Connecting Accessibility to Universal Design and Individual Education Plans (IEPs)

West Virginia Afterschool Program Quality Standards

• 1. Administration
• 2. Diversity, Equity and Inclusion
• 4. Health, Safety and Nutrition
• 5. Indoor and Outdoor Environments
• 8. Activities

Core Knowledge and Competencies for Early Childhood Professionals

• 1. Management
• 3. Child safety, abuse, and neglect

Standards for Quality Afterschool Programs

• 1. Administration and Organization
• 2. Program Management and Staff
• 3. Communication and Interaction
• 4. Program Structure and Activities
• 6. Program Environment

Department of Children and Families (Annual In-Service Training)

• 5. Child development – typical and atypical
• 13. Working with children with disabilities in child care
• 19. Age-appropriate lesson planning
• 22. Developing special interest centers/spaces and environments

School's Out Washington Quality Improvement Standards

• 1. Being welcomed into safe spaces that center their own cultures and communities
• 5. Having a common language and shared expectations that are aligned with research and best practices for positive youth development and social emotional learning
• 7. Building awareness of structural inequities, including the impact systemic barriers have on young people
• 8. Implementing strategies and practices that are culturally responsive and attuned to the diverse identities and cultures of the young people, families, and communities served

Department of Children, Youth & Families: Child Care Provider Training Requirements

• 1. Child/adolescent growth and development
• 2. Learning environment and curriculum
• 3. Child observation and assessment
• 5. Safety and wellness
• 6. Interactions with children/youth
• 7. Program planning and development
• 8. Professional development and leadership
• 9. Cultural competency and responsiveness

National Afterschool Association Competencies

• 1. Child and Youth Growth and Development
• 2. Learning Environment and Curriculum
• 4. Interactions with Children and Youth
• 6. Cultural Competency and Responsiveness
• 8. Safety and Wellness

Core Knowledge and Competencies

• 1. Child and Youth Growth and Development
• 4. Learning Environment and Curriculum

Afterschool Standards

• 2. Indoor and Outdoor Environments
• 3. Programming and Activities
• 4. Safety, Health, and Nutrition
• 5. Administration

Early Childhood Educator Requirements: Birth to Second Grade

• 1. Child development
• 2. Developmental curriculum planning/ environment and curriculum
• 3. Observation and assessment

Early Childhood - Continuing Education

• 1. Child Development
• 2. Child Guidance
• 6. Learning Activities

Afterschool Program Quality Institute

• 1. Environment
• 3. Programming
• 4. Youth Participation and Engagement

Early Care and Education Knowledge Base

• 1. Child Development
• 3. Observation, documentation and assessment
• 4. Teaching and engagement
• 5. Curriculum and learning environment

Guiding Principles for Quality OST Programs

• 1. Safe & Supportive Environment
• 2. Active & Engaged Learning
• 3. Skill Building
• 7. Inclusion & Access
• 9. Quality Staff
• 11. Collaborative Relationships

Childcare Program: Continuing Education

• 1. Child development
• 3. Caring for children with exceptionalities
• 6. Indoor and outdoor learning environments
• 7. Behavior guidance
• 8. Leadership, child care administration, or mentoring
• 10. Working with families
• 11. Legal issues in child care
• 12. Child abuse and neglect

Child Care Training Regulations

• 1. Child Development
• 2. Routine and emergency health protection of children including health related exclusions
• 4. Positive behavior management
• 5. Curriculum development policies and responsibilities
• 6. Supervision of children
• 7. Child accident and injury procedures including building and physical premises safety
• 12. Nutrition and food safety including prevention and response to emergencies due to food and allergic reactions
• 17. Respectful engagement of families, including daily communication with parents about their child’s activities
• 21. Providing developmentally appropriate activities and experiences for children
• 22. Inclusion of children with special needs

Guidelines for Afterschool, Summer, and Youth Development Programs

• 2. Health, Safety, and Environment
• 3. Programming and Activities
• 4. Youth Leadership and Engagement
• 6. Cultural Competency, Responsiveness, and Inclusion
• 7. Assessment, Planning, and Program Improvement
• 8. Staff and Professional Development
• 9. Administration and Program Management

ECE Competencies

• 1. Child Development and Learning
• 2. Culture, Diversity and Equity
• 6. Observation, Screening, Assessment and Documentation
• 7. Special Needs and Inclusion
• 8. Learning Environments and Curriculum

Quality Standards for Expanded Learning

• 1. Safe and Supportive Environment
• 3. Skill Building
• 5. Healthy Choices and Behaviors
• 6. Diversity, Access and Equity
• 10. Continuous Quality Improvement
• 11. Program Management

Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce

• 1. Child development and learning
• 5. Teaching and learning
• 6. Observation, documentation, and assessment
• 7. Interactions and guidance
• 8. Child care center administrative rules

MOST (Michigan Out-of-School Time) Standards of Quality

• 4. Indoor and Outdoor Environments
• 5. Program Activities
• 6. Administration

Early Care & Education Professional Development Content Areas

• 1. Child Development and Learning in Context
• 3. Child Observation, Documentation, and Assessment
• 4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
• 5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum
• 6. Professionalism as an Early Childhood Educator
• 7. Health and Safety

Program Content

• 3. Curriculum and Activities

Program Management

• 6. Safety and Health

Afterschool Program Standards

• Program Content
• Program Management

Early Care and Education Professional Competency Goals for Staff

• 1. Child development, including discipline, guidance, nutrition, injury control and safety

Afterschool & Youth Development Standards

• 1. Programming & Youth Development
• 2. Linkages with the School Day
• 6. Staffing & Professional Development
• 7. Organizational Practices

Early Care and Education Professional Competency Goals for Directors

• a. Early learning standards
• d. Developmentally appropriate practices
• f. Advocacy for the Center, Parents, children and Staff

Core Knowledge Areas, DC Division of Early Learning Training Categories

• 1. Child Growth and Development
• 2. Observing, Documenting and Assessing to Support Young Children and Families
• 4. Curriculum
• 5. Inclusive Practices
• 6. Learning Environments
• 8. Diversity: Family, Language, Culture and Society
• 9. Program Management, Operation and Evaluation
• 10. Professionalism and Advocacy

Workforce Knowledge and Competencies

• 1. Child Growth and Development (CGD) 
• 2. Alignment with CDELS
• 2. Learning Environment and Curriculum (LEC)
• 5. Child Observation and Assessment (COA) 

Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit

• 1. Proper supervision of children
• 14. Nutrition and physical activities
• 16. Basic child development

Standards for Quality Afterschool Programs

• 1. Safe and Appropriate Program Environments and Facilities
• 2. Ongoing Training and Staff Development
• 3. Program Monitoring and Evaluation
• 4. Positive Youth Development

Competencies for Early Childhood Educators and Administrators

• 1. Child growth and development, and learning or courses that align with the competency domains of child growth and development
• 2. Child observation and assessment
• 6. Professional development and leadership
• 8. Teaching practices

OST Quality Guidelines

• 2. Assessment and Evaluation
• 5. Staff Qualifications and Training
• 6. Youth Development and Engagement
• 7. Health and Safety Guidelines

Academic Standards: Essential Skills

• 3. Civic/Interpersonal Skills

Early Childhood Education and Care Department

• 1. Child growth, development, and learning
• 2. Health, safety, nutrition, and infection control
• 3. Family and community collaboration
• 4. Developmentally appropriate content
• 5. Learning environment and curriculum implementation
• 6. Assessment of children and programs
• 7. Professionalism

Out-of-School Time (NMOST) Guiding Principles

• 6. Programming
• 8. Staffing and Professional Development
• 9. Evaluation for Continuous Quality Improvement

Child Growth and Development

• 1. Child nutrition
• 1. Programming and Curriculum
• 2. Children with special needs
• 4. Brain development
• 4. Program Environment
• 5. Benefits of outdoor play and gross motor activities
• 6. Administrative Practices
• 6. Social/emotional development
• 7. Challenging behaviors
• 8. Cognitive development
• 10. Family/Community Relations

Career Development

• 1. Ethics and professionalism in child care
• 4. Using child care tools
• 5. Individualized education plan/individualized family service plan
• 6. Strategic leadership and planning
• 11. Confidentiality/Health insurance portability and accountability act

Child Growth and Development

• 1. Child nutrition
• 1. Programming and Curriculum
• 2. Children with special needs
• 4. Brain development
• 4. Program Environment
• 5. Benefits of outdoor play and gross motor activities
• 6. Administrative Practices
• 6. Social/emotional development
• 7. Challenging behaviors
• 8. Cognitive development
• 10. Family/Community Relations

Family/Community Relations

• 1. Working with parents and families
• 2. Community health, pediatrics or social services resources for children and families
• 4. Cultural diversity/awareness

Ohio Department of Job and Family Services: Child Care Center Professional Development Training Topics

• Career Development
• Child Growth and Development
• Family/Community Relations

Quality Guidelines for Ohio's Afterschool Programs

• Child Growth and Development

Director Annual Training

• 1. Curriculum
• 2. Nutrition
• 3. Special Needs
• 4. Child Guidance
• 5. Professional Development

