors that are considered in determining who may receive CYP services: eligibility
and priority. In addition, the child’s age is a deciding factor in identifying for which CYP services that child
is eligible. Each of these factors is discussed in the following paragraphs.
(Note: While this chapter covers the basics of eligibility and priority, the primary intent is to clarify who the
CYP customers are. This chapter does not cover how families actually request care or enroll in a CYP
program. Wait list and enrollment information will be provided in the program-specific Administration and
Record Keeping Standards and the CYP Waitlist Management/Using MilitaryChild.com Standards.)
5.1 Eligibility
To be eligible for Navy CYP, the child must have a military sponsor or other eligible DoD affiliated sponsor
(e.g., DoD civilians or contractors). The sponsor must provide proof of eligibility and employment (a
military ID card or Common Access Card [CAC] suffices as proof of eligibility; parents are not required to
show a “Page 2” from their military personnel file). Eligible sponsors include:
 Active duty military personnel;
 Combat related wounded warriors;
 Surviving spouses of military members who died from a combat related incident;
 DoD civilian personnel who are paid from Appropriated Funds (APF) or Non-Appropriated Funds
(NAF);
 Reservists on active duty or deployment (these sponsors are eligible for dependents to attend a CYP or
receive fee assistance through the Navy’s Outreach Program; see Section 4.6);
 Reservists on inactive duty for training;
 DoD contractors (if the individual does not have a CAC card that specifies s/he is a DoD contractor,
the CYP Director, or other CYP Professional as assigned, must work with the installation’s Contracting
Office to verify contractor status);
 Active duty Coast Guard; and,
 Others authorized on space available basis. Retirees and other federal employees are included here;
however, installations must still submit a letter to CNIC (N9) requesting to allow others full-time
Chapter 5: CYP Customers
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Introduction to Navy CYP
attendance at the CDC. (Retirees are eligible for recreational programs and activities without
notification to CNIC (N9).) In most cases, care for children in this category will not be eligible for
CDH subsidized care.
 Individuals acting in loco parentis for the dependent child of an otherwise eligible patron.
The child who will be receiving care must be a “dependent” child, meaning s/he has one of the following
relationships with the sponsor:
 A biological child who lives with the sponsor, or a step-child living in the home of a sponsor where the
sponsor is married to the parent;
 A child who lives with a person acting “in loco parentis” on behalf of the eligible patron. “In loco
parentis” is defined as “in the place or position of the parent.” An “in loco parentis” relationship is one
in which a person takes on the role of a lawful parent by assuming the obligations and duties of a parent
without formally becoming an adoptive parent or legal guardian. The child(ren) must reside with and be
supported by the person. A special power of attorney to act “in loco parentis” must be maintained in the
child’s file;
 A legally adopted child who lives with the sponsor;
 A foster child who lives with the sponsor.
In cases where the parents are geographically separated or unmarried, legally separated parents with joint
custody, or divorced parents with joint custody, children are eligible for child care only when they reside
with the military Service member or eligible civilian sponsor at least 25 percent of the time in a month the
child receives child care through a DoD program.
Because this is a common occurrence, some examples of different scenarios are listed below:
 If the child’s parents are married, and the sponsor takes a duty station that is geographically separated
from the child and other parent, the child who stayed behind with the spouse is still eligible for care at
the location in which s/he resides.
 If the child has one active duty parent, but the parents are divorced or have never been married, if the
active duty parent moves away from the area and leaves the child with the other parent, that child is no
longer eligible for care because s/he does not live with the sponsor.
 If the child’s active duty parent has to leave the area to fulfill a military duty (e.g., s/he is deployed to
Iraq), and that parent leaves the child with someone as part of the family’s Family Care Plan (FCP), that
person becomes the child’s “loco parentis” guardian. The child remains eligible for care. (See the bullet
above for additional information on “in loco parentis.”)
 If the youth’s sponsor is located elsewhere, but the youth visits relatives near a Navy installation, the
youth remains eligible for YP recreational programs (e.g., Teen Programs) at the nearby Navy
installation.
 If the child’s parents are divorced with shared custody and the service member has custody 25% of the
time throughout the month, the child is eligible for full-time care. For example, the active duty service
member has custody either Monday-Wednesday or 1 week of the month, the child is eligible for care
when they reside with the service member AND when they are residing with the non-eligible parent.
 If the child’s parents are shift workers and work extended hours in the evenings and/or weekends, the
25 % rule still applies and the child is eligible for the 24/7 Center or a CDH subsidized space during the
Chapter 5: CYP Customers
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Introduction to Navy CYP
time they are residing in the sponsor’s home AND when they reside with the non-eligible spouse. For
example, the child spends every other weekend and 1 week a month with the sponsor. The sponsor’s
work schedule requires him to work some weekends and evenings. The child would be eligible for
subsidized care in the CDH when they are residing in the sponsor’s home and when they are residing at
the non-eligible parent’s home.
Eligibility Exceptions
Title 10 U.S.C., §1799 allows children and youth that would not typically be eligible (i.e., they do not meet
the eligibility requirements listed above) to participate in CYP activities if the following objectives are
supported by their participation and approval has been granted by CNIC (N926):
 To assist children and youth of military families in adapting to and integrating into the civilian
community (i.e., it provides them with opportunities to meet and interact with new friends in the
community, including non-military peers, as a way of becoming more familiar and comfortable with the
civilian community);
 To maximize the use of all DoD facilities and resources; and,
 To establish and support collaborative efforts with partners such as local schools and other child and
youth organizations that serve military families.
5.1.1 YP Guests
Youth guests are allowed access to recreational programs (i.e., Teen Programs, Community Events, and
RSAP). Youth guests are not authorized in custodial care programs (i.e., SAC programs).
A “guest” is defined as a youth that is either a relative or close family friend of a registered, eligible youth,
who meets the age requirements of the YP. In order to participate in the Navy YP and its organized
activities, the guest must have a completed registration form signed by his/her legal guardian. Guests must
be officially sponsored and accompanied by an eligible youth. A guest may not access any program activity
alone.
5.2 Priorities for CYP Custodial Care Programs
Once a family is identified as eligible for CYP custodial care services (e.g., child care, SAC, etc.), the next
step is to determine the family’s priority ranking, or family type. Navy CYP regulations mandate that care be
offered to families in the priority order listed below. Any exceptions to these priorities must be requested in
writing by the CYP Director and officially approved by CNIC (N926) before any exception can be
considered:
 Priority 1: The order of precedence from highest to lowest within Priority 1 is as follows:
 Priority 1A: Combat-related wounded warriors
 Priority 1B: Child and Youth Program Staff with a working spouse
 Priority 1C: Single Military Service members on active duty or dual active duty Service member
couples
Chapter 5: CYP Customers
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Introduction to Navy CYP
 Priority 1D: Active duty Service members with a working spouse (including a DoD civilian spouse)
 Priority 1E: Single DoD civilian employees paid from appropriated (APF) or non-appropriated
funds (NAF) or dual DoD civilian employee couples
 Priority 1F: DoD civilians with a working spouse who is not a DoD civilian
 Priority 1G: Surviving working spouses of military members who died from a combat-related
incident.
Note: Because the majority of Navy CDC programs do not offer part-time care options, part-time and flex
employees can be considered as working for the purpose of priority.
 Priority 2: The second priority shall be given equally to active duty Military Service members, DoD
civilians paid from APF and NAF, surviving spouses of military members who died from combat
related incident, where a non-working spouse is actively seeking employment. The status of actively
seeking employment must be verified every 90 days.
 Priority 3: The third priority shall be given equally to active duty Military Service members, DoD
civilians paid from APF and NAF, surviving spouses of military members who died from combat
related incident, where a non-working spouse is enrolled in a post-secondary institution. The status of
post-secondary enrollment must be verified every 90 days.
 Space Available: After meeting the needs of parents in priorities 1, 2, and 3, programs shall support the
need for care for other eligible patrons such as active duty Military Service members with non-working
spouses, DoD civilian employees paid from APF and NAF with non-working spouses, eligible
employees of DoD Contractors, Federal employees from non-DoD agencies, and military retirees on a
space available basis. In this category, programs may also authorize otherwise ineligible patron in
accordance with reference (c). (In most cases, care for children in this category will not be eligible for
subsidized care.)
 Exceptions for priorities: The Commanding Officer is authorized to approve case-by-case waivers if a
family has extenuating circumstances that prevent them from meeting the employment criteria listed
above. However, the CYP Director must make the Commanding Officer aware of the overall status of
the wait list and the impact such a waiver will have on the placement of other children on the waitlist.
Once the family has been identified as eligible and placed in the appropriate family priority order, parent
fees will be determined based on the type of CYP program that child is enrolled in (e.g., full- or part-day
child care, After School SAC, Summer Camp, etc.) and the family’s TFI. Parent fees are established annually
by DoD and CNIC (N926) and published in the Navy Fee Policy. Additional guidance will be available in
the program-specific Parent Fees Standards.
5.2.1 CDC Part-Day and Hourly Care Priorities
Part-Day Care
As already described, part-day care is designed for parents who need child care on a seasonal or regularly
scheduled, part-day basis. However, non-working parents who want their children to have socialization
experiences may also request part-day care. Part-day care shall be offered in the following order of priority:
Chapter 5: CYP Customers
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Introduction to Navy CYP
1. Working parents—Working parents that need part-day care have priority over parents that do not work
at all; and,
2. Non-working parents— If all “mission” or “custodial” care requirements (i.e., parents who require care
for their children in order to carry out their military duties or to meet other work obligations) have been
met, CDC programs are encouraged to offer a part-day program designed specifically for socialization
and learning (if space is available) on a first-come/first-served basis.
Hourly Care
Hourly care is tailored for families that need intermittent, short-term child care, and is offered on a firstcome/first-serve basis. (i.e., Parents that request hourly care first will be offered hourly care first.)
5.2.2 24/7 Center Priorities
Families that are eligible for 24/7 Center services must meet the CYP eligibility criteria just discussed, and
typically have additional factors that qualify them for 24/7 Center care. 24/7 Centers are designed first and
foremost to meet the needs of military watch standers and shift workers, and military personnel who are
called for duty during non-traditional work hours (e.g., nights, weekends, Federal holidays, etc.). While other
families may also use 24/7 Center care for emergency care, hourly care, or even full-time care if space is
available, priority must be given to those sponsors for whom 24/7 Centers were specifically designed,
including:
 Watch standers: Watch standers are those whose work schedules require after-hours child care on an
occasional basis. For example, parents who work one or two overnight shifts once a month may need
24/7 Center care for their child(ren) during those overnight shifts, as may military members who are
required to “stand duty” once a month.
 Shift workers: Shift workers are those whose regular work schedules include weekends, evenings, and
overnight shifts. For example, a parent’s shift schedule may be 2300-0700 Monday through Friday
(overnight shift), or perhaps two day shifts (0700-1530) and two afternoon/evening shifts (1500-2300)
followed by three days off. Both of these are examples of a family that may need 24/7 Care for their
child(ren).
If the 24/7 Center has a wait list, CYP Professionals shall place families in the following order specific to
24/7 Centers (priorities for all of CYP is discussed next, in Section 5.3):
1. Active duty single parents who work non-traditional hours;
2. Dual military families where both parents work non-traditional hours; and,
3. Military/civilian families where both parents work non-traditional hours, or where one parent is
deployed and the civilian parent works non-traditional hours.
If the wait list does not include families from one of the three categories listed above, 24/7 Centers should
maximize any unused spaces by offering care to families who are seeking care during traditional hours and
families who need hourly care. The 24/7 Center Space Management Standards, once published, will have
additional information on maximizing 24/7 Center space.
Chapter 5: CYP Customers
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Introduction to Navy CYP
5.3 Priorities for YP Recreational Programs
Recreational programs are not required, nor is it recommended, to adhere to the priority categories used for
custodial YP care (see above). Recreational programs should offer services on a first-come/first-served
basis. Therefore, once a youth’s eligibility has been verified, the priorities of all eligible youth are equal.
Unlike custodial care, which uses a prioritized wait list to determine which families are offered care first,
recreational programs should use an “RSVP” process. For example, Teen Programs may use an RSVP
process for field trips and special events; families that want their teen to attend place an RSVP with the
program to reserve a space on the field trip or other special event.
5.4 Age Requirements
All CYP Professionals must be familiar with the age requirements of all CYP programs so that they can
answer any questions a family may have about which programs their child may participate in. For example, a
CDC employee must have knowledge of the YP age requirements so that s/he can assist families in
transitioning to a SAC program when the child enters kindergarten. Another example is a family that has a
child enrolled in SAC, but also has a younger child for whom the family wants to find care. Or, a CDH
Provider may notice that a preschool child demonstrates an interest in sports, and refers that child’s parents
to the YP Motor Skill Development program, Start Smart, or YSF.
The age requirements for enrollment in the Navy CYP are provided below in Exhibit 5-1, followed by
Exhibit 5-2, which gives a summary of the specific age groups for children ages 0-5.
Exhibit 5-1: CYP Age Requirements
CYP Component
Age Requirements
CDC
*6 weeks – until the child enters school (children that turn 5 years old become eligible for SAC
programs on the first day of the Fall semester of their registered kindergarten class)
CDH
**6 weeks – 12 years (or until the child graduates from his/her current grade; 12 year-old
youth remain eligible for CDH through the summer after the youth graduates from his/her
current until the first day of the next Fall semester of their previously attended school)
24/7 Centers
6 weeks – 12 years (or until the child graduates from his/her current grade; 12 year-old youth
remain eligible for 24/7 Center care through the summer after the youth graduates from
his/her current grade until the first day of the next Fall semester of their previously attended
school)
***SAC
Kindergarten – 12 years (children that turn 5 years old become eligible for SAC programs on
the first day of the Fall semester of their registered kindergarten class—the child must have
actually started kindergarten; the summer before kindergarten starts does not meet the age
requirement; 12 year-old youth remain eligible for SAC through the summer after the youth
graduates from his/her current grade until the first day of the next Fall semester of their
previously attended school)
***YSF
3 years – 18 years (18 year-old teens remain eligible for YSF through the summer after the
teen graduates from high school until the first day of the next Fall semester of their
previously attended high school)
Chapter 5: CYP Customers
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Introduction to Navy CYP
CYP Component
Age Requirements
***Teen Programs
13 years – 18 years (Teen Programs may include preteens depending on the installation’s
established self-care policy. 18 year-olds remain eligible for Teen Programs through the
summer after the teen graduates from high school until the first day of the next Fall semester
of their previously attended high school.)
Recreational Preschool
3 years – until the child enters school (children that turn 5 years old become eligible for SAC
programs on the first day of the Fall semester of their registered kindergarten class)
Part-Day Preschool
3 years – until the child enters school (children that turn 5 years old become eligible for SAC
programs on the first day of the Fall semester of their registered kindergarten class)
***RSAP
5 years – 12 years (or until the child graduates from his/her current grade; 12 year-old youth
remain eligible for RSAP through the summer after the youth graduates from his/her current
grade until the first day of the next Fall semester of their previously attended school)
Community Events
No applicable age requirements
***
***
***
Families expecting newborns or adopting a child may request to be placed on the wait list before the arrival of the child.
Families who need to place infants in a CDH program as early as 4 weeks old may possibly be allowed to do so, but only with special
permission (written) from the CDH Director and written documentation from the child’s physician that the infant can be placed in
child care.
Age restrictions may apply to all YP programming depending on the type of activity offered (e.g., High Adventure activities or
Tiny Tots).
Exhibit 5-2: Age Groups for Children Ages 0-5 (CDC, CDH, and 24/7 Centers)
Age Group
Infant
Pretoddler
Toddler
Preschool
Ages
6 weeks – 12 mos.
13 mos. – 24 mos.
25 mos. – 36 mos.
37 mos. – 5 yrs. (or until the child enters school, usually at age 5 when the child
enters kindergarten)
It is important to understand that while children are initially placed in a program or classroom based on age,
they may later be transitioned to a different program or classroom when they are developmentally ready. For
example, although a child is typically expected to be potty trained before entering preschool, if a child is not
fully potty trained, but is developmentally ready to start preschool in every other way, that child may be
placed in a preschool classroom.
Chapter 5: CYP Customers
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Introduction to Navy CYP
Chain of Command and CNIC
6.1 Chain of Command
”Chain of command” is how an organization structures its reporting relationships and layers of authority.
Understanding where one fits in the overall chain of command results in greater communication, stronger
awareness of the scope of services, and a firmer
understanding of service delivery expectations. This
An understanding of the chain of command
chapter demonstrates that CYP is one part of a much
helps CYP Professionals to:
larger picture.
Why is understanding the overall chain of command
important? Listed below are some reasons:
 Knowing the full chain of command reminds CYP
Professionals that although their primary duties
involve the direct care of young children and
youth, at the same time they are supporting fleet
readiness and enabling the fleet to meet military
mission requirements.
