Supporting Students in Temporary Housing: A Primer

School's Out Washington Quality Improvement Standards

• 1. Being welcomed into safe spaces that center their own cultures and communities
• 2. Having positive, meaningful relationships with program staff and youth
• 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

• 2. Learning environment and curriculum
• 4. Families, communities, and schools
• 5. Safety and wellness
• 6. Interactions with children/youth
• 8. Professional development and leadership
• 9. Cultural competency and responsiveness
• 10. Youth empowerment
• 11. Other training as appropriate

Core Knowledge and Competencies

• 1. Child and Youth Growth and Development
• 2. Health, Safety and Nutrition
• 4. Learning Environment and Curriculum
• 5. Family and Community Engagement

Afterschool Standards

• 1. Human Relationships
• 3. Programming and Activities
• 4. Safety, Health, and Nutrition

Child Care Core of Knowledge

• 1. Child Development
• 2. Curriculum
• 3. Health, Safety, and Nutrition

Out-of-School Time Program Quality Standards

• Administrative Quality Standards
• Program Quality Standards

Program Quality Standards

• I. Youth Program Climate
• II. Youth Development
• III. Family/Caring Adult and Community Engagement

Administrative Quality Standards

• III. Health, Safety and Program Space
• IV. Youth Program Staffing and Professional Development

Early Childhood Educator Requirements: Birth to Second Grade

• 1. Child development
• 2. Developmental curriculum planning/ environment and curriculum
• 4. Positive behavior management/social-emotional development
• 5. Health, safety, physical activity, and nutrition
• 6. Family and community

Childcare Program: Continuing Education

• 1. Child development
• 6. Indoor and outdoor learning environments
• 7. Behavior guidance
• 10. Working with families

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

• 1. Child development and learning
• 2. Health, safety, and nutrition
• 3. Family and community collaboration
• 5. Teaching and learning
• 7. Interactions and guidance

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

• 1. Health, Safety
• 2. Human Relationships
• 5. Program Activities

Teachers of Early Childhood Education Subject Matter Standards

• 1. Child Development and Learning
• 2. Developmentally appropriate learning experiences
• 3. Relationships with families
• 4. Assessment, evaluation, and individualization
• 7. Health, safety, and nutrition

Ignite Afterschool

• 1. Intentional Program