Afterschool Alliance Best Practices

• 1. Prepared Staff
• 2. Intentional Programming
• 3. Alignment with School Day
• 4. Promotion of Varied Youth Engagement
• 6. Promotion of Safety, Health and Wellness
• 8. Ongoing Assessment and Improvement

All Staff Annual Training

• 2. Social and Emotional Development
• 3. Child Guidance
• 4. Health and Safety, Nutrition
• 5. Special Needs
• 6. Professional Development

Early Learning Staff Professional Development Areas

• All Staff Annual Training
• Director Annual Training

Department of Early Learning and Care: Training

• 1. Diversity
• 2. Family and Community Systems
• 3. Human Growth and Development
• 4. Health Safety and Nutrition
• 5. Learning Environments and Curriculum
• 6. Observation and Assessment
• 7. Personal, Professional & Leadership Development
• 8. Program Management

Early Learning and Development Standards

• 1. Early Childhood Education and Child Development
• 8. Programming for Children with Disabilities or Special Health Care Needs

After School Network

• 1. Relationships — Interactions and Engagement
• 2. Family and Community Partnerships
• 5. Safety
• 6. Staffing/Professional Development

Afterschool Network Quality Standards

• 1. Environment
• 4. Programming
• 5. Health

Early Childhood Professional Learning Categories

• 1. Learning Communities
• 3. Resources
• 4. Data
• 5. Learning Designs
• 6. Implementation
• 7. Outcomes

Network for Youth Success Quality Self-Assessment (QSA) Tool

• 1. Environment & Climate
• 4. Staffing & Professional Development
• 5. Programming & Activities
• 7. Youth Participation & Engagement to Care
• 8. Parent, Family, & Community Partnerships

NYC DYCD Core Competencies for Youth Work Professionals

• 1. Knowledge of the principles and practices of child and youth development and ability to use this knowledge to achieve the goals of the program.
• 3. Ability to promote an inclusive, welcoming, and respectful environment that embraces diversity.
• 4. Ability to foster academic and non-academic skills and broaden participant horizons.
• 5. Ability to effectively implement curricula and program activities.

School Age Child Care

• 1. Principles of Childhood Development
• 2. Nutrition and Health Needs of Infants and Children
• 3. Child Day Care Program Development

Afterschool Quality Standards

• 1. Environmental Safety, Nutrition, Physical Activity, and Healthy Lifestyle Initiatives
• 3. Youth Participation, Learning, and Engagement
• 4. Family and Community Partnerships
• 5. Programming and Alignment with Regular School Day Learning
• 7. Staffing and Professional Development

Standards of Early Learning and Development

• 3. Quality Child Care and Licensing
• 4. The Child Care Professional and the Family
• 5. Language Development
• 6. Positive Discipline and Guidance

The National Association for the Education of Young Children (NAEYC) Training

• 1. Health and safety
• 4. Planning learning activities
• 7. Communications and relations with families
• 9. Advocacy for early childhood programs
• 10. Professional issues

After School Program Quality Standards and Indicators

• 1. Health, Safety and the Environment
• 3. Programming and Activities
• 4. Staffing and Professional Development

Early Learning and Development Standards

• 1. Physical Health and Motor Development
• 2. Social and Emotional Development
• 5. Cognitive Development

Statewide Afterschool Quality Standards

• 1. Indoor and Outdoor Environments
• 2. Safety, Health, and Nutrition
• 3. Administration
• 4. Professional Development and Qualifications
• 6. Youth Development, Programming, and Activities

B-3 Continuum

• 2. Comprehensive Services
• 4. Supported Transitions
• 5. Joint Professional Development
• 6. Aligned Curriculum and Instruction
• 7. Aligned Assessments
• 8. Data-driven Improvement

Building Blocks for Out-of-School Time Quality

• 1. Intentional Program Design
• 2. Supportive Relationships & Environments
• 5. Community, School and Family Engagement
• 8. Youth Safety and Wellness

Early Learning eGuidelines Competencies

• 1. Introduction to Inclusive Child Care
• 4. Preparing for and Including Young Children in the Child Care Setting
• 5. Community Services for Young Children with Disabilities (including Early Intervention services)
• a. Introduction to Inclusive Child Care
• b. Understanding Child Development in Relation to Disabilities
• d. Preparing for and Including Young Children in the Child Care Setting
• e. Community Services for Young Children with Disabilities (including Early Intervention services)