 Request support and resources from CNIC
(N926) HQ to strengthen program quality
 Realize that CYP is one part of a large,
comprehensive support network for
military families, and be able to talk with
families about the entire system
 Recognize the department or division
when memos, instructions, and other
correspondence come from various levels
in the chain of command
 By recognizing that “fleet readiness” encompasses
more than child care and youth services, CYP Professionals become more aware that they are
contributing to a comprehensive network of services for military families, including housing and
lodging, financial planning, food service, community support, deployment and transition support, and
many other elements that help military families maintain a good quality of life.
 Being knowledgeable about the different levels of the chain of command allows CYP Professionals to
recognize the department or division when memos, instructions, and other correspondence come from
various levels in the chain of command.
 Finally, when CYP Professionals are aware of how the “big picture” operates, they can understand how
the chain of command supports their local installations and local CYPs. This allows them and the
families they serve to benefit from all of the support and resources the chain of command has to offer.
Navy CYP is part of the Department of Defense (DoD), which encompasses all four branches of the
military, including the Navy (the other three branches are the Army, Air Force, and Marine Corps). Exhibit
6-1 provides a basic visual of where CYP fits into the overall “big picture” with regard to chain of
command, and CYP policy and resource alignment, and gives a general understanding of the offices and
departments that support Navy CYP.
Chapter 6: Chain of Command and CNIC
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Introduction to Navy CYP
Exhibit 6-1: Overarching Chain of Command & Navy CYP Policy and Resource Alignment
Note: The specific organizational structure may vary across regions and installations, depending on the needs of the individual regions
and installations.
Chapter 6: Chain of Command and CNIC
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Introduction to Navy CYP
6.1.1 Secretary of Defense (OSD)
DoD is the executive department of the United States Government and is charged with the coordination
and supervision of all government agencies that are related to national security and the armed forces,
including the Navy, Army, Air Force, and Marine Corps. DoD is the world’s largest employer, with over 2
million active duty sailors, soldiers, marines, airmen, and civilian workers, as well as more than 1 million
National Guardsmen and armed force reserves.
DoD is headed by the Secretary of Defense, and is the authoritative body for policy development, planning,
resource management, fiscal, and program evaluation responsibilities of all of DoD and the organizations
that operate under the DoD umbrella (including Navy CYP).
6.1.2 Deputy of the Office of the Under Secretary for Personnel and
Readiness (OSD P&R)
The Under Secretary for Personnel and Readiness is the principal staff assistant and advisor to the Secretary
and Deputy Secretary of Defense for Total Force Management as it relates to readiness; National Guard and
Reserve component affairs; health affairs; training; and personnel requirements and management, including
equal opportunity, morale, welfare, recreation, and quality of life matters.
6.1.3 Office of the Deputy Assistant Secretary of Defense for Military
Community and Family Policy (MC&FP) and Office of Family
Policy/Child and Youth
MC&FP is directly responsible for programs and policies for community quality of life programs for service
members and their families worldwide. This includes providing family support policies and programs such
as family center operations, child care, youth programs, family advocacy, relocation assistance, transition
support services, and support during mobilization and deployment.
The Office of Family Policy/Child and Youth provides oversight specifically for child development
programs, services and support for geographically dispersed service members, youth financial readiness
services and tools that promote financial literacy, and education programs that build skills for individual and
family life development. The Office of Family Policy/Child and Youth is responsible for writing and
disseminating policies and procedures for military child and youth programs, including Navy CYP.
6.1.4 Secretary of the Navy (SECNAV)
The Secretary of the Navy (SECNAV) is responsible for all the affairs of the Department of the Navy,
including: recruiting, organizing, supplying, equipping, training, mobilizing, and demobilizing. The Secretary
also oversees the construction, outfitting, and repair of naval ships, equipment and facilities. SECNAV is
responsible for the formulation and implementation of policies and programs that are consistent with the
national security policies and objectives established by the President and the Secretary of Defense. The
Department of the Navy consists of two uniformed Services: the United States Navy and the United States
Marine Corps.
Chapter 6: Chain of Command and CNIC
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Introduction to Navy CYP
6.1.5 Assistant Secretary of the Navy for Manpower and Reserve Affairs
(ASN M&RA)
The ASN M&RA is a civilian office in the United States Department of the Navy that is responsible for
recruiting all of the personnel of the United States Navy, including military personnel (both active and
reserve), government civilians, contractors, and volunteers.
6.1.6 Deputy Assistant Secretary of the Navy Military Manpower and
Personnel (MMP)
The Deputy Assistance Secretary of Navy MMP is responsible for the establishment and oversight of
policies related to Navy active duty service members and their families, including recruiting and retention,
compensation, quality of life, healthcare, and training and education.
6.1.7 Navy and Chief of Naval Operations
The Navy is led by the Chief of Naval Operations. The Navy maintains, trains, and equips combat-ready
maritime forces capable of winning wars, deterring aggression, and maintaining freedom of the seas. The
Navy is America’s forward deployed force and is a major deterrent to aggression around the world. The
Navy’s aircraft carriers are stationed in “hotspots” that include the Far East, Persian Gulf, and
Mediterranean Sea, to provide a quick response to crises worldwide.
6.1.8 Commander, Navy Installations Command (CNIC)
CNIC is the Supporting Commander for shore services and support, and is responsible for the
management, operation and readiness of the Navy’s installations and shore capabilities. CNIC enables and
sustains Fleet, Fighter and Family readiness by providing unified policies, resources, procedures, processes,
standards, and oversight for effective and efficient shore platform capabilities.
6.1.9 CNIC (N9) Fleet and Family Readiness (FFR)
Although CNIC has numerous divisions, the one that applies most directly to CYP is CNIC (N9), or FFR.
FFR is responsible for policy development, resourcing, and oversight of quality of life programs for sailors
and their families. FFR enables a ready Navy force through programs such as Family Readiness, Fleet
Readiness, and Housing programs. Some of the services and programs FFR provides include:
Fleet Readiness and Housing (N92)
 Navy Morale, Welfare and Recreation (MWR) programs and services: These programs include fitness
and sports, deployed support, the Navy Motion Picture Service, libraries, golf, bowling, marinas and
outdoor recreation, the Single Sailor or Liberty program, Information, Tickets and Travel; and Navy
entertainment programs.
 CYP: In most cases, the Installation CYP Director reports directly to the Morale, Welfare and
Recreation (MWR) Director on the installation;
Chapter 6: Chain of Command and CNIC
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Introduction to Navy CYP
 Lodging and Housing: The Navy Gateway Inns and Suites, formerly known as the Visitors Quarters
or VQ, along with MWR’s lodging services (including campsites, hotels, cabins and cottages, and
ashore galleys); and,
 MWR food and beverage services.
6.1.10 CNIC (N926) Headquarters (HQ)
CNIC (N926) HQ is under CNIC (N9), and is the specific office responsible for the management and
oversight of all CY programs at 70 installations and partnership organizations. All CYP Professionals must
be aware of CNIC (N926) because it is the direct link between the CYPs and the upper part of the chain of
command. Directives, policies, instructions, and other important correspondence flow directly from CNIC
(N926) to the CYPs.
CNIC (N926) HQ Program management responsibilities and support include:
 CYP HQ Inspections;
 Business and Strategic Planning;
 Process Improvement Practices;
 Training Oversight;
 Financial Planning, Budgeting, and Execution;
 Facility Management; and,
 Operating Policies.
CYP Professionals should learn what resources CNIC (N926) has to offer because every installation, at
some point, will need support from CNIC (N926). Knowing what CNIC (N926) has to offer in advance will
enable local CYPs to get the support they need faster.
Each of the CNIC (N926) teams described in this section assist local CYPs in enhancing the quality of life
for the military families and children they serve. When families have affordable, accessible, and high quality
child care and youth programs, they have one less thing to worry about—and they can be assured that their
children are well cared for while participating in Navy CYP activities. Because CYPs are considered
“mission essential,” meaning that in addition to being a cornerstone for family programming (i.e., family
readiness), CYPs are critical to ensuring fleet readiness—the fleet’s ability to accomplish its military mission.
Brief summaries of each of these oversight and support areas are provided in the following sections.
Business and Strategic Planning (N926A)
The CNIC (N926A) HQ Business and Strategic Planning division provides oversight of Navy CYP business
activities and ensures the effective and efficient use of total resources within CYP operations. The Business
and Strategic Planning team provides policy and technical support for child and youth educational services,
information systems, and resource management for CY programs. The Business and Strategic Planning
division houses three additional teams, as listed below in Exhibit 6-2.
Chapter 6: Chain of Command and CNIC
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Introduction to Navy CYP
Exhibit 6-2: CNIC (N926) HQ Business and Strategic Planning Teams
CNIC (N926) HQ Business and
Strategic Planning Team
CNIC HQ Education Services and
Communications (N926A1)
CNIC HQ Information Systems and
Technology Support (N926A2)
CNIC HQ Resource Management
(N926A3)
Support and Resources Provided to CYPs
Education Services and Communications provide the enterprise “system of support”
for policy development and execution of installation programs that provide
commanders and families with grades K-12 Education System Navigation through
community capacity building. Specific programming includes transition support
(Youth Sponsorship), deployment support, special education system navigation,
post-secondary preparation, home school support, and partnerships in education
(PIE). CNIC (N926A1) is used to connect Navy CYP to CYP Professionals and
customers.
Information Systems and Technology Support provides support for enterprise
modeling analysis and support; technology refresh requirements definition,
planning and oversight; support for CYP software development projects including
conceptualization, design, requirements and development processes; contract input
on technology and systems issues; system integration analysis and planning; liaison
with N94 IT issues; and research for new technologies and processes that can
benefit CYP.
Resource Management provides technical support and guidance for the planning,
programming, budgeting, execution and performance of CYPs to include APF and
NAF budgets, metric collection and analysis, financial policies and procedures,
financial management, procurement, and internal control review. Ongoing
assistance and training is provided for budget modeling, financial reporting, and
performance metrics tools.
Operations and Policy (N926B)
The CNIC (N926B) HQ Operations/Policy division provides oversight of all inspections conducted by
HQ, technical assistance and training plan implementation, career management, and facilities and
environmental management. The Operations/Policy team also provides ongoing management support in
the areas of CYP programming, inspections, accreditation processes, professional development, information
management systems, field management, and special projects. The Operations/Policy division houses five
additional teams, as listed below in Exhibit 6-3.
Exhibit 6-3: CNIC (N926) HQ Operations and Policy Teams
CNIC (N926) HQ Operations and
Policy Team
CYP HQ Inspections (N926B1)
Training/Implementation (N926B2)
Chapter 6: Chain of Command and CNIC
Support and Resources Provided to CYPs
CNIC (N926) HQ deploys CYP Specialists to conduct annual HQ inspections of CYPs
as required by law. CYP Specialists provide technical assistance and monitor
program compliance with CYP regulations and standards. Local CYP Professionals
will meet and get to know their Inspection Team, as the team will be onsite and
working directly with the CYP Professionals in the actual program environment.
CYP Program Coordinators and Specialists establish policy guidance, identify
training needs and training opportunities, create implementation strategies, and
promote best practices for quality programming. Local CYPs are assigned
Program Coordinators from HQ who are subject matter experts in various
components (i.e., CDC, CDH, YP, Outreach, and also 4-H), and are encouraged to
reach out to their Program Coordinators frequently for support and resources.
42
Introduction to Navy CYP
CNIC (N926) HQ Operations and
Policy Team
Career Management (N926B3)
Facilities Management (N926B4)
CYMS Implementation (N926B5)
Support and Resources Provided to CYPs
The Career Management division oversees numerous aspects of human
resources and professional development, including staff hiring, recruitment and
retention, career ladders, job counseling, performance evaluations, and
professional development.
The Career Management division also oversees the Management Assist Team
(MAT) and Professional Development Institute (PDI). Each of these resources is
briefly described below.
 MAT: MAT assists regions by temporarily filling critical staff vacancies or
performing other temporary assignments such as training and curriculum
support, and management assistance at CYPs on an interim basis as needed.
 PDI: The CYP PDI is a new professional development initiative designed to
attract individuals to a career with Navy CYP. The PDI includes an accelerated
training component for PDI participants. Positions are established in support
staff and direct care staff categories, and are assigned to select host CYP site
locations.
The Facilities Management division assists CYPs by providing guidance and
information related to facility and site regulations, as well as best practices.
Facilities Management personnel are subject matter experts in the Unified
Facilities Criteria (UFC), which provides the planning, design, construction,
sustainment, restoration, and modernization criteria required by DoD.
A CYMS subject matter expert is available to assist programs with the appropriate
implementation and utilization of CYMS for record keeping and management
tracking purposes.
Projects/OSD Operations Center Division (N926C)
The CNIC (N926C) Projects/OSD Operations Center Division oversees special projects and the OSD Joint
Services Child and Youth (CY) Operations Center. The Operations Center manages all functions of
MilitaryChildCare.com, the website application that automates access to military CY programs, which
includes 24/7 help desk support for families and CYP Professionals.
Chapter 6: Chain of Command and CNIC
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Introduction to Navy CYP
CYP Organizational Structure
and Installation Staffing
CYPs are structured to meet the specific needs of their installations. Thus, the organizational structure and
installation staffing patterns will vary among installations and CY programs within each installation. This
chapter describes how CYPs are organized at the regional level. Information about how each CY program is
structured and staffed at the local level (including summarized roles and responsibilities) is found in
Appendices B (CDC), C (CDH), D (24/7 Centers), and E (YP).
7.1 CYP Regions
At the regional level, CYP is organized into several regions throughout the world—within the Continental
United States (CONUS) and Outside the Continental United States (OCONUS). These regions are listed
below in Exhibit 7-1, followed by a map of each of the regions (see Exhibit 7-2).
Exhibit 7-1: CYP Regions





CONUS
Naval District Washington (NDW)
Commander, Navy Region Mid-Atlantic (CNRMA)
Commander, Navy Region Northwest (CNRNW)
Commander, Navy Region Southeast (CNRSE)
Commander, Navy Region Southwest (CNRSW)
Chapter 7: CYP Organizational Structure and Installation Staffing
OCONUS
 Commander, Navy Region Europe, Africa, Southwest
Asia (CNREURAFSWA)
 Singapore Area Coordinator Commander
 Navy Region Hawaii (CNRH)
 Commander, Navy Region Japan - Commander, U.S.
Naval Forces Japan (CNRJ)
 Commander, U.S. Naval Forces Korea (CNFK)
 Joint Region Marianas (JRM)
44
Introduction to Navy CYP
Exhibit 7-2: *CYP Regional Map
* Note: The Navy Region Midwest has been disestablished. Those installations have been moved to the Mid-Atlantic and Southeast
regions.
7.2 Regional CYP Structure
Regions are structured to provide maximum support to all installation CYPs. The organizational structure
and specific roles of the regions will vary based on the size and needs of the individual regions. CYP
Professionals should request additional information from their supervisors about how the chain of
command works at their installation.
The Regional Advisory Board (RAB) meets on a regular basis with CNIC (N926). The RAB facilitates open
communication across all regions and with CNIC (N926), and ensures a collaborative decision-making
process is in place for joint decisions and strategic planning efforts that affect all regions and installations.
The Regional Program Manager (RPM) from each region is the RAB member for his/her region, and serves
as the channel between the RAB and the installation by sharing information and bringing each region’s
perspectives to the table for discussion, as well as bringing back relevant information from RAB meetings to
share with installation personnel. If the RPM is unable to participate in a RAB meeting, s/he may designate
a substitute designee to attend that meeting. Or, at times, the RPM may determine that it would be
appropriate to bring another CYP Professional to a particular meeting to provide additional insight on a
specific discussion topic.
Providing support and services regionally minimizes duplication of efforts across the regions, utilizes
positions and talents most effectively, reduces costs of materials and equipment through bulk purchasing,
and can increase revenues through combined fundraising efforts (e.g., joint grant applications, collaborative
fundraising initiatives, etc.). While regions are not engaged in day-to-day CYP operational management, they
do provide important ongoing support and assistance, such as:
 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;
Chapter 7: CYP Organizational Structure and Installation Staffing
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Introduction to Navy CYP
 Coordinating and implementing policies;
 Scheduling and facilitating data calls;
 Conducting quality assurance visits;
 Providing high level oversight of “hands-on” support and training for management positions;
 Coordinating site and facility maintenance at the regional level;
 Conducting informational briefings so that internal and external customers are informed about CYP
operations, events, priorities, and initiatives;
 Distributing staff and CDH Provider handbooks;
 Tracking personnel actions and monthly reports;
 Coordinating with local unions and Human Resource Offices (HROs);
 Serving as the liaison for CNIC (N926) and subject matter expert for the Regional Commander;
 Coordinating the wait list and R&R services—For programs that are already using, or will soon be using
MCC, ensuring the effective implementation and management of MCC, including the use of MCC as a
marketing tool;
 Scheduling and facilitating meetings and/or conference calls for Installation CYP Directors within the
region;
 Ensuring that information from CNIC (N926) to Installation CYP Directors is relayed in a timely
manner; and
 Coordinating training events within the region to maximize utilization of the Training Specialists.
7.3 Installation Structure and Staffing
All CY programs are structured based on the size of the program and the needs of the installation.
Therefore, the staffing levels and reporting relationships will vary across programs and installations. Sample
organizational charts for each CY program are provided in Appendices B (CDC), C (CDH), D (24/7
Centers), and E (YP), along with high level overviews of the general roles and responsibilities of the CYP
Professionals who work in each program. Each program-specific Operating Manual provide in-depth
descriptions of roles and responsibilities that are specific to each operating standard (e.g., the CDC Space
Management Standards will include detailed guidance for what each position is responsible for with regard to
space management; the YP Interactions and Relationships Standards will provide clear direction for roles and
responsibilities related to relationships and youth interactions, etc.). In addition, the Navy Management
Standards contain detailed information on the staffing authorizations for CYPs and the definitions for the
sizes of the programs (i.e., Extra Small, Small, Medium, Large, and Extra Large).
The following paragraphs briefly describe the role of the Installation CYP Director, the definition of a
“CYP Professional,” and the unique cross-training concept of the CYP Training Team.
7.3.1 Installation CYP Director
CNIC (N926) requires that an Installation CYP Director be officially designated with oversight of all CYP
operations at the installation. In many cases, a CDC, CDH, or YP Director is designated as a CYP Director
Chapter 7: CYP Organizational Structure and Installation Staffing
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Introduction to Navy CYP
with oversight of the installation CYP (i.e., a “dualhatted” director position). A dedicated Installation CYP
Director position (i.e., a “stand-alone” director position)
may be authorized at installations where all CYP
components are Large programs. (See the Navy
Management Standards for definitions of program sizes.)
The Installation CYP Director supervises the CYP
Directors of all CY programs on the installation (e.g.,
CDC Director, YP Director, CDH Director, etc.) and is
ultimately accountable for the management and quality of
all CY programs at the installation.
7.3.2 CYP Professionals
A CYP Director must be designated at
every installation. This can mean:
 A CDC, CDH, or YP Director will be
assigned CYP oversight responsibilities
(most frequent), OR—
 A dedicated Installation CYP Director
may be authorized (usually only at
large installations with large
components)
Either way, the Installation CYP Director is
responsible for ongoing oversight and
coordination of the entire CYP.
A “CYP Professional” is any paid or unpaid
(e.g., volunteers) individual who:
 Works in a CDH (or is a CDH Provider), CDC, YP, 24/7 Center, or CYES program;
 Provides administrative, management, or outreach support to any CYP; or,
 Volunteers in the program a regular basis (e.g., YSF coaches who are unpaid volunteers, individuals who
volunteer to assist in classrooms on a regular basis, etc.).
The quality of the CYP and the services it provides is directly correlated to the professionals it employs (or
engages, as with CDH Providers and unpaid volunteers). CNIC (N926) supports the ongoing development
of CYP Professionals throughout their career with training, professional development opportunities,
financial assistance for working toward the Child Development Associate (CDA) or Military School Age
Credential (MSA), and other tuition assistance programs. Providers are eligible for funding to obtain a CDA
or MSA, but are not eligible for tuition assistance. CYP employees are eligible for tuition assistance, in
addition to the funding for the CDA or MSA certification.
To ensure consistency in job qualifications and performance expectations, and to communicate clear roles
and responsibilities, CNIC (N926) has established standardized Position Descriptions (PD) that all CYPs are
required to use. Detailed information regarding the PDs, as well as the available training and professional
support, is found in the Navy Management Standards. In addition, each of the standardized PDs may be
reviewed on the Navy E-Library.
7.3.3 CYP Staffing
As previously stated, all CY programs are structured and staffed based on the size of the program and the
needs of the installations, meaning that organizational structures and role assignments will vary across
programs and installations. What remains consistent, however, is the general categorization of CYP
Professionals into four distinct teams: Program Management Team, Training Team, Direct Care Staff, and
Support Staff. Brief descriptions of each team are provided below. Program-specific descriptions of each
team, and the positions within each team are found in Appendices B (CDC), C (CDH), D (24/7 Centers),
and E (YP).
Chapter 7: CYP Organizational Structure and Installation Staffing
47
Introduction to Navy CYP
Management
Team






Training
Team
Program Director
 T&C Specialist
Assistant Director
 Training Specialist
CDH Monitor (for CDH)
 Assistant Training
Specialist
YSF Coordinator (for YP)
Teen Coordinator (for YP)
Training Team (as
needed)
Direct Care Staff
and CDH Providers
 Lead Teachers and
Counselors
 Teachers (primary and
flex) and Counselors
 CDH Providers
Support
Staff
 Operations Clerks
 Food Service (Cooks
and Food Service
Workers)
 Custodians
Program Management Team
The Program Management Team is the liaison between the program, the CYP,
and the community. Together, they are accountable for the day-to-day
management, supervision, and oversight of all aspects of their assigned programs.
Management
The Program Directors assume responsibility for overall program quality of the
Team
entire program to which they are assigned, parent satisfaction, morale, staffing
(including recruiting and hiring) and scheduling, internal and external
communication, budget development and fiscal monitoring, reporting, facility maintenance, enrollment,
space management, communications, and all policies and procedures at the installation level. Assistant
Directors (if authorized) support the Program Directors in the ongoing management of the CY program.
CDH Monitors are responsible for conducting home visits and the ongoing monitoring of CD homes. In
YP Programs, the YSF Coordinator and Teen Coordinator oversee the YSF and teen programming.
Training Team
The Training Team works across all CY programs by providing support in
curriculum implementation, conducting classroom and program observations;
Training
making recommendations for child observation and assessment practices;
supporting the accreditation process; and identifying and addressing programTeam
specific and CYP-wide training and professional development needs. The Training
Team also coordinates the installation orientation for all new hires, including providing comprehensive
information about the CYP as a whole.
Because Training Specialists have frequent and direct access to Teachers, Counselors, and Providers—and
are observing in the programs on a regular basis—they also have a responsibility to address issues that arise
even if it is not training or curriculum related. Training Specialists are responsible for quickly and clearly
communicating actions and observations with the Program Management Team so that there is cohesive
support from the entire Management Team on any follow-up actions that may be required.
Chapter 7: CYP Organizational Structure and Installation Staffing
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Introduction to Navy CYP
Direct Care Staff and CDH Providers
Direct care staff (i.e., Lead Teachers, Teachers, Lead Counselors, and Counselors)
and CDH Providers are the CYP Professionals that work on a daily basis with
Direct Care
children and families. They are responsible for ensuring safe and healthy learning
Staff
environments, child and youth supervision, preparing and implementing high
quality lesson and activity plans, child assessment and observations, facilitating
social/emotional development, promoting character and leadership development, and building strong
relationships with families.
Support Staff
Support staff provide administrative and operational support including clerical
and front desk tasks, record keeping, enrollment and family orientation
coordination, parent fees, food service support, and janitorial services. The types
of authorized support staff will vary depending on the program type and size
(e.g., 24/7 Centers do not have authorized support staff, CDH programs do not
have custodians or food service workers, etc.).
Chapter 7: CYP Organizational Structure and Installation Staffing
Support
Staff
49
Introduction to Navy CYP
Governing Authorities and
Funding Sources
8.1 Governing Authorities
All CYPs must operate in accordance with all Navy mandates, as well as local command requirements and
any other applicable regulations (e.g., state laws, accreditation requirements, etc.). CYP Professionals must
be familiar with the background of these regulations to understand that Navy CYP requirements were not
developed arbitrarily, but rather, were strategically designed to implement several pieces of Federal
legislation (i.e., “the law”). This section provides a short explanation of how the Navy CYP requirements
came into existence, and why they are so important. Exhibit 8-1 provides a visual summary of which
governing authorities resulted in the Navy CYP requirements.
Exhibit 8-1: Navy CYP Governing Authorities Result in CYP Requirements
Chapter 8: Governing Authorities and Funding Sources
50
Introduction to Navy CYP
8.1.1 Legislation
The MCCA is the founding legislation that guides how Navy CYP operates. It prescribes what CYPs are
required to do by law, and is the foundation for other policies and instructions that define in more detail
how Navy CYP will execute the MCCA mandates. Refer back to Chapter 2 for a discussion of the MCCA,
including why it was enacted and what it requires.
8.1.2 Department of Defense (DoD) Policy
DoD child care policies grew out of the MCCA. While the
Resources from all of the Governing
MCCA established Federal law that required military child
Authorities discussed in this chapter are
care programs to revamp their systems, it was left to DoD
available on the Navy CYP’s “One-Stop
to determine how that would occur. Thus, the MCCA is
Shop”—the Navy CYP E-Library. See
the law; DoD policies were developed to define how the
Chapter 10 for additional information
MCCA will actually be implemented in the field. In many
about the Navy CYP E-Library.
instances, the Office of Family Policy/Child and Youth
determines and writes the DoD policies that apply to
child and youth programs (see Section 6.1.3). These policies apply to DoD child care programs of all
military service branches, including Navy CYP. Listed below are some of the DoD Instructions that apply
to Navy CYP.
DoD Instructions (DoDI)
 DoD Instruction 6060.2, Child Development Programs (CDPs) prescribes policy and procedures
for DoD-operated CDPs to include the provision of DoD-sponsored or operated CDCs, CDH
programs, and R&R programs. In addition to these required programs, the Instruction encourages DoD
components to provide SAC programs and child preschools in other installation facilities, such as youth
centers, chapels, and schools and to provide supplemental child care options as needed.
 DoD Instruction 6060.3, School Age Care Program implements policies and assigns responsibilities
for the operation of SAC programs for eligible children of military service members and civilian
personnel.
 DoD Instruction 6060.4, Youth Programs implements policies and assigns responsibilities for
installation-based youth programs for children, kindergarten through grade 12, of service members and
civilian employees.
 DoD Instruction 1402.5, Criminal History Background Checks on Individuals in Child Care
Services provides guidance on the required criminal history background checks for all existing and
newly hired individuals involved in the provision of child care services as federal employees, contractors,
or in federal facilities to children under the age of 18.
In addition to these DoDIs, additional Instructions will be published whenever needed and distributed to
CYPs. Instructions that are relevant to CYPs are on the Navy CYP E-Library.
Chapter 8: Governing Authorities and Funding Sources
51
Introduction to Navy CYP
8.1.3 Instructions
DoD published official instructions (see above) to respond to the MCCA. In turn, the Navy established
policies and procedures to address the requirements mandated in the DoDIs through the OPNAV
Instruction 1700.9 Child and Youth Program (OPNAV). The OPNAV was issued by the Office of the
Chief of Naval Operations to establish policy, minimum standards, and guidance for the operations of all
child development programs on all Navy installations worldwide. In addition to the OPNAV Instruction
1700.9, other OPNAV Instructions may apply to CYPs, such as instructions that relate to Significant
Outreach Events, Community Service programs, and Volunteer Services in the Navy. OPNAV Instructions
that are applicable to Navy CYP can be found on the Navy CYP E-Library.
8.1.4 CYP and Program-Specific Operating Manuals
The CYP Operating Manual and program-specific Operating Manuals are being developed to clarify Navy
CYP policy, reinforce accreditation and inspection expectations, provide guidance on how Navy policy and
accreditation requirements will look like in local installation programs, give detailed instructions where
needed, and offer recommendations and best practices based on research and industry standards. The
Operating Manuals shall be considered standard operating procedures for daily CYP operations. For a
summary of the contents of the CYP Operating Manual, refer back to Section 1.2. For content overviews of
each program-specific Operating Manual, refer to Appendix A.
8.1.5 Additional Governance
In addition to the governing authorities just discussed (MCCA, DoDIs, OPNAV, and the CYP and
program-specific Operating Manuals), additional requirements may be applicable. CYP Professionals shall
be aware of and familiar with the following additional governance requirements:
 Local command instructions and policies are established as needed and tailored to the mission of
each installation, the programs in operation, and the needs of local families. The local command or CYP
provides this information.
 Policy Letters are issued by CNIC (N926) whenever additional clarification is needed, or when new or
updated requirements are introduced to CYP. Policy letters will be posted on the Navy CYP E-Library.
8.2 Funding Sources
CYP funding support includes a combination of Appropriated Funds (APF) and Non-appropriated Funds
(NAF). Definitions for each type of funding are provided below in Section 8.2.1 and Section 8.2.2.
Commanders have a fiduciary responsibility for the proper management, control, fiscal oversight, and
review of MWR programs under their cognizance. All funding must be allocated and expended in
accordance with fiscal policies and guidelines. There are penalties for misuse of both APF and NAF funds.
Chapter 8: Governing Authorities and Funding Sources
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Introduction to Navy CYP
Policy and guidance of APF and NAF may be found in the Instructions section of the Navy CYP E-Library
(use the Instructions link in the Document Library). Some of the relevant Instructions include:
 NAVSO P-1000, Department of the Navy (DON) Financial Management Policy Manual; and,
 DoDI 1015.15 Establishment, Management, and Control of NAF Instrumentalities and Financial
Management of Supporting Resources.
Additional CYP program guidance is provided in the Navy Management Standards.
8.2.1 Appropriated Funds (APF)
Appropriated funds are defined as government monies identified for a specific purpose, also known as
“appropriations.” There are two types of appropriations—mandatory and discretionary. All military child
care appropriations are classified as discretionary. Discretionary funding levels are determined and
recommended annually by the House and Senate Appropriations Committees, and then reviewed and
approved by Congress to be included in the fiscal budget forwarded to the President for signature. Funding
approved for the fiscal year must be spent in the same year. Funds may not be carried over into the next
fiscal year, nor may program spending continue beyond the fiscal year without either a new appropriation or
a continuing resolution.
CYP APF shall be used for program operating costs, equipment, supplies, utilities, custodial and
maintenance services, administrative and supervisory personnel, training, travel, food-related expenses not
paid by the U.S. Department of Agriculture (USDA), and any other related uses. APF shall be used for the
construction and/or renovation of CDC facilities, SAC exclusive facilities, and OCONUS youth centers.
APF support for direct staff and materials for center-based programs must equal or exceed the amount of
child care fees generated.
APF is to be used for all CDH program supplies, equipment, subsidies, and CDH staff wages.
Uniform Funding and Management (UFM)
Uniform Funding and Management (UFM) is a practice designed to aid in efficient and cost effective
execution of APF funds appropriated to DoD MWR programs. Through this practice, authorized
appropriated funds are transferred to NAF and executed using NAF processes in order to streamline the
process related to the purchase of property and services, hiring and management of employees, and financial
reporting of the program. UFM is only for programs authorized to receive APF support, and only for the
amount and purpose that was authorized. This practice will neither increase nor decrease total program
funding support, it only changes the execution of appropriated funds.
8.2.2 Non-appropriated Funds (NAF)
Non-appropriated funds are government monies received from sources other than appropriations. Funds
are primarily from sale of goods and services to DoD military and civilian personnel and their family
members to support authorized MWR program and activities.
Chapter 8: Governing Authorities and Funding Sources
53
Introduction to Navy CYP
CYP generates NAF funds through child care fees, USDA Child and Adult Food Care Program (CACFP)
reimbursements, and organizational grants. CYPs are not expected to generate a NAF profit, but must
generate NAF funds that are adequate to effectively support its programs. Use of CYP NAF is limited to its
programs and projects. NAF shall be used for the compensation of employees directly involved in providing
child care, food-related expenses not paid by DoD APFs, and consumable supplies. NAF shall also be used
for construction and/or renovation of SAC/YP combined facilities and CONUS youth centers facilities.
CDH Parent Fee Collection and Subsidy Payments
Navy CYP does not process any of the child care fees paid by parents for care provided by CDH Providers.
Parents pay the fees directly to the CDH Providers and the Provider is responsible for tracking the
collection of parent fees. However, Navy CYP does process Provider subsidy payments through NAF and is
the sponsor for USDA CACFP reimbursements (for Providers who choose to participate, and in larger
programs). Additional information about parent fees and subsidies will be available in the CDH Parent Fees
and Subsidies Standards, once published.
Chapter 8: Governing Authorities and Funding Sources
54
Introduction to Navy CYP
Quality Assurance
As discussed in previous chapters, the MCCA focused on improving the accessibility, affordability, and
quality of military child care. And, it succeeded—today’s military child care is more accessible, more
affordable, and of much greater quality. However, what began years ago as a need to “fix” the military child
care system has evolved into the need to ensure that high quality is sustained. CYPs must embrace a culture
of continuous quality improvement. Continuous quality improvement means that:
 CYP Professionals are constantly looking for ways to strengthen and enhance the services being
provided to the children and families it serves;
 The “status quo” is no longer acceptable. Programs must continue to raise the bar for quality
performance; and,
 Effective quality assurance systems must be in place.
Navy CYP engages in quality assurance activities on several levels, including local ongoing monitoring,
mandatory inspections, and accreditation of all CDC and SAC programs (see Section 9.3 for information
regarding accreditation). Each of these is briefly discussed in the following sections.