Ignite Afterschool

• 1. Intentional Program Design
• 2. Supportive Relationships and Environments
• 6. Organizational Management, Staff Support and Youth Safety

Teachers of Early Childhood Education Subject Matter Standards

• 2. Developmentally appropriate learning experiences
• 3. Relationships with families
• 4. Assessment, evaluation, and individualization
• 5. Historical and contemporary development of early childhood education
• 7. Health, safety, and nutrition
• 8. Application through clinical experiences

Afterschool Program Quality Guidelines

• 1. Operations
• 2. Programming
• 3. Relationships
• 5. Professional Development

Program Quality Practices

• 1. Physical Environment, Curriculum, and Program Activities
• 2. Assessment, Planning, and Improvement
• 3. Relationships
• 4. Child and Youth Engagement
• 6. Safety, Health, and Wellness
• 7. Leadership and Administration
• 8. Professional Development

Afterschool Alliance's Quality Standards

• 1. Planning a safe, healthy learning environment
• 2. Steps to advance children’s physical and intellectual development
• 3. Positive ways to support children’s social and emotional development
• 4. Strategies to establish productive relationships with families
• 7. Observing and recording children’s behavior
• 8. Principles of child growth and development

Child Care Centers Professional Growth and Development Training Requirements

• 1. Planning a safe, healthy learning environment (includes nutrition)
• 2. Steps to advance children’s physical and intellectual development
• 3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
• 4. Strategies to establish productive relationships with families (includes communication skills and cross-cultural competence)
• 7. Observing and recording children’s behavior
• 8. Principles of child growth and development

Afterschool Network Best Practices

• 1. Prepared Staff
• 2. Intentional Programming
• 3. Alignment with School Day
• 4. Promotion of Varied Youth Engagement
• 6. Promotion of Safety, Health and Wellness

Core Competencies for Early Childhood Practitioners

• 2. Health, safety and nutrition
• 3. Child observation and assessment
• 4. Family and community partnerships
• 5. Learning environments and curriculum
• 6. Interactions with children
• 7. Program planning, development and evaluation
• 8. Professionalism and leadership

Virginia Partnership for Out-of-School Time Quality Standards

• 1. Relationships, Culture & Diversity
• 2. Staffing, Volunteers & Professional Development
• 3. Leadership & Management
• 4. Continuous Improvement
• 5. Active & Engaged Learning
• 6. Linkages to the School-Day & SOL Standards
• 7. Health, Nutrition & Physical Fitness
• 8. Environment (Indoor & Outdoor Spaces)

Child Care VA Standards

• 3. Food and Allergic Reactions
• 6. Safe Spaces
• 10. Inclusion of All Children
• 13. Foundations of Child Development and Approaches to Learning

Core Competencies for Early Childhood Professionals

• 1. Safe Environments
• 2. Healthy Environments
• 3. Learning Environments
• 4. Physical Development
• 5. Cognitive Learning
• 6. Communication
• 7. Creative Learning
• 8. Self-Esteem
• 9. Social Development
• 10. Guidance
• 12. Program Management
• 13. Professionalism

Goals for Program Management and Delivery

• 1. Safe, Healthy, and Orderly Environment
• 2. Qualified and Diverse Staff

Goals for Program Participants

• 7. Greater Personal Responsibility
• 8. Improved Academics Achievement
• 9. Greater Creativity and Well-Being

Child Care Facilities: Staff Development Topics

• a. Planning a safe, healthy learning environment
• b. Steps to advance children's physical and intellectual development
• c. Positive ways to support children's social and emotional development
• g. Observing and recording children's behavior
• h. Principles of child growth and development
• i. Learning activities that promote inclusion of children with special needs

North Carolina Center for Afterschool Programs (NCCAP)

• Goals for Program Management and Delivery
• Goals for Program Participants

Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality

• 1. Safety, Health and Nutrition
• 3. Programming and Activities
• 4. Diversity and Inclusion in Programming
• 7. School Linkages
• 8. Program Sustainability, Evaluation and Awareness In-Service

Early Childhood Education: Professional Development Areas

• Annual Training (1) Child growth and development
• Annual Training (2) Guidance and discipline
• Annual Training (3) Age-appropriate curriculum
• Annual Training (4) Teacher-child interaction
• In-Service 3. Understanding early childhood brain development.
• Pre-Service 1. Developmental stages of children
• Pre-Service 2. Age-appropriate activities for children
• Pre-Service 3. Positive guidance and discipline of children
• Pre-Service 4. Fostering children’s self-esteem
• Pre-Service 5. Supervision and safety practices in the care of children
• Pre-Service 6. Positive interaction with children