9.1 Local Ongoing Monitoring
CYP Directors are responsible for the ongoing monitoring of all aspects of their assigned programs. This
includes ensuring that CYP Professionals are adequately supervised; learning environments are wellequipped; Teachers, Counselors, and CDH Providers are engaging the children in meaningful and
developmentally appropriate activities; food service is being provided appropriately; budgets are reviewed
regularly; and policies and procedures are fully implemented.
CYP Directors have numerous management responsibilities that require “office time,” (e.g., personnel
matters, budgeting, reporting, planning, etc.). However, they must maintain an ongoing visible presence in
the centers, classrooms, programs, and CD homes. This not only allows the CYP Director to observe firsthand how the program is functioning on a daily basis, it also shows that s/he is approachable and accessible
to CYP Professionals, parents, and visitors. Being visible and accessible on a daily basis is one of the most
effective ongoing monitoring strategies.
Although the CYP Director may not personally conduct each of the ongoing monitoring activities (e.g.,
Teachers might conduct daily classroom checks, Training Specialists and/or Lead Teachers conduct
classroom observations, the CDH Monitor conducts most of the CD home observations, the Operations
Clerk might conduct record checks, etc.), s/he must conduct some monitoring activities, and s/he is
responsible for the quality of the monitoring performed by others. Thus, the CYP Director must have a
“situational awareness” of all monitoring activities and their results to ensure the monitoring system is
capturing an accurate reflection of the program. Each program-specific Operating Manual will include
Chapter 9: Quality Assurance
55
Introduction to Navy CYP
standards that address the importance of this, along with clearly defined roles and responsibilities that relate
to ongoing monitoring.
Several types ongoing monitoring activities must occur at the local level, including:
 Daily inspections of the facilities and grounds (indoor and outdoor) to ensure the program space is safe,
clean, and in good repair at all times;
 Frequent classroom, CD home, and activity room observations, followed by constructive feedback
sessions with the CYP Professionals who were supervised;
 Routine CYMS record and file checks (i.e., child, household, and personnel files) to ensure records are
complete and up-to-date;
 Weekly review of classroom/activity lesson plans to ensure lesson plans are appropriate and meet the
needs of individual children;
 Regular review of child assessment data to ensure child outcomes are being achieved;
 Ongoing review of parent feedback on a regular basis (and making sure there is an effective mechanism
to seek parent feedback), and,
 Close oversight of cash controls, including the program budget to avoid over- or under-spending.
Each of these ongoing monitoring activities is essential for the early identification and correction of
problematic issues, and must be part of the local monitoring system. The stronger a CYP’s internal
monitoring system is, the better prepared it is for a Navy inspection. Navy inspections are discussed next.
9.2 Inspections
Inspections are vital to ensuring the safety of children and staff, monitoring the CYP’s compliance levels,
and assuring the overall quality of CYP services. Because inspections are so critical to CYP’s success, CNIC
(N926) is developing Quality Assurance Standards for each CY program to discuss the importance of
inspections, and to guide staff in understanding and navigating the inspection process correctly.
CYP Professionals should understand that inspections are a normal part of program operations. Inspections
are not intended to “catch” anyone doing something wrong! They are designed to ensure the safety of all
children and CYP Professionals, and support CYP Professionals in fully complying with all regulations and
requirements by identifying any concerns and providing corrective technical assistance, and facilitate
continuous program improvement. One of the most important things CYP Professionals should realize is
that if the program is operating as it should at all times, then inspections are a part of another “business as
usual” day. Even so, inspections can cause anxiety for some staff. The following points may help to alleviate
some of that anxiety:
 Inspections are actually somewhat predictable—not always the “when” they might occur, but certainly
the “what” will occur. For example, classroom staff should expect monthly fire drills. They should
expect to have fire/safety personnel visiting their classrooms at random for routine fire/safety
inspections. They should also expect that at some point they will be asked to provide child files, child
immunization records, assessment data, lesson plans, and daily health/safety checklists, etc.
Chapter 9: Quality Assurance
56
Introduction to Navy CYP
 CYP Professionals should expect to be observed and monitored by their Program Management Team
and Training Team frequently. The Training Team observes every classroom at least once a week,
observes YP activities and 24/7 Centers on a regular basis, and supports CD homes whenever needed.
The CYP Director and Assistant Director should also be observing in the programs on a regular basis so
they are aware of how the programs are operating and can validate the Training Team’s observations
when needed. The ongoing observations conducted by the Program Management Team and Training
Team are part of the CYP’s quality assurance process, but they also help with preparing for future
inspections. CYP Professionals should take advantage of the ongoing monitoring visits to become more
comfortable with being observed.
 No matter how prepared a program may be for any inspection visit, or how hard the inspectors try to
keep disruptions to a minimum, there may be some disruptions—especially in classrooms. Teachers,
Counselors, CDH Providers, and other staff can minimize the effect of disruptions by explaining to the
children there may be an adult visiting the program, redirecting the children to an activity they are
interested in, and staying calm and unflustered throughout the observation/inspection.
Legislation (i.e., MCCA) requires that all CYPs participate in four types of unannounced annual inspections.
These inspections are briefly described in the following sections.
9.2.1 Fire and Safety
Each CYP must ensure all participants cared for by the CYP are in a safe and healthy environment.
Monthly, unannounced fire and safety inspections are required for all CYPs. In addition, an unannounced
comprehensive fire and safety inspection is conducted annually. These inspections are conducted by
qualified local fire/safety personnel, and are separate from the inspections that occur during the annual
CNIC (N926) certification process. Failure to comply with fire and safety regulations may result in
immediate closure.
In addition to the unannounced fire and safety inspection, all CYP facilities must be inspected prior to
opening (or prior to reopening after summer closures or facility renovations), and thereafter on a monthly
basis.
9.2.2 Health and Sanitation
CYPs are mandated to ensure the health and welfare of all staff and children. Monthly health and sanitation
inspections are conducted by qualified local health/sanitation personnel through the Navy Medical
Treatment Facilities (MTFs) Preventative Medicine Services or Environmental Health offices. In addition,
an unannounced comprehensive health and sanitation inspection is conducted annually. These inspections
are separate from those that occur as part of the annual CNIC (N926) certification process. Because all
CDCs prepare food onsite, they must all be inspected monthly.
Health and sanitation inspections must be also conducted prior to opening and before being certified by
DoD, prior to reopening after facility renovations have been made, and prior to reopening after summer
closure. Failure to comply with health and sanitation regulations may result in immediate closure.
In addition to the formal local health and sanitation inspections, CYP personnel must conduct daily
inspections of all facilities and outside areas to identify and address any concerns or deficiencies.
Chapter 9: Quality Assurance
57
Introduction to Navy CYP
9.2.3 Multi-Disciplinary Team Inspection (MDTI)
The Multi-Disciplinary Inspection Team (MDIT) is the command’s local CYP inspection team that
conducts the Multi-Disciplinary Team Inspection (MDTI). The MDIT monitors program compliance by
providing an in-depth comprehensive review of the CYP operations. During the inspection, the team will
use the same current inspection criteria that are used for the CNIC (N926) inspection (see below). MDIT
team members are comprised of local professionals with expertise in fire/safety, health/sanitation, fleet and
family support, family advocacy, and parent involvement.
CYP Professionals should understand that while the MDTI checks for compliance, the MDTI process itself
provides an opportunity to educate the command on the value of the services provided by CYP, as well as
the inspection process and the impact it has on the quality of services. The Installation CYP Director is
responsible for training and educating the MDTI team on what to look for during inspections and how to
conduct the inspection activities.
9.2.4 CNIC (N926) Inspection
The MCCA requires annual high level CNIC (N926) HQ inspections. All CYP facilities must successfully
complete an initial CNIC inspection prior to issuance of the DoD Certificate to Operate and the opening of
the facility.7 Thereafter, CNIC must conduct an unannounced, in-depth inspection on an annual basis to
ensure the entire CYP, including any expansion efforts, are in compliance with all regulations and that
efficient practices are consistently implemented. Installations are inspected based on the Navy Child and
Youth 2014 Inspections Criteria Policy. In addition, the following Inspection Criteria is available on the
Navy CYP E-Library for CDCs, CDH Programs, 24/7 Centers, and YPs:
 CDC: 2014 CDC Inspection Criteria with Guidance;
 CDH: 2014 CDH Inspection Criteria with Guidance;
 24/7 Centers: 2014 24/7 Inspection Criteria with Guidance; and,
 YP: 2014 Youth Inspection Criteria with Guidance.
9.3 Accreditation
National accreditation is another quality assurance strategy that CNIC (N926) uses to ensure children and
families receive the best care and services possible. Every CYP Professional who plays a role in a CY
program earning national accreditation should feel proud! Accreditation is no easy task, and requires
everyone pulling together—but the result is worth it. Accredited programs are recognized as early childhood
and youth programs of excellence, the “gold standard,” and a role model for other programs across the
nation.
Once programs successfully complete the accreditation process, they receive an accreditation certificate that
is valid for several years (the number of years varies among accrediting institutions). Accreditation
certificates should be posted in a prominent location of the program so that all parents and visitors can see
7
A certificate is issued to the program after a successful inspection by a representative(s) of the higher headquarters or a major
command Child Development Specialist, and found to be in compliance with DoD standards. The certificate is valid for 15
months.
Chapter 9: Quality Assurance
58
Introduction to Navy CYP
it, so that they know their children are being cared for in one of the best early childhood programs in the
country.
Additional information about the accreditation process for CDC, CDH, and YP is available in programspecific Introductions, all of which will be available on the Navy CYP E-Library. The following sections
provide summarized information on accreditation requirements and expectations for all CY programs.
9.3.1 CDC and SAC
Not only must all Navy CDCs and SACs meet DoD and Navy standards at all times, they must be
accredited through the National Association for the Education of Young Children (NAEYC; for CDC) or
the Council on Accreditation (COA; for SAC). Even for programs that may not be currently accredited
(i.e., they are in the process of obtaining accreditation), CNIC’s expectation is that all CDC and SAC
programs follow accreditation standards.
9.3.2 CDH
CDH programs, as with CDCs and SACs, must also meet
DoD and Navy standards at all times, and they are strongly
encouraged to pursue accreditation through the National
Association for Family Child Care (NAFCC). CDH program
staff work with CDH Providers to actively pursue
accreditation through NAFCC.
Provider Name
123 Main Street
Anywhere, TN 12345
April 17, 2014
9.3.3 24/7 Centers
As with CDC, CDH, and YP, 24/7 Centers must meet DoD and Navy standards at all times. Although
24/7 Centers are not required to obtain accreditation. 24/7 Center Directors must be well-versed in CDC
and CDH OPNAV regulations, as well as NAEYC and NAFCC accreditation guidelines, because 24/7
Centers combine concepts from both in-home child care and traditional center-based care. 24/7 Center
staff should use standards and regulations from each of these sources to guide program operations and
inform decision-making on a daily basis.
Chapter 9: Quality Assurance
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Introduction to Navy CYP
9.3.4 Summary of Accreditation Requirements and Expectations
Exhibit 9-1 presents an at-a-glance summary of CYP accreditation requirements and expectations.
Exhibit 9-1: Summary of Accreditation Requirements and Expectations
CY Program
CDC
Accreditation Required?
Yes
CDH
No; however CDH Providers are
strongly encouraged to obtain
accreditation
24/7 Centers
No; however 24/7 Center Directors
must be well-versed in NAEYC and
NAFCC accreditation guidelines, and
use the accrediting guidelines (in
addition to DoD and Navy regulations)
to make informed operating decisions
Yes
SAC
Chapter 9: Quality Assurance
Accrediting Institution
NAECY: NAEYC is a nationally recognized accrediting body for
child development programs. NAEYC sets and monitors
industry standards for high quality early childhood education
programs and accredits programs that meet specific focus
areas.
NAFCC: NAFCC sets and monitors industry standards for high
quality family child care/child development homes by
accrediting providers that meet quality standards built around
the concept that relationships are a critical component in
providing high quality care. NAFCC organizes its quality
standards into specific focus areas.
N/A
COA: COA is a nationally recognized accrediting body for child
and youth development programs. COA sets and monitors
industry standards for high quality after school and youth
programs and accredits programs that meet the standards in
specific focus areas.
60
Introduction to Navy CYP
Information Systems
Technology is rapidly changing the way CYPs operate. CYP Professionals use technology to work “faster
and smarter,” which results in improved services to children and families. The information provided in this
section is important to CYP Professionals because as CYP continues to advance its technological
capabilities, CYP Professionals must stay current in (and be comfortable with) the technology tools that are
available to them now, and those that will be made available in the future.
10.1 Navy CYP E-Library
The Navy CYP E-Library is a one-stop Web-based resource
for CYP policy documents, forms, news and announcements,
and other resources such as convenient access to external
CYP online systems (e.g., EMS and the Metrics Tool), and
links to CYP partners. CYP Professionals should visit the
Navy CYP E-Library frequently, as new items and updates are
added weekly. Some of the specific documents and resources
are listed below:
 DoD Instructions;
 Policy Letters;
 CYP Operating Manuals and Standards;
 Program-Specific Operating Manual and Standards (CDC, CDH 24/7 Centers, YP, and CYES);
 Standardized Position Descriptions;
 Job Vacancy Announcements;
 CYP Forms;
 Web-based Training Modules;
 Individual Development Plans;
 Inspection Criteria;
 CDA and MSA Credentialing Packets; and,
 Parent Handbook.
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Introduction to Navy CYP
10.2 Child and Youth Management System (CYMS)
CYMS is the primary record management system for tracking enrollment, child and household records,
personnel records, staff training, and parent fees due/received. CYMS also serves as the Navy’s CYP point of
sale system used for the billing, tracking, and collection of child care fees. The CYP Management Information Systems
(MIS), Child and Youth Management System (CYMS), and Enterprise Management System (EMS) Standards are being
developed to provide guidance on how to use these tools.
10.3 MilitaryChildCare.com (MCC)
MilitaryChildCare.com (MCC) is a Web-based system that enables military families to search, place, and
manage their requests for care online, and allows program staff to make offers of care to families through
the MCC system. Currently, MCC is being piloted with a small group of programs, with the intent that all
programs will be using MCC by the end of FY15. The CYP Waitlist Management/Using MilitaryChildCare.com
Standards, once published, will include information on the appropriate use of MCC.com.
10.4 CYP Enterprise Modeling System (EMS) and
Metrics Tool
EMS and the Metrics Tool were developed to support DoD planning, programming, budgeting, and
execution processes. EMS places a special focus on CYP planning, budgeting and performance
management, while the Metrics Tool provides CYP senior managers, regional program directors, and
installation program managers the tools to model, track, analyze, and evaluate operations. Once published,
the CYP Management Information Systems (MIS), Child and Youth Management System (CYMS), and Enterprise
Management System (EMS) Standards will provide instruction on how to use these tools.
10.5 TS GOLD™
CDC and 24/7 Center programs use the TS GoldTM software to track ongoing child assessment and child
outcomes. TS GoldTM supplements the Navy’s early childhood curriculum, The Creative Curriculum®. The
Creative Curriculum® is an award winning research-based curriculum with proven success in fostering positive
child development in all areas of development and learning (e.g., cognitive, social/emotional, physical, etc.).
10.6 Inspection Management System (IMS)
IMS is a Web-based system that facilitates the Navy CYP inspection process (full and partial inspections).
IMS is designed to interface with EMS and the Metrics Tool, and streamlines criteria scoring, tracks
inspection results and findings, and generates inspection reports. Additional information about IMS will be
available in the program-specific Quality Assurance Standards, once published.
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Introduction to Navy CYP
10.7 CDH Management System
CNIC (N926) is developing the CDH Management System (CDHMS) to increase the effectiveness and
efficiency of the CDH Program. The CDHMS will streamline many processes for CDH program staff and
CDH Providers, including enabling online functionalities such as provider applications, Monitor assignment,
provider status reports, certification and re-certification status reporting, provider transfer requests,
child/household lists, provider news blasts, timesheet/invoice processing, and subsidy criteria. The
anticipated CDHMS launch date is FY 2015.
10.8 Environment Rating Scale (ERS) Data System
The ERS Data System is a state-of-the art online environment assessment tool that allows programs to
conduct and automatically score assessment results, and generate electronic reports. The Navy CDH
program will be implementing the ERS Data System, with future plans to add functionality that will allow
programs to use the ERS Data System not only as an annual assessment, but as a monthly home visiting
tool. Additional information about the ERS Data System is found at http://branaghgroup.com/ershome.html.
10.9 Virtual Youth Programs
Virtual Youth Programs is a conceptual gateway that is being developed and is poised to revolutionize Navy
CYPs worldwide by effectively “virtualizing” the YP experience. A Navy youth’s “membership card” will be
virtualized via a website and associated smart phone application, and will grant youth access to opportunities
beyond the Navy’s facility-based programs, connecting them to fellow military youth within their geographic
area.
10.10 YP Online Curriculum Materials
CNIC (N926) has centralized contracts between with 4-H, BGCA, and NAYS. These contracts allow YP
staff to download various program curriculums from the following websites (additional information about
each is provided in Chapter 11):
 4-H Military Partnerships;
 4-H National Council Curriculum;
 4-H Online Curriculum Mall;
 BGCA.net; and,
 NAYS.org.
10.11 Systems, Applications and Products (SAP)
SAP is the Navy’s accounting and financial reporting system. CYP Directors use SAP to monitor budget
expenditures, plan future budgets, and assess the financial status of their programs.
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Introduction to Navy CYP
10.12 KRONOS
KRONOS® is the Navy CYP’s automatic time keeping system, where staff enter the number of hours
worked into an electronic timesheet for payroll processing. All CYP Professionals who are paid out of NAF
use KRONOS® (APF employee do not use KRONOS®).
10.13 Standard Labor Data Collection and Distribution
Application (SLDCADA)
SLDCADA is the automatic time keeping and payroll system used by APF CYP Professionals (NAF
employees do not use SLDCADA).
10.14 Total Workforce Management System (TWMS)
TWMS is a secure, Web-based Department of Navy system that allows Navy staff to view, print, and update
specific personal employment information via one convenient, user-friendly application. TWMS is also the
mechanism through which the Navy-required training must be completed (CYP-required training is not held
on this data base; it is tracked in CYMS).
10.15 Enterprise Safety Applications Management System
(ESAMS)
ESAMS was instituted by CNIC for management to identify, track, and address safety issues before they
lead to near-misses or actual accidents. CYP Directors are required to input safety training data into
ESAMS. Navy safety professionals can analyze job hazards, respirator program data, and safety metrics
including medical surveillance, hazard abatement, and accidental mishaps. Commands are given reports on a
regular basis to review the safety data and take action if needed.
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Introduction to Navy CYP
Partnerships and Resources
Navy CYP’s success is attributable to numerous factors, including qualified and experienced CYP
Professionals, standardized policies and procedures, effective and efficient management systems, and a
robust quality assurance system. Yet, Navy CYP would not have earned its stellar reputation without the
support and valuable contributions of important partnerships and affiliations, and the resources they offer.
This chapter provides brief descriptions of a few of Navy CYP’s formal affiliations that are applicable to CY
programs. Installations should establish additional partnerships at the local levels depending on the specific
needs of the installation and its families (e.g., community medical services, local early childhood networks,
social service agencies, community colleges, universities, etc.).
11.1 National Partnerships and Resources
Listed below are brief descriptions of several national CYP partnerships and resources that are relevant to
the CY programs.
 4-H: 4-H is the nation’s largest youth development and empowerment organization, reaching more than
7 million 4-H youth in urban neighborhoods, suburban schoolyards, and rural farming communities.
Fueled by university-backed curriculum, 4-H participants engage in hands-on learning activities in the
areas of science, healthy living, and food security. All Navy YPs are affiliated with 4-H. As a result of
CNIC’s affiliation and contractual agreement with 4-H, YPs are able to access various 4-H program
curricula, staff development training, technical assistance, grant funding, and services in-kind.
 Boys & Girls Clubs of America (BGCA): BGCA provides installations and YPs with resources and
programs related to healthy and safe activities and mentoring for youth. Focus areas include health and
life skills, sports fitness and recreation, character and leadership development, and education and career
development. All Navy YPs are affiliated with BGCA. CNIC’s affiliation and contractual agreement
with BGCA allows YP staff to access various BGCA program curricula, staff development training,
technical assistance, grant funding, and services in-kind.
 Caring for Our Children (CFOC): Caring for our Children is a national resource center for health and
safety in child care and early education. It provides national health and safety standards for early
education programs, as well as resources on best practices for ensuring the health and safety of children.
 Child Care Aware: Child Care Aware of America (CCA; formerly known as the National Association
of Child Care Resource and Referral Agencies [NACCRRA]) provides extensive information for parents
and child care providers. Navy CYP partners with CCA on several initiatives, including Military Child
Care in Your Neighborhood (MCCYN) and Operation Military Child Care (OMCC). See Section 4.6 for
additional information on these initiatives.
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Introduction to Navy CYP
 Council for Professional Recognition: CNIC (N926) has a centralized contract with the Council for
Professional Recognition to facilitate the funding and application process for CDA credentialing. The
CDA credential is nationally recognized and designed to improve the quality of child development
programs through the assessment, training, and credentialing of early childhood professionals. Based on
a set of core competencies for infant/toddler, preschool, and family child care, the CDA guides early
childhood professionals as they work to increase their knowledge, skills, and abilities to become expert
care providers. In addition to the CDA, many CYP Professionals choose to complete the Military
School Age (MSA) credential (also through the Council for Professional Recognition). For more
information about the Council of Professional Recognition and the CDA and MSA credentialing
process, refer to the following resources:
 CDA and MSA Credentials Policy Letter January 2013: Explains the purpose and funding stream of
the CDA credentialing program, and includes credentialing guidance and instructions, CDA
application packet request, credentialing fee authorization, and credentialing/renewal coversheet;
 Child Development Associate National Credentialing Program: A guide to the new CDA Web-based
program; and,
 Military School Age Credentialing Program: Information and resources for the MSA program.
 Council on Accreditation (COA): The Council on Accreditation is the national accrediting body that
sets and monitors the standards for high quality child and youth development programs. In addition to
the accreditation process, COA also offers numerous resources such as publications, professional
development, and training.
 Directory of Opportunities: The Directory of Opportunities is an online resource developed for
parents and youth to access information about the available sports, fitness, health and nutrition, and
recreational opportunities on base and in the communities surrounding each installation. The Directory
of Opportunities includes useful information for parents and youth that are trying to find information
on the available opportunities for activities on- and off-base. The information provided includes, but is
not limited to, the name of the organization, contact information (i.e., name, phone, and email), physical
location, distance from home and installation, website, registration dates and fees, and level of
experience needed (i.e., skill building vs. competitive leagues). The Directory of Opportunities is at:
http://www.navygetfit.com.
 Drug Education for Youth (DEFY): The DEFY Program is designed for the 9-12 year old target
population, a group described as “at risk” to become involved in substance abuse, gangs, and
crime. DEFY is based on best practices determined by the Center for Substance Abuse Prevention
(CSAP) and is designed to strengthen factors that make youth more resilient to negative influences.
 Kids Included Together (KIT): Kids Included Together specializes in best practices for including
children with and without special needs in recreational, child development, and youth development
programs. Navy CYP contracts with KIT to provide the services of Inclusion Specialists to assist CYP
professionals in supporting children who need special accommodations. More information about the
Navy’s use of KIT Inclusion Specialists is available from the local CYP.
 Military Child Education Coalition (MCEC): Military Child Education Coalition promotes
partnerships and facilitates the networking of military installations and their supporting school districts.
Its focus is to address transition and other educational issues related to the military-connected child,
including active duty, National Guard, and Reserves.
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Introduction to Navy CYP
 Missoula Children’s Theater (MCT): MCT provides installations and YPs with opportunities and
resources for creative programs and performing arts as a means of enhancing social skills, teamwork,
morale building, communication, and self-expression. MCT works with installations to “produce”
theater productions, including full-scale musicals, through intense, weeklong “residency” activities. This
initiative is made available through a centrally funded CNIC (N926) contract. YP Directors who are
interested in having their installation participate in MCT should contact CNIC (N926).
 National Alliance for Youth Sports (NAYS): NAYS is a partnering organization that provides
guidance on youth sports standards and policies, training for coaches and youth sports administrators,
and other youth sports resources for youth program staff, coaches, volunteers, and parents. Because of
CNIC’s affiliation and contractual agreement with NAYS, YPs are able to access various NAYS
program curricula, staff development training, technical assistance, grant funding, and services in-kind.
 National Association for Family Child Care (NAFCC): The National Association for Family Child
Care is a national accrediting body that sets and monitors the standards for high quality family child
care/child development homes. In addition to the accreditation process, NAFCC offers numerous
resources and products such as family child care business kits, parent materials, customized training
materials, and publications.
 National Association for the Education of Young Children (NAEYC): The National Association
for the Education of Young Children is a national accrediting body that sets and monitors the standard
for high-quality early childhood programs serving children birth through eight years old. In addition to
the accreditation process, NAEYC also offers numerous resources such as publications, early childhood
research studies, professional development, and training.
 Young Men’s Christian Association (YMCA): The YMCA is a national affiliation that provides
recreational resources to installations, focusing on youth development, healthy living, and social
responsibility. In addition, the Navy is partnering with the YMCA to provide respite care through the
Give Parents a Break program.
 Zero to Three: National Center for Infants, Toddlers, and Families: Zero to Three provides
expertise in the infant-family field in the areas of infant mental health, infant and toddler development,
infant/toddler/family relationships and interactions, and program development for programs that serve
infants and toddlers. Some Zero to Three’s popular resources include:
 Free Parent Brochures and Guides: Free handouts that can be provided to parents;
 Zero to Three Journal: A bi-monthly publication for early childhood experts, child care
professionals, and early intervention professionals;
 Public Policy: Policy topics include infant/toddler policy issues, building early childhood systems,
Federal policy, and state and community policy.
11.2 Installation Partnerships and Resources
Each installation has many family support programs available right on the installation to assist families with
children and youth. Some of these programs include:
 Exceptional Family Member Program (EFMP): The Exceptional Family Member Program serves
military families with special needs. The EFMP is a mandatory enrollment program for sponsors with
qualifying family members. Enrollment in the EFMP ensures maximum provision of services to the
family throughout the sponsor’s career.
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Introduction to Navy CYP
 Military Family Life Consultant Program (MFLC): The MFLC program uses licensed clinicians
with master’s degrees and at least five years of experience in social work, counseling, or related clinical
discipline to provide short-term, non-medical counseling support to service members and their families,
as well as training for local CYP Professionals. Consultants are also trained on military-specific topics
including basic orientation to the deployment cycle, military culture, the chain of command, and
reporting requirements in accordance with the Navy Family Advocacy Program (FAP). Additional
information can be found on the Military Health Net (MHN) Government Services website.
 Family Advocacy Program (FAP): The FAP provides a variety of interventions and treatment
services, including counseling, clinical case management, and treatment groups to military members and
their families exposed to domestic abuse (i.e., child maltreatment or domestic violence). FAP also refers
families to other military and civilian resources as appropriate. As part of its function, the FAP also
provides expertise and guidance to CYPs on child maltreatment prevention, identification, education,
and reporting. The local Family Advocacy Representative (FAR) is a certified clinical provider within the
FAP, and is responsible for implementing and managing the clinical rehabilitative and intervention
aspects of the local FAP. The FAR serves as the CYP point of contact for all child maltreatment
questions and reports.
 Family Readiness and Fleet and Family Support Centers: Family Readiness and Fleet and Family
Support Centers support individual and family readiness through a full array of programs and resources
such as relocation assistance to families who are relocating from one installation to another, transition
assistance, information and referrals for community resources, spouse employment services, family
employment readiness, counseling services, personal finance management and financial counseling, life
skills services, family advocacy, and sexual assault prevention and response.
The Fleet Readiness division also includes many MWR programs and services. These programs include:
fitness and sports, deployment support, the Navy Motion Picture Service, libraries, golf, bowling,
marinas and outdoor recreation, the Single Sailor or Liberty program, Information, Tickets and Travel;
and Navy entertainment programs.
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Introduction to Navy CYP
Appendix A: Content Overview of
Operating Manuals
Exhibit A-1: Operating a Navy Child and Youth Program
CYP Standards
Introduction to CYP
Identifying and Meeting the Needs of the
Installation
Program Administration
Navy Management Standards
Financial Management: Budgeting and
Execution
Management Information Systems (MIS),
Child and Youth Management System
(CYMS), and Enterprise Management
System (EMS)
Waitlist Management/Using
MilitaryChildCare.com
Inclusion
Staff Management
Appendix A: Content Overview of Operating Manuals
Content Overview
Sets the stage for understanding how the CYP works within the larger
military landscape and provides basic introductory information to help the
user gain as much as possible from the other chapters
Discusses the importance of and strategies for understanding the actual
needs (current and future) of individual installations, so that each CYP can
tailor its programs to meet the needs of their specific population
Includes guidance on CYP-wide program administration requirements,
including record keeping and reporting, and management systems
Provide practices, requirements, and guidance for CYPs to operate
efficiently and effectively as they provide seamless service delivery across all
programs; topics include CYP size determination, program capacity, staffing
authorizations, non-labor expenses, subsidies and incentives, and NAF
revenues
Contains information and guidance for CYP fiscal management, including
budget development, resource allocation, financial reports, ongoing budget
monitoring, performance dashboards, and command briefing templates
Provides guidance for using the primary Navy CYP MISs, including:
 CYMS: CYMS is the Navy CYP’s primary record keeping and tracking
system for child and family records, and personnel records. CYMS also
serves as the Navy’s CYP point of sale system used for the billing,
tracking, and collection of child care fees; and,
 EMS: EMS is a tool that supports DoD planning, programming,
budgeting, and execution processes, as well as facilitates the ability to
model, track, analyze, and evaluate program operations
Describes the processes for waitlist management systems and
MilitaryChildCare.com (MCC), including using MCC to market CYP services to
military families worldwide, assisting families with the request for care
process, and offering care to families through MCC and waitlist reporting
Provides policies and standards for including children with disabilities and
other special needs in Navy CYPs, including the role of the Inclusion Action
Team (IAT) and other inclusion support systems, identifying needs, referral
systems, accommodations, and behavior support
Provides staff management and human resources information regarding
staff recruitment, selection, hiring, onboarding, supervising, mentoring,
career coaching, and retention
A-1
Introduction to Navy CYP
CYP Standards
Professional Development
Mobilization and Contingency Planning
(MAC)
Inspector Handbook
Content Overview
Describes professional development strategies including coaching,
mentoring, credentialing, training, and other professional development
opportunities available to CYP Professionals
Contains guidance for developing, implementing, and monitoring an
installation plan for child care and youth support during mobilization,
deployment, natural disasters, and other contingency situations
Offers guidance and directions for professionals who are conducting CYP
inspections, and provides tools and resources for use during inspections;
topics include the purpose of inspections, the inspectors’ roles, what to look
for during an inspection, pre- and post-inspection activities, etc.