Quality Standards for OST Programs

• 1: Health and Safety
• 2: Relationships and Interactions
• 3: Youth-Centered Program Design
• 4: Leadership and Management

Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool

• 1: Structure and Management
• 3. Safety and Health
• 4. Activities

Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)

• Standard 1: Child Development and Learning in Context
• Standard 3: Child Observation, Documentation, and Assessment
• Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices

Afterschool Network

• 2. Child and adolescent development
• 3. Health, wellness, and safety
• 4. Observation and assessment
• 5. Curriculum and activities
• 6. Learning environment
• 7. Program planning and evaluation

Child Care Training & Education

• Standard 1: Learning Environment/Developmentally Appropriate Practice

Child Care Core of Knowledge

• 2. Curriculum
• 4. Special Needs

Out-of-School Time Program Quality Standards

• Administrative Quality Standards
• Program Quality Standards

Program Quality Standards

• I. Youth Program Climate
• II. Youth Development

Administrative Quality Standards

• I. Youth Program Design and Accountability
• IV. Youth Program Staffing and Professional Development

Afterschool Network Quality Standards

• 2. Offer a blend of academic and developmental skill-building activities
• 4. Promote high levels of student engagement
• 5. Provide appropriate levels of structure as well as opportunities for autonomy and choice

Early Childhood: Child Care Center Training Topics

• 4. Children with special needs
• 7. Principles of child growth and development, including brain development

Department of Early Education & Care Standards

• 2. Planning Programs and Environments for Young Children
• 3. Curriculum for Early Childhood Settings
• 4. Child and Classroom Management
• 5. Advanced or Specialized Early Childhood Education or Development
• 6. Children with Special Needs, Birth - 16 years
• 7. Infant and Toddler Development, Care, and Program Planning
• 10. Supervision or Staff Development in Early Childhood Education

Hawaii OST Quality Guidelines

• 2a. Youth Learning and Development
• 2b. Staff Professional Development and Leadership
• 3d. Evaluation and Data

Department of Social Services, Child Care Services (CCS): Pathway to Professional Development

• 3. Guidance and behavior management
• 4. Food handling techniques
• 7. Nutrition for children
• 10. Cultural diversity
• 11. Learning environments
• 12. Age-appropriate activities and planning
• 13. Professionalism
• 14. Partnerships with parents
• 15. Inclusion of all children

Afterschool & Out-of-School Time Professional Network

• 4. Indoor and Outdoor Environment
• 5. Programming and Activities

Department of Children & Families: Staff Training Requirements for Childcare Centers

• ii. Positive guidance and discipline
• iii. Nutrition and good eating habits
• v. Program planning and development
• vi. Creating a classroom environment
• vii. Health and safety procedures, including recognition of illness and disease and training in basic infection control techniques
• viii. Physical education or recreational activities for children

Early Childhood Education Professional Learning Standards

• A. Child Growth and Development
• C. Program administration, planning, development, or management
• D. Availability of community services and resources, including those available to children with special needs

Quality Standards for Out-of-School Time Programs

• A. Safe and Healthy Environments
• C. Intentional Programming and Activities
• G. Program Evaluation and Data

Quality Standards for Nevada OST Programs

• a. Youth Development & Social Emotional Learning
• b. Health, Safety and Security of the Physical Environment
• c. Program Management & Professional Development
• d. Program Structure, Curriculum & Activities

Department of Education: Standards for Professional Development

• f. Strategies for working with children with disabilities
• g. Classroom management, which must include, without limitation, positive discipline and guidance and social, emotional, and academic development
• i. Play theory and creativity

Department of Education and Early Development (DEED)

• Annual Requirements: 2. Special Education Training for Aides
• Biennial and Quadrennial Requirements: 3. Equity Training for Educators
• Mandatory Trainings: 2. Alcohol or drug-related disabilities
• Periodic Requirements: 2. Special Education Training for Staff

Division of Early Care and Education: Staff Development

• c. Prevention of and response to emergencies due to food and allergic reactions
• i. Child growth and development
• j. Caring for children with disabilities
• k. Guiding children’s behavior
• L. Nutrition
• m. Physical activity
• r. Business operations

Early Childhood Professional Development Framework

• Standard I: Designs/Plans Instruction
• Standard II: Creates/Maintains Environments
• Standard III: Implements Instruction
• Standard IV: Assesses & Communicates Learning Results
• Standard V: Reflects/Evaluates Teaching/Learning
• Standard VI: Collaborates with Colleagues/Families/Others
• Standard VII: Engages in Professional Development
• Standard VIII: Supports Families