Exhibit A-2: Operating a Navy Child Development Center
CDC Standards
Introduction to Navy CDC
Space Management
Financial Management: Budgeting and
Execution
Parent Fees
Administration and Record Keeping
Managing Staff and Scheduling
Professional Development
Family Relationships
Child Abuse Prevention, Education, and
Reporting (CAPER)
Accountability and Supervision
Interactions and Relationships
Programming, Curriculum, and
Environments
Appendix A: Content Overview of Operating Manuals
Content Overview
Sets the stage for understanding how the CYP and CDC fits within the larger
military environment, and provides basic introductory information to help
the user gain as much as possible from the other standards
Provides guidance and best practices for maximizing all CYP and CDC
program space so that the maximum number of children are served, and
DoD resources are used as efficiently as possible
Contains information and guidance for fiscal management, including budget
development, resource allocation, financial reports, ongoing budget
monitoring, performance dashboards, and command briefing templates
Offers guidance on how to collect, process, and document parent fees
Includes instructions and information related to accurate record keeping for
families, children, and personnel—including the mandated use of the Child
Youth and Management System (CYMS)
Provides information and guidance related to managing and scheduling staff
at the program and center level so that staff:child ratios are met at all times,
and to ensure that program and staff resources are maximized as efficiently
as possible
Describes professional development strategies including coaching,
mentoring, credentialing, training, and other professional development
opportunities available to CDC staff
Contains guidance and best practices related to building strong relationships
with families
Provides information related to identifying potential cases of child abuse or
neglect, mandatory child abuse reporting requirements, child abuse
prevention strategies, and resources that are available to help ensure all
children are kept safe and free from harm
Discusses accountability and supervision practices that ensure the safety
and security of children at all times
Provides information on the importance of appropriate interactions with
children, and includes strategies and recommendations for building strong
relationships and using positive behavior guidance techniques
Includes information on CDC daily classroom operations, including daily
schedules, weekly activity plans, child assessment processes, curriculum,
learning environments, and program materials
A-2
Introduction to Navy CYP
CDC Standards
Food Service and Nutrition
Field Trips and Transportation
Health and Sanitation
Facility, Fire, and Safety
Quality Assurance
Accreditation
Content Overview
Contains guidance to assist program staff in meeting the food service and
nutrition requirements mandated by OPNAV and the Child and Adult Care
Food Program (CACFP)
Provides guidance on field trips and transportation requirements, including
the appropriate use of field trips to enhance curriculum, transportation
safety standards, vehicle requirements and passenger limits, driver
requirements, and transportation emergency procedures
Discusses the importance of appropriate health and sanitation practices,
including health checks, child health requirements for daily participation,
diapering and toileting, safe infant sleep practices, sick child procedures,
exclusion policies, and infectious disease prevention
Outlines requirements and expectations for fire and safety practices,
including facility site requirements, fire/safety drills, emergency
preparedness, renovations/modifications, parent and visitor access, alarm
systems, visibility requirements, opening/closing procedures, and facility
maintenance
Offers direction on how to prepare for inspections, including local
inspections for health/sanitation, fire/safety, unannounced inspections, and
pre/post actions to take before and after inspections
Discusses the importance of accreditation and provides guidance on how to
prepare for the accreditation process
Exhibit A-3: Operating a Navy Child Development Home Program
CDH Standards
Introduction to Navy CDH
Space Management
Financial Management: Budgeting and
Execution
Establishing a CDH Program
Quality Review Board (QRB)
Certification
Home Visiting
Appendix A: Content Overview of Operating Manuals
Content Overview
Sets the stage for understanding how the CYP and CDH fits within the larger
military environment, and provides basic introductory information to help
the user gain as much as possible from the other Standards
Provides guidance and best practices (including marketing and outreach,
recruiting, networking, etc.) for maximizing all CDH program space so that
the maximum number of children are served
Contains information and guidance for fiscal management, including budget
development, resource allocation, financial reports, ongoing budget
monitoring, performance dashboards, and command briefing templates
Describes the fundamental concepts establishing CDH programs, including
state-level Memorandums of Agreements (MOA) or Memorandums of
Understanding (MOU) with state child care institutions, and utilizing stateby-state comparison information
Offers information how the QRB serves as a resource and support system
for CDH programs, and provides recommendations for approval, denial, or
revocation of applicants and CDH Providers
Outlines and provides guidance on the certification process for initial and
annual recertification
Explains the role of home visits as part of the CDH program’s ongoing
monitoring and quality control, as well as serving as an important strategy
to ensure CDH Providers receive adequate support and assistance; topics
include roles and responsibilities with regard to home visits, types of home
visits, tools for effective home visits, and how to conduct home visits
A-3
Introduction to Navy CYP
CDH Standards
Parent Fees and Subsidies
Administration and Record Keeping
Managing Staff and Scheduling
Professional Development
Family Relations
Child Abuse Prevention, Education, and
Reporting (CAPER)
Accountability and Supervision
Interactions and Relationships
Food Service and Nutrition
Health and Sanitation
Facility, Fire, and Safety
Quality Assurance
Quality Ratings and Improvement
Systems (QRIS)
Accreditation
Appendix A: Content Overview of Operating Manuals
Content Overview
Offers guidance on how to collect, process, and document parent fees; and
includes information related to the CDH Subsidy program
Includes instructions and information related to accurate record keeping for
families, children, and CYP Professionals—including the mandated use of the
Child Youth and Management System (CYMS) and the CDH Management
System (CDHMS)
Provides information and guidance related to managing and scheduling CDH
program staff so that CDH Providers are supported to the greatest extent
possible and staff resources are maximized as efficiently as possible
Describes professional development strategies including coaching,
mentoring, credentialing, training, and other professional development
opportunities available to CDH Providers and staff
Contains guidance and best practices related to building strong relationships
with families
Provides information related to identifying potential cases of child abuse or
neglect, mandatory child abuse reporting requirements, child abuse
prevention strategies, and resources that are available to help ensure all
children are kept safe and free from harm
Discusses accountability and supervision practices that ensure the safety
and security of children at all times
Provides information on the importance of appropriate interactions with
children, and includes strategies and recommendations for building strong
relationships and using positive behavior guidance techniques
Contains guidance to assist program staff in meeting the food service and
nutrition requirements mandated by OPNAV and the Child and Adult Care
Food Program (CACFP)
Discusses the importance of appropriate health and sanitation practices,
including health checks, child health requirements for daily participation,
diapering and toileting, safe infant sleep practices, sick child procedures,
exclusion policies, and infectious disease prevention
Outlines requirements and expectations for fire and safety practices,
including CD home requirements, fire/safety drills, emergency
preparedness, renovations/modifications, parent and visitor access, visibility
requirements, opening/closing procedures, and facility maintenance
Offers direction on how to prepare for inspections, including pre/post
actions to take before and after inspections
Provides information on using the Navy’s quality rating improvement
systems to incentivize CDH Providers to enhance program quality and
overall performance
Discusses the importance of accreditation, and provides guidance for CDH
staff on program responsibilities related to accreditation and how to
support and prepare CDH Providers for the accreditation process (for those
who choose to pursue accreditation)
A-4
Introduction to Navy CYP
Exhibit A-4: Operating a Navy 24/7 Center Program
24/7 Center Standards
Introduction to Navy 24/7 Centers
Space Management
Financial Management: Budgeting and
Execution
Parent Fees
Administration and Record Keeping
Managing Staff and Scheduling
Professional Development
Family Relationships
Child Abuse Prevention, Education, and
Reporting (CAPER)
Accountability and Supervision
Interactions and Relationships
Programming, Curriculum, and
Environments
Food Service and Nutrition
Field Trips and Transportation
Health and Sanitation
Appendix A: Content Overview of Operating Manuals
Content Overview
Sets the stage for understanding how the CYP and 24/7 Centers fit within
the larger military environment, and provides basic introductory information
to help the user gain as much as possible from the other standards
Provides guidance and best practices for maximizing all CYP and 24/7 Center
program space so that the maximum number of children are served, and
DoD resources are used as efficiently as possible
Contains information and guidance for fiscal management, including budget
development, resource allocation, financial reports, ongoing budget
monitoring, performance dashboards, and command briefing templates
Offers guidance on how to collect, process, and document parent fees
Includes instructions and information related to accurate record keeping for
families, children, and personnel—including the mandated use of the Child
Youth and Management System (CYMS)
Provides information and guidance related to managing and scheduling staff
at the program and center level so that staff:child ratios are met at all times,
and to ensure that program and staff resources are maximized as efficiently
as possible
Describes professional development strategies including coaching,
mentoring, credentialing, training, and other professional development
opportunities available to 24/7 Center staff
Contains guidance and best practices related to building strong relationships
with families
Provides information related to identifying potential cases of child abuse or
neglect, mandatory child abuse reporting requirements, child abuse
prevention strategies, and resources that are available to help ensure all
children are kept safe and free from harm
Discusses accountability and supervision practices that ensure the safety
and security of children at all times
Provides information on the importance of appropriate interactions with
children, and includes strategies and recommendations for building strong
relationships and using positive behavior guidance techniques
Includes information on 24/7 Center ongoing group planning, including daily
schedules, weekly activity plans, child assessment processes, curriculum,
learning environments, and program materials
Contains guidance to assist program staff in meeting the food service and
nutrition requirements mandated by OPNAV and the Child and Adult Care
Food Program (CACFP)
Provides guidance on field trips and transportation requirements, including
the appropriate use of field trips to enhance curriculum, transportation
safety standards, vehicle requirements and passenger limits, driver
requirements, and transportation emergency procedures
Discusses the importance of appropriate health and sanitation practices,
including health checks, child health requirements for daily participation,
diapering and toileting, safe infant sleep practices, sick child procedures,
exclusion policies, and infectious disease prevention
A-5
Introduction to Navy CYP
24/7 Center Standards
Content Overview
Facility, Fire, and Safety
Outlines requirements and expectations for fire and safety practices,
including facility site requirements, fire/safety drills, emergency
preparedness, renovations/modifications, parent and visitor access, alarm
systems, visibility requirements, opening/closing procedures, and facility
maintenance
Offers direction on how to prepare for inspections, including local
inspections for health/sanitation, fire/safety, unannounced inspections, and
pre/post actions to take before and after inspections
Quality Assurance
Exhibit A-5: Operating a Navy YP
YP Standards
Introduction to Navy YP
Space Management
Financial Management: Budgeting and
Execution
Parent Fees
Administration and Record Keeping
Managing Staff and Scheduling
Professional Development
Family Relations
Child Abuse Prevention, Education, and
Reporting (CAPER)
Accountability and Supervision
Interactions and Relationships
Programming, Curriculum, and
Environments
Appendix A: Content Overview of Operating Manuals
Content Overview
Sets the stage for understanding how the CYP and YP fits within the larger
military environment, and provides basic introductory information to help
the user gain as much as possible from the other standards
Provides guidance and best practices for maximizing all CYP and YP program
space so that the maximum number of children are served, and DoD
resources are used as efficiently as possible
Contains information and guidance for fiscal management, including budget
development, resource allocation, financial reports, ongoing budget
monitoring, performance dashboards, and command briefing templates
Offers guidance on how to collect, process, and document parent fees
Includes instructions and information related to accurate record keeping for
families, children, and personnel—including the mandated use of the Child
Youth and Management System (CYMS)
Provides information and guidance related to managing and scheduling staff
at the program and center level so that staff:child/youth ratios are met at all
times, and to ensure that program and staff resources are maximized as
efficiently as possible
Describes professional development strategies including coaching,
mentoring, credentialing, training, and other professional development
opportunities available to YP staff
Contains guidance and best practices related to building strong relationships
with families
Provides information related to identifying potential cases of child abuse or
neglect, mandatory child abuse reporting requirements, child abuse
prevention strategies, and resources that are available to help ensure all
children are kept safe and free from harm
Discusses accountability and supervision practices that ensure the safety
and security of children at all times
Provides information on the importance of appropriate interactions with
children, and includes strategies and recommendations for building strong
relationships and using positive behavior guidance techniques
Describes the fundamental concepts of YPs, including teen councils, youth
sponsorship, locally-selected programs, and required core program areas
(character and leadership development, health and life skills, education and
career development, the arts, sports, fitness and recreation, and
technology)
A-6
Introduction to Navy CYP
YP Standards
Youth and Sports Fitness Programs
(Navy YSF Operating Manual)
Food Service and Nutrition
Field Trips and Transportation
Health and Sanitation
Facility, Fire, and Safety
Quality Assurance
Accreditation
Appendix A: Content Overview of Operating Manuals
Content Overview
Provides guidance for operating Youth and Sports Fitness Programs,
including intent, partnerships/affiliations, authorizations, age requirements,
program and activity environments, service delivery methods, and core
service area requirements
Contains guidance to assist program staff in meeting the food service and
nutrition requirements mandated by OPNAV and the Child and Adult Care
Food Program (CACFP)
Provides guidance on field trips and transportation requirements, including
the appropriate use of field trips to enhance curriculum, transportation
safety standards, vehicle requirements and passenger limits, driver
requirements, and transportation emergency procedures
Discusses the importance of appropriate health and sanitation practices,
including health checks, child health requirements for daily participation,
toileting, sick child/youth procedures, exclusion policies, and infectious
disease prevention
Outlines requirements and expectations for fire and safety practices,
including facility site requirements, fire/safety drills, emergency
preparedness, renovations/modifications, parent and visitor access, alarm
systems, visibility requirements, opening/closing procedures, and facility
maintenance
Offers direction on how to prepare for inspections, including local
inspections for health/sanitation, fire/safety, unannounced inspections, and
pre/post actions to take before and after inspections
Discusses the importance of accreditation and provides guidance on how to
prepare for the accreditation process
A-7
Introduction to Navy CYP
Appendix B: Installation CDC Structure
and Staffing
CDCs are structured based on the size of the CDC and the needs of the installation. Therefore, the staffing
levels and reporting relationships will vary across CDCs. The Navy Management Standards contain detailed
information on the staffing authorizations for CDCs and the definitions for the sizes of CDCs (i.e., Extra
Small, Small, Medium, Large, and Extra Large). Exhibits B-1 and B-2 provide two general visualizations of
how a typical CDC may look, depending on whether or not the CDC Director also has CYP oversight. As a
reminder, the actual CDC organizational structure will vary across installations, based on the size, nature,
and specific needs of the program.
Appendix B: Installation CDC Structure and Staffing
B-1
Introduction to Navy CYP
Exhibit B-1: CDC Organizational Chart—Stand Alone Installation CYP Director
Note: Small and Extra Small CDC programs generally do not have Assistant Directors. In these instances, the direct care staff (i.e., Lead
Teachers and Teachers) report directly to the CDC Director. Additional information about staffing authorizations is found in the Navy
Management Standards.
Appendix B: Installation CDC Structure and Staffing
B-2
Introduction to Navy CYP
Exhibit B-2: CDC Organizational Chart—Dual-hatted CDC Director with CYP Oversight
Note: Small and Extra Small CDC programs generally do not have Assistant Directors. In these instances, the direct care staff (i.e., Lead
Teachers and Teachers) report directly to the CDC Director. Additional information about staffing authorizations is found in the Navy
Management Standards.
CDC staff fall into four main categories, each of which is described in the following sections.
(Note: Not every installation will have each of these positions, as staffing authorization levels are based on the number of
children served and number of full time equivalent staff. For example, Assistant Directors are authorized only if the number of
children served exceeds 100. Training Specialists and Assistant Training Specialists are authorized based on the number of full
time equivalent staff. Complete information about staffing authorizations is found in the Navy Management Standards.)
Management
Team
 CDC Director
 Assistant Director
 Training Team (as
needed)
Training
Team
 T&C Specialist
 Training Specialist
 Assistant Training
Specialist
Appendix B: Installation CDC Structure and Staffing
Direct Care Staff
Support
Staff
 Lead Teachers
 Operations Clerks
 Teachers (primary and  Food Service (Cooks and
flex)
Food Service Workers)
 Custodians
B-3
Introduction to Navy CYP
CDC Program Management Team—Roles and Responsibilities
The CDC Program Management Team is the liaison between the CDC, the CYP,
and the community. Together, they are accountable for the day-to-day
management, supervision, and oversight of all aspects of CDC operations.
Management
Team
CDC Director and Assistant Director
CDC Directors assume responsibility for overall program quality of the entire CDC, parent satisfaction,
center morale, staffing (including recruiting and hiring) and scheduling, internal and external
communication, budget development and fiscal monitoring, reporting, facility maintenance, enrollment,
space management, communications, and all policies and procedures at the installation level. Assistant
Directors (if authorized) support the CDC Directors in the ongoing management of the CDC program.
If the CDC program includes an annex facility, a CDC Program Supervisor is authorized to manage the
separate facility, in which case a CDC Director that meets the 1701 degree requirements as stated in DoD
Instruction 6060.2 must have direct responsibility and oversight of the center. Thus, the CDC Program
Supervisor reports to the CDC Director, who is ultimately accountable for the overall CDC program.
The CDC Management Team must have a visible presence in the center and classrooms on a frequent basis,
and be available to CYP Professionals and families when needed. A more detailed coverage of the CDC
Management Team’s specific responsibilities will be covered throughout the CDC Operating Manual.
Training Team
When requested by the CDC Director or Assistant Director, the Training Team participates as part of the
CDC Program Management Team by serving as the “link” between the classrooms and the CDC
Management team. Because the Training Team is in the classrooms on a regular basis, Trainers provide
valuable insights regarding actual classroom practices, provide input to the CDC Director and Assistant
Director on identified training needs, and make recommendations for training and technical assistance to
improve program quality.
Because the Training Team is not always under the direct supervision of the CDC Director (i.e., in many
installations the Training Team reports directly to the Installation CYP Director), it is critical that the
Training Team, Installation CYP Director, and CDC Director work very closely together to ensure the
Training Team can focus on its core responsibilities, and not get pulled into covering for ratio, substituting
for Teacher vacancies or absences, etc.
CDC Training Team—Roles and Responsibilities
The CDC Training Team is critical to the CDC’s operations because of the
impact it has on the quality of curriculum implementation, staff training,
teacher/child interactions, and child behavior guidance. The specific staffing
Training
authorizations for the CDC Training Team will vary depending on the size of the
Team
program. (See the Navy Management Standards for additional information.) As with
the CDC Management Team, the CDC Training Team must also be highly visible in
all CDC classrooms, and must interact with staff in their classrooms on a regular basis. The CDC Operating
Manual will contain detailed descriptions of the CDC Training Team’s duties and job expectations.
Appendix B: Installation CDC Structure and Staffing
B-4
Introduction to Navy CYP
Refer back to Section 7.3.3 for information about the different types of training positions that comprise the
Training Team, the Training Team’s CYP-wide responsibilities, and a description of the role of the Assistant
Training Specialist.
Training Specialists
The Training Specialist plays an essential role in the implementation and execution of The Creative
Curriculum®. Some of the Training Team’s responsibilities include assisting Teachers with classroom
observations and child assessments, evaluating classroom environments, reviewing weekly activity plans, and
providing additional training when needed. The CDC Training Team is also responsible for ensuring
required monthly trainings are completed and properly documented in the Child and Youth Management
System (CYMS), identifying training needs, completing monthly classroom observations, and working
individually with Teachers to ensure all required training modules are completed. In addition, the Training
Specialist encourages and provides support to employees’ career growth plans, including assistance in
obtaining the Child Development Associate (CDA) credential and attending applicable college courses.
CDC Direct Care Staff—Roles and Responsibilities
CDC direct care staff, including Teachers and Lead Teachers (primary Teachers
and flex Teachers), work in the classrooms on a daily basis with children and their
families.
Direct Care
Staff
Lead Teachers
Lead Teachers are to be in the classroom 80% of their scheduled work time supporting classroom activities
(e.g., assisting with classroom activities, conducting child observations and assessments, helping Teachers
make connections between child observations and developmental learning objectives, serving as a role
model for the Teachers, demonstrating best practices while setting up the learning environment, etc.). The
remaining 20% of their time is dedicated to program support functions (e.g., coordinating with the CDC
Training Team about training needs, assisting with classroom portfolios for NAEYC accreditation,
reviewing and providing feedback on lesson plans, working with the CDC Director on staff schedules,
conducting new parent classroom orientations, supporting module test assessment/competencies, etc.).
The CDC Operating Manual will include comprehensive information and standards related to the role of the
CDC direct care staff (i.e., Lead Teachers and Teachers).
Teachers
Primary Teachers are responsible for ensuring a safe, creative, and developmentally appropriate learning
environment, ongoing child assessment, facilitating teacher/child interactions, nurturing each child’s
cognitive, social/emotional, and physical development, and building strong relationships with each child’s
family. Flex Teachers are used to cover classroom staffing needs whenever needed. This may include when
the primary Teachers are absent (e.g., vacation, sick days, etc.), or when supplemental classroom support is
needed (e.g., to assist an individual child or small group of children who need individual support).
Appendix B: Installation CDC Structure and Staffing
B-5
Introduction to Navy CYP
CDC Support Staff—Roles and Responsibilities
CDC support staff provide administrative and operational support including
clerical and front desk tasks, record keeping, food service support, janitorial
services, and school liaison functions. CDC support staff include Operations
Clerks, Food Service, and Custodial employees.
Support
Staff
Operations Clerks
Operations Clerks are often the first point of contact for information when families call the CDC or visit
the building. They are responsible for clerical and administrative tasks including front desk operations, child
and household record keeping, coordination of enrollment and family orientation, and parent fees.
Food Service Employees
Food Service employees include Cooks and Food Service Workers. They provide food service support for
the CDC. It is common for CDCs to support SAC programs by preparing SAC meals in the CDC kitchen,
then transporting the meals and serving them in the SAC center.
Custodians
Custodians provide a variety of semiskilled labor and cleaning tasks for Medium, Large, and Extra Large
CDC facilities to ensure clean and healthy classrooms and programmatic space.
As with the other CDC staff discussed in this section, the CDC Operating Manual will include detailed
guidance and standards for the various roles and responsibilities of the CDC support staff.
Appendix B: Installation CDC Structure and Staffing
B-6
Introduction to Navy CYP
Appendix C: Installation CDH Structure
and Staffing
CDH programs are structured based on the number of CDH Providers and the needs of the installation.
Therefore, the staffing levels and reporting relationships will vary across CDH programs. The Navy
Management Standards contain detailed information on the staffing authorizations for CDH programs and the
definitions for the sizes of CDH programs (i.e., Extra Small, Small, Medium, and Large).
Exhibit C-1 provides a general visualization of how a typical CDH program may look, depending on the size
of the program. As a reminder, the actual CDH organizational structure will vary across installations, based
on the size, nature, and specific needs of the program.
Exhibit C-1: CDH Organizational Chart
Note: CDH Providers are independent business owners who contract with the Navy CYP to provide care for eligible families. CDH
Providers are not subordinate to the CDH Director or Monitor (as indicated by the dotted line relationship). However, the CDH Director
and Monitor do provide oversight and are accountable for the entire CDH program.
**** The CDH Director may also assume monitoring responsibilities for up to 30 homes. In a Small CDH program, the CDH Director is
often assigned collateral duties such as also assuming the role of the CDC Director, Assistant Director, or YP Director.
**** If a CDH Monitor is not authorized, the CDH Director assumes the Monitor’s duties. If there are Navy-certified CD homes, an
individual must be designated as the CDH Monitor, and be responsible for conducting monthly visits and providing oversight of the
CDH Providers.
**** Training Specialists are authorized based on the number of CYP employees and Providers across the entire CYP. The Training Team
assigned to the installation is required to provide support to the CDH program. See the Navy Management Standards for a sample
of how the Training Team’s hours should be distributed across all CY programs.
**** A .5 FTE Operations Clerk may be authorized for a Medium CDH program (to be shared with the CDC and YP). A Large CDH Program
may be authorized 1 FTE for 86+ CD homes
Appendix C: Installation CDH Program Structure and Staffing
C-1
Introduction to Navy CYP
CDH staff and CDH Providers fall into four main categories each of which is described in the following
sections.
Management
Team
 CDH Director
 CDH Monitor
 Training Team (as
needed)
Training
Team
 Training Specialist
 Assistant Training
Specialist
Support
Staff
CDH Providers
 CDH Providers
 Operations Clerks
(Note: Not every installation will have each of these positions, as staffing authorization levels are based on the number of
children served and number of full time equivalent staff. For example, Assistant Directors are authorized only if the number of
children served exceeds 100. Training Specialists and Assistant Training Specialists are authorized based on the number of full
time equivalent staff. Complete information about staffing authorizations is found in the Navy Management Standards.)
CDH Program Management Team—Roles and Responsibilities
The CDH Program Management Team is accountable for the day-to-day
management, supervision, and oversight of all aspects of CDH operations. CDH
Directors assume responsibility for the ongoing CDH operations of the CYPs to
which they are assigned. They are responsible for the overall quality of program
operations, CDH Provider oversight, staffing, budget, enrollment, space
management, communications, and policies and procedures at the installation
level.
Management
Team
The CDH Program Management Team should be available to CDH Providers during regular CD home
operating hours (i.e., some CDH Providers provide nights and weekend care—the CDH Program
Management Team must be available during those times if needed). A more detailed coverage of the CDH
Management Team’s specific responsibilities will be covered throughout the CDH Operating Manual.
CDH Director
The CDH Director assumes responsibility for overall program quality of the entire CDH program, including
all CDH policies and procedures at the installation level, enrollment, parent satisfaction, monitoring, CDH
Provider recruitment and retention, marketing, communication, and budgeting and financial management
(e.g., CDH subsidies, parent contracts, ensuring compliance with regulations related to funding, etc.). If the
CDH Program does not have an authorized CDH Monitor, the CDH Director also performs the duties of
the CDH Monitor.
The CDH Director may be a designated, stand-alone CDH Director (i.e., the CDH Director does not
oversee other CY programs), or a CDC or YP Director who is assigned oversight of a CDH program with
less than 10 CD homes (i.e., the CDH oversight is assigned to another CYP Director as “collateral duty”).
Either way, the CDH Director must be officially designated and meet the degree requirements (job
qualification requirements are found in the standardized PDs on the Navy E-Library). In cases where there
Appendix C: Installation CDH Program Structure and Staffing
C-2
Introduction to Navy CYP
is a stand-alone Installation CYP Director and a CDH Director is not authorized due to the size of the
program, it is recommended that the Installation CYP Director also be the designated CDH Director.
CDH Monitor
The CDH Monitor conducts initial CDH Provider home assessments, engages in ongoing monitoring
through monthly home visits, conducts periodic evaluations for CDH Provider certification, and encourages
CDH Providers to earn NAFCC accreditation and the CDA or MSA credential (or college-level classes).
The CDH Monitor also supports the CD home environments by observing the home and making
recommendations for enhancing the learning environment. If needed, s/he may also assist with observing
individual children (e.g., for behavior guidance strategies, or to help meet the specific needs of an individual
child if the CDH Provider has questions or concerns about that child’s behavioral or developmental needs).
The CDH Monitor is also responsible for maintaining accurate records for each CDH Provider, submitting
timely monitoring reports to the CDH Director, assisting the CDH Director with training, ensuring all
training and certification requirements are documented, and assisting the CDH Director with the ongoing
operations of the CDH Program.
As with the CDH Director, there must be an individual who is officially designated to assume the duties of
the CDH Monitor. If the Installation CYP Director is a stand-alone position, s/he typically conducts the
monitoring as a collateral duty. If the installation does not have a stand-alone Installation CYP Director
(i.e., the installation has a dual-hatted Director instead), monitoring duties may be assigned to another CYP
Director or Assistant Director level position.
Training Team
As needed, the Training Team participates as part of the CDH Program Management Team by providing
input to the CDH Director and CDH Monitor regarding any identified training needs and/or common
issues seen in the homes, making recommendations for training and technical assistance protocols, and
sharing best practices from the field.
Because the Training Team is not usually under the direct supervision of the CDH Director (i.e., in many
installations the Training Team reports directly to the Installation CYP Director), it is critical that the
Training Team, Installation CYP Director, and CDH Director work very closely together to ensure the
CDH Program and its Providers receive the training and support that is needed for high quality CDH
programming.
CDH Training Team—Roles and Responsibilities
The Training Team is critical in supporting the CDH program staff to ensure
CDH Providers receive appropriate professional development, and in training the
CDH staff.
Refer back to Section 7.3.3 for information about the different types of training
positions that comprise the Training Team, the Training Team’s CYP-wide
responsibilities, and a description of the role of the Assistant Training Specialist.
Appendix C: Installation CDH Program Structure and Staffing
Training
Team
C-3
Introduction to Navy CYP
Training Specialists
The Training Specialist is responsible for assisting the CDH Director with orientation trainings for new
CDH Providers (e.g., helping with planning, co-facilitating trainings if needed, providing training materials
and resources, etc.), and coordinating monthly trainings for all CDH Providers. The Training Specialist
assists the CDH Program with all ongoing training needs, and identifies strategies to encourage CDH
Providers to obtain NAFCC accreditation, and to reach full compliance with all program requirements and
with the Family Child Care Environment Rating Scale-Revised (FCCERS-R).
Although the CDH Monitor (or Director, if no CDH Monitor is assigned) is accountable for conducting
monthly home visits to each CDH Provider, and is responsible for working closely with the CDH Providers
on all issues related to environment, completing required training modules, and encouraging NAFCC
accreditation, the Training Specialist must be available to support the CDH Monitor as needed by providing
resources, training, guidance, recommendations, and engaging in troubleshooting when necessary.
If requested, the Training Specialist should also work with the CDH Director/Monitor to review CDH
Providers’ training files, module completions, and module observations. Although it is the CDH Director’s
responsibility to oversee these, the Training Specialist must be available to assist the CDH Director as
needed, and collaborate on identifying additional training topics that are relevant to the needs of the CDH
Providers. The Training Specialist must work very closely with the CDH Director to ensure clarity regarding
when trainings will occur, who will send out training dates/times, who will develop and prepare training
materials, who will take the lead in facilitating the trainings, and who will serve as co-facilitators (if needed).
The Training Team also has responsibilities across the entire CYP, and coordinates the installation
orientation for all new hires, including providing comprehensive information about the CYP as a whole. For
example, if a new employee is hired as a CDH Monitor, the Training Specialist must still provide the new
hire with meaningful information about all of the other CYP components. The Training Team ensures that
all CYP Professionals have opportunities to participate in ongoing trainings, including required annual
trainings, in-service trainings and workshops, mentor/coaching opportunities, and support in completing
any required (or optional) training modules. Whenever possible, the Training Specialist must design the
trainings to be fully inclusive of all CYP staff (and when appropriate, CDH Providers), although there will
be times when it is necessary to modify training content to ensure that the caregivers of all age groups
receive the most appropriate and relevant information.
CDH Providers—Roles and Responsibilities
CDH Providers are primary care givers for children and their families. They are
responsible for providing high quality care in a safe and nurturing learning
environment, curriculum implementation, lesson planning, child supervision,
individualization, and ongoing activity management. All CDH Providers must
work closely with the CDH Director and CDH Monitor to ensure the home
complies with all program requirements, as well as the Family Child Care Environment
Rating Scale-Revised (FCCERS-R).
Providers
In addition to the daily responsibilities of providing high quality early care and education services to
children, CDH Providers are also responsible for running the “business side” of their CD home. Some of
these duties include preparing and submitting timely and accurate subsidy information, maintaining all
required records (including child and family files, attendance records, etc.), and actively engaging in
marketing and recruiting efforts to build awareness of the CDH Program.
Appendix C: Installation CDH Program Structure and Staffing
C-4
Introduction to Navy CYP
CDH Support Staff—Roles and Responsibilities
Depending on the size of the CDH Program, an Operations Clerk may be
authorized as support staff. Authorization standards for Operations Clerks are
defined in the Navy Management Standards.
Support
Staff
Operations Clerks (if authorized) provide administrative and operational support including clerical and front
desk tasks. The Operations Clerk may be assigned to register new CDH Provider applications, send out
background check packets for new CDH Provider applicants, process all CDH certificates, serve as a first
point-of-contact by fielding calls for Resource & Referral as well as calls from parents inquiring about the
CDH program, and assist with the preparation of materials and documents for the Quality Review Board
(QRB). Other duties that the Operations Clerk may fulfill include processing CDH Provider subsidies,
maintaining current inventories of the CDH lending library and other materials/equipment/supplies, and
sending fire and health inspection lists on a regular basis. All CDH programs have administrative and
operational tasks that must be fulfilled. If an Operations Clerk is not authorized, the CDH Director is
responsible for ensuring all support tasks are performed in a timely and accurate manner.
Appendix C: Installation CDH Program Structure and Staffing
C-5
Introduction to Navy CYP
Appendix D: Installation 24/7 Center
Structure and Staffing
24/7 Centers are structured based on the size of the center and the needs of the installation. Therefore, the
staffing levels and reporting relationships will vary across 24/7 Centers. The unique nature of 24/7
Centers—watch standers’ and shift workers’ schedules are often unpredictable, making staff scheduling a
challenge at times—requires flexibility and creativity to ensure the center is adequately staffed at all times.
The Navy Management Standards contain detailed information on the staffing authorizations and size
definitions for 24/7 Centers (i.e., Small or Medium).
Exhibits D-1 and D-2 provide two general visualizations of how a typical 24/7 Center may look, depending
on if it is a Small or Medium size program. As a reminder, the actual 24/7 Center organizational structure
will vary across installations, based on the size, nature, and specific needs of the program.
Exhibit D-1: 24/7 Center Organizational Chart—Small 24/7 Center
Note: 24/7 Centers do not have Assistant Directors or Support Staff (i.e., Operations Clerks, Food Service Workers, and Custodians).
Instead, additional Lead Teachers are authorized to provide adequate administrative and programmatic support. Additional information
about staffing authorizations is found in the Navy Management Standards.
Appendix D: Installation 24/7 Center Structure and Staffing
D-1
Introduction to Navy CYP
Exhibit D-2: 24/7 Center Organizational Chart—Medium 24/7 Center
Note: 24/7 Centers do not have Assistant Directors or Support Staff (i.e., Operations Clerks, Food Service Workers, and Custodians).
Instead, additional Lead Teachers are authorized to provide adequate administrative and programmatic support. Additional information
about staffing authorizations is found in the Navy Management Standards.
24/7 Center staff fall into three main categories (see below), each of which is described in the following
sections.
Management
Team
Training
Team
 CDC Director
 T&C Specialist
 24/7 Center Director
 Training Specialist
(or Program Supervisor)  Assistant Training
 Training Team (as
Specialist
needed)
Direct Care
Staff
 Lead Teachers
 Teachers (primary and
flex)
(Note: Not every installation will have each of these positions, as staffing authorization levels are based on the number of
children served and number of full time equivalent staff. For example, Assistant Directors are authorized only if the number of
children served exceeds 100. Training Specialists and Assistant Training Specialists are authorized based on the number of full
time equivalent staff. Complete information about staffing authorizations is found in the Navy Management Standards.)
Appendix D: Installation 24/7 Center Structure and Staffing
D-2
Introduction to Navy CYP
24/7 Center Program Management Team—Roles and Responsibilities
The 24/7 Center Program Management Team is the liaison between the 24/7
Center, the CYP, and the community. Together, they are accountable for the dayto-day management, supervision, and oversight of all aspects of 24/7 Center
operations.
Management
Team
CDC Director, 24/7 Center Director, and 24/7 Center Program Supervisor
Depending on the size of the 24/7 Center, either the CDC Director or a 24/7 Center Director assumes
responsibility for overall program quality of the 24/7 Center, parent satisfaction, center morale, staffing
(including recruiting and hiring) and scheduling, internal and external communication, budget development
and fiscal monitoring, reporting, facility maintenance, enrollment, space management, communications, and
all policies and procedures at the installation level.
In a Small 24/7 Center, a 24/7 Center Program Supervisor is authorized to manage the daily operations of
the center. In order to meet the CYP Director degree requirements mandated by DoD Instruction 6060.2, a
CYP Director that meets the 1701 requirements (see DoD Instruction 6060.2) must have direct
responsibility and oversight of the center. Thus, the 24/7 Center Program Supervisor reports to the CDC
Director (who is ultimately responsible for the 24/7 Center). In a Medium 24/7 Center, a designated 24/7
Center Director assumes full responsibility of the ongoing operations of the center. Unlike some other CY
programs (i.e., CDCs and YPs), 24/7 Centers do not have Assistant Directors.
The 24/7 Center Management Team must have a visible presence in the center on a frequent basis, and be
available to CYP Professionals and families when needed. This includes the 24/7 Center Director and/or
Program Supervisor being present and available throughout the 24/7 period. Since they are supervising
employees who work around the clock, they must be aware of what is happening in the center 24 hours a
day, 7 days a week. Therefore, they must be prepared to work weekends, evenings, and nights on a regular
basis. A more detailed coverage of the 24/7 Center Management Team’s specific responsibilities will be
covered throughout the 24/7 Center Operating Manual.
(Note: The term “24/7 Center Director” is used to reference whichever individual is assigned oversight of the 24/7 Center
[i.e., CDC Director, 24/7 Center Program Supervisor, or 24/7 Center Director].)
Training Team
When requested by the 24/7 Center Director, the Training Team participates as part of the 24/7 Center
Management Team by serving as the “link” between the center and the 24/7 Center Management Team.
Because the Training Team is in the program environment on a regular basis, Trainers provide valuable
insights regarding actual program practices, provide input to the 24/7 Center Director on identified training
needs, and make recommendations for training and technical assistance to improve program quality.
Because the Training Team is not always under the direct supervision of the 24/7 Center Director (i.e., in
many installations the Training Team reports directly to the Installation CYP Director), it is critical that the
Training Team, Installation CYP Director, and 24/7 Center Director work very closely together to ensure
the Training Team can focus on its core responsibilities, and not get pulled into covering for ratio,
substituting for Teacher vacancies or absences, etc.
Appendix D: Installation 24/7 Center Structure and Staffing
D-3
Introduction to Navy CYP
24/7 Center Training Team—Roles and Responsibilities
The 24/7 Center Training Team is critical to the center’s operations because of
the impact it has on the quality of curriculum implementation, staff training,
teacher/child interactions, and child behavior guidance. The specific staffing
authorizations for the Training Team will vary depending on the size of the
program. (See the Navy Management Standards for additional information.)
Training
Team
As with the 24/7 Center Management Team, the Training Team must also be highly visible in all 24/7
environments, and must interact with staff in their rooms on a regular basis. In addition, the 24/7 Center
Training Team is required to occasionally work non-traditional hours (i.e., nights and weekends) since they
are to be conducting observations of all activities in the center—which occur 24 hours a day, 7 days a week.
The 24/7 Center Operating Manual will contain detailed descriptions of the 24/7 Center Training Team’s
duties and job expectations.
Refer back to Section 7.3.3 for information about the different types of training positions that comprise the
Training Team, the Training Team’s CYP-wide responsibilities, and a description of the role of the Assistant
Training Specialist.
Training Specialists
The Training Specialist plays an essential role in the implementation and execution of The Creative Curriculum
for Family Child Care, 2nd Edition®. Some of the Training Team’s responsibilities include assisting Teachers
with program observations and child assessments, evaluating activity room environments, reviewing weekly
lesson plans, and providing additional training when needed. The Training Team is also responsible for
ensuring required monthly trainings are completed and properly documented in the Child and Youth
Management System (CYMS), identifying training needs, completing monthly observations, and working
individually with Teachers to ensure all required training modules are completed. In addition, the Training
Specialist encourages and provides support to employees’ career growth plans, including assistance in
obtaining the Child Development Associate (CDA) credential and attending applicable college courses.
24/7 Center Direct Care Staff—Roles and Responsibilities
24/7 Center Direct Care Staff, including Teachers and Lead Teachers (primary
Teachers and flex Teachers), work in the center on a daily basis with children and
their families.
Lead Teachers
Direct Care
Staff
Lead Teachers are counted in the direct care ratio 80% of the time (i.e., this is time spent in activity rooms,
assisting with activities, conducting child observations and assessments, helping Teachers make connections
between child observations and developmental learning objectives, serving as a role model for the Teachers,
demonstrating best practices while setting up the learning environment, etc.). The remaining 20% of time is
spent out of ratio performing tasks such as coordinating with the Training Team about training needs,
reviewing and providing feedback on lesson plans, working with the 24/7 Center Director on staff
schedules, conducting new parent orientations, supporting module test assessment/competencies, etc.).
Appendix D: Installation 24/7 Center Structure and Staffing
D-4
Introduction to Navy CYP
Also, because of the 24/7 Center’s continuous operating schedule, there are times when the 24/7 Center
Director is not onsite. During these times the Lead Teacher becomes the person responsible for
immediately notifying the 24/7 Center Director if any issue arises that needs immediate management
intervention.
Lead Teachers also fulfill some of the duties that would be performed by support staff in other programs,
such as administrative support, food service, planning, and custodial duties.
The 24/7 Center Operating Manual will include comprehensive information and standards related to the role
of the 24/7 Center Direct Care Staff (i.e., Lead Teachers and Teachers).
Teachers
Primary Teachers are responsible for ensuring a safe, creative, and developmentally appropriate home-like
learning environment, ongoing child assessment, facilitating teacher/child interactions, nurturing each
child’s cognitive, social/emotional, and physical development, and building strong relationships with each
child’s family. Flex Teachers are used to cover staffing needs whenever needed. This may include when the
primary Teachers are absent (e.g., vacation, sick days, etc.), or when supplemental support is needed (e.g., to
assist an individual child or small group of children who need individual support).
Because 24/7 Centers do not have an Operations Clerk, Food Service staff, or a Custodian, the center staff
perform some of the functions that these positions would typically serve in other programs, including
administrative support, food preparation and meal/snack services, and custodial tasks.
Appendix D: Installation 24/7 Center Structure and Staffing
D-5
Introduction to Navy CYP
Appendix E: Installation YP Structure
and Staffing
YPs are structured based on the size of the SAC and the needs of the installation. Therefore, the staffing
levels and reporting relationships will vary across YPs. The Navy Management Standards contain detailed
information on the staffing authorizations for YPs and the definitions for the sizes of YPs (i.e., Extra Small,
Small, Medium, Large, and Extra Large). In addition, YP standards are being developed that will address all
YP business lines. (See Appendix A for an outline of the YP Operating Manual.)
Exhibits E-1 and E-2 provide two general visualizations of how a typical YP may look, depending on
whether or not the YP Director also has CYP oversight. As a reminder, the actual YP organizational
structure will vary across installations, based on the size, nature, and specific needs of the program.
Exhibit E-1: YP Organizational Chart—Stand Alone Installation CYP Director
Note: Small and Extra Small YP programs generally do not have Assistant Directors. In these instances, the direct care staff (i.e., Lead
Counselors and Counselors) report directly to the YP Director. Additional information about staffing authorizations is found in the Navy
Management Standards.
* Volunteers are used in all CY programs, but YSF uses volunteers extensively, thus volunteers have been added to the YP organization
chart. Although volunteers are not technically staff (i.e., they are unpaid volunteers), they work directly with the youth.
Appendix E: Installation YP Structure and Staffing
E-1
Introduction to Navy CYP
Exhibit E-2: YP Organizational Chart—Dual-hatted YP Director with CYP Oversight
Note: Small and Extra Small YPs generally do not have Assistant Directors. In these instances, the direct care staff (i.e., Lead Counselors
and Counselors) report directly to the YP Director. Additional information about staffing authorizations is found in the Navy Management
Standards.
* Volunteers are used in all CY programs, but YSF uses volunteers extensively, thus volunteers have been added to the YP organization
chart. Although volunteers are not technically staff (i.e., they are unpaid volunteers), they work directly with the youth.
Appendix E: Installation YP Structure and Staffing
E-2
Introduction to Navy CYP
YP staff fall into four main categories (see below), each of which is described in the following sections.





Management
Team
Training
Team
YP Director
Assistant Director
YSF Coordinator
Teen Coordinator
Training Team (as
needed)
 T&C Specialist
 Training Specialist
 Assistant Training
Specialist
Direct Care
Staff
Support
Staff
 Lead Counselors
 Operations Clerks
 Counselors
 Food Service (Cooks
 Volunteers (volunteers are and Food Service
not technically staff, but they
Workers)
work directly with the youth)
 Custodians
(Note: Not every installation will have each of these positions, as staffing authorization levels are based on the number of
children served and number of full time equivalent staff. For example, Assistant Directors are authorized only if the number of
children served exceeds 100. Training Specialists and Assistant Training Specialists are authorized based on the number of full
time equivalent staff. Complete information about staffing authorizations is found in the Navy Management Standards.)
YP Program Management Team—Roles and Responsibilities
The YP Program Management Team is the liaison between the YP, the CYP, and
the community. Together, they are accountable for the day-to-day management,
supervision, and oversight of all aspects of YP operations.
Management
Team
The YP Management Team must have a visible presence in the programs and
activity rooms on a frequent basis, and be available to CYP Professionals and families
when needed. A more detailed coverage of the YP Management Team’s specific responsibilities will be
covered throughout the YP Operating Manual.
YP Director and Assistant Director
YP Directors assume responsibility for overall program quality of the entire YP, parent satisfaction, program
morale, staffing (including recruiting and hiring) and scheduling, internal and external communication,
budget development and fiscal monitoring, reporting, facility maintenance, enrollment, space management,
communications, and all policies and procedures at the installation level. Assistant Directors (if authorized)
support the YP Directors in the ongoing management of the YP program. If no Assistant Director is
authorized, a CYP Lead or Teen Coordinator is often assigned to provide management support to the YP
Director.
YSF Coordinator
The YSF Coordinator is responsible for the administration and oversight of the Navy YSF programs, which
includes the implementation of the YSF Core Service Areas: Sports, Fitness, Health and Nutrition, Outdoor
Recreation and Motor Skills Development; which are established to meet the Navy’s program criteria by age
group component. The YSF Coordinator is responsible for planning, organizing, and supervising all YSF
activities (e.g., team and individual sports/fitness activities), and for supervising all staff and volunteers that
are working with YSF.
Appendix E: Installation YP Structure and Staffing
E-3
Introduction to Navy CYP
Depending on the size and needs of the installation and YSF program, the YSF Coordinator may be a
stand-alone position (i.e., the YSF Coordinator oversees only the YSF program), a blended position (i.e., the
YSF Coordinator also serves as the Teen Coordinator), or the position may be assigned as collateral duty
(e.g., the YP Director or other CYP Director also serves as the YSF Coordinator). Regardless of how the
position is filled, a CYP Professional must be officially designated as the YSF Coordinator.
Teen Coordinator
The Teen Coordinator is responsible for the administration and oversight of the Navy Teen Programs,
which includes the implementation of the Navy Core Programming Areas: Character and Leadership
Development, Education and Career Development, Health and Life Skills, the Arts, Sports, Fitness, and
Recreation, and Technology. Teen Coordinators are also responsible for their program’s indoor and outdoor
environments, interactions and relationships, supervising youth and staff who are working with the teens,
outreach, and for ensuring compliance with all operational requirements.
As with the YSF Coordinator, The Teen Coordinator may be a stand-alone position (i.e., the Teen
Coordinator oversees only the Teen Program), a blended position (i.e., the Teen Coordinator also serves as
the YSF Coordinator), or the position may be assigned as collateral duty (e.g., the YP Director or other CYP
Director also serves as the Teen Coordinator). Regardless of how the position is filled, a CYP Professional
must be officially designated as the Teen Coordinator.
Training Team
When requested by the YP Director or Assistant Director, the Training Team participates as part of the YP
Program Management Team by serving as the “link” between the activity rooms and the YP Management
Team. Although observations by the Training Team are not required, they must conduct observations when
needed (e.g., upon request from the YP Director, when the YP Management Team or staff are concerned
about a particular youth or issue in the program, etc.). Training Team observations of YP activities are most
often conducted to identify staff training needs, not necessarily the needs of the youth (unless specifically
requested). Because the Training Team is in the activity rooms on a regular basis, Trainers provide valuable
insights regarding actual program practices, provide input to the YP Director and Assistant Director on
identified training needs, and make recommendations for training and technical assistance to improve
program quality.
Because the Training Team is not always under the direct supervision of the YP Director (i.e., in many
installations the Training Team reports directly to the Installation CYP Director), it is critical that the
Training Team, Installation CYP Director, and YP Director work very closely together to ensure the
Training Team can focus on its core responsibilities, and not get pulled into covering for ratio, substituting
for Counselor vacancies or absences, etc.
YP Training Team—Roles and Responsibilities
The YP Training Team is critical to the YP’s operations because of the impact it
has on the quality of program implementation, staff training, counselor/youth
interactions, and youth behavior guidance. The specific staffing authorizations for
the YP Training Team will vary depending on the size of the program. (See the
Navy Management Standards for additional information.) As with the YP Management
Appendix E: Installation YP Structure and Staffing
Training
Team
E-4
Introduction to Navy CYP
Team, the YP Training Team must also be highly visible in all YP activity rooms, and must interact with YP
staff in their activity rooms on a regular basis. The YP Operating Manual will contain detailed descriptions of
the YP Training Team’s duties and job expectations.
Refer back to Section 7.3.3 for information about the different types of training positions that comprise the
Training Team, the Training Team’s CYP-wide responsibilities, and a description of the role of the Assistant
Training Specialist.
Training Specialists
The Training Specialist supports the YP by assisting the YP Director with orientation trainings (e.g., helping
with planning, co-facilitating trainings if needed, providing training materials and resources, etc.) and with
ongoing monthly trainings. The Training Specialist also ensures that all training files are maintained and upto-date in CYMS or the NAYS Chapter Management website. The Training Specialist must work with the
YP Director to ensure employee modules are completed within the required time frames, make
recommendations to improve the program environment, assist the YP Director by providing feedback to
strengthen youth and staff interactions, and assist SAC programs in the COA accreditation process. The
Training Specialist also encourages and provides support to employees’ career growth, including assistance
in obtaining the MSA and attending applicable college courses.
The Training Team also has responsibilities across the entire CYP (not only with just the YP), and
coordinates the installation orientation for all new hires, including providing comprehensive information
about the CYP as a whole. For example, if a new employee is hired as a SAC Counselor in the YP, the
Training Specialist must still provide the new hire with meaningful information about all of the other CYP
components. The Training Team ensures that all CYP staff have opportunities to participate in ongoing
trainings, including required annual trainings, in-service trainings and workshops, mentor/coaching
opportunities, and support in completing any required (or optional) training modules. Whenever possible,
the Training Specialist must design the trainings to be fully inclusive of all CYP staff (although there will be
times when it is necessary to modify training content to ensure that the caregivers of all age groups receive
the most appropriate and relevant information).
YP Direct Care Staff—Roles and Responsibilities
YP direct care staff, including Lead Counselors and Counselors, work in the
activity rooms on a daily basis with youth. They are responsible for ensuring high
quality SAC and youth activities, curriculum planning, youth supervision,
individualization, and ongoing activity management. In addition, YP direct care
staff identify individual and group interests of the youth by observing and actively
gathering youth input so that they can design programs and activities that are of
significant interest to the youth.
Direct Care
Staff
Lead Counselors
Lead Counselors are to be in the activity room 80% of their scheduled work time supporting YP activities
(e.g., assisting with activities, conducting activity observations, helping Counselors make connections
between observations and youth learning objectives, serving as a role model for the Counselors,
demonstrating best practices while setting up the activity environment, etc.). The remaining 20% of their
time is dedicated to program support functions (e.g., coordinating with the YP Training Team about training
needs, assisting with program portfolios for COA accreditation, reviewing and providing feedback on
Appendix E: Installation YP Structure and Staffing
E-5
Introduction to Navy CYP
activity plans, working with the YP Director on staff schedules, conducting new parent classroom
orientations, supporting module test assessment/competencies, etc.).
The YP Operating Manual will include comprehensive information and standards related to the role of the YP
direct care staff (i.e., Lead Counselors and Counselors).
Counselors
Counselors are responsible for ensuring a safe, creative, and developmentally appropriate learning
environment for youth; developing schedules and activity plans; ensuring that all activities meet the
observed needs of individual youth; and facilitating healthy interactions. Equally as important, Counselors
must build strong relationships with each youth’s family; keep lines of communication open with the
families; and encourage parent participation whenever possible.
YP Support Staff—Roles and Responsibilities
YP support staff provide administrative and operational support including clerical
and front desk tasks, record keeping, food service support, janitorial services, and
school liaison functions. YP support staff include Operations Clerks, Food
Service, and Custodial employees.
Support
Staff
Operations Clerks
Operations Clerks are often the first point of contact for information when families call the YP or visit the
building. They are responsible for clerical and administrative tasks including front desk operations, child and
household record keeping, coordination of enrollment and family orientation, and parent fees.
Food Service Employees
Food Service employees include Cooks and Food Service Workers. They provide food service support for
the YP. It is common for CDCs to support SAC programs by preparing SAC meals in the CDC kitchen,
then transporting the meals and serving them in the SAC center.
Custodians
Custodians provide a variety of semiskilled labor and cleaning tasks for Medium, Large, and Extra Large YP
facilities to ensure clean and healthy classrooms and programmatic space.
As with the other YP staff discussed in this section, the YP Operating Manual will include detailed guidance
and standards for the various roles and responsibilities of the YP support staff.
Appendix E: Installation YP Structure and Staffing
E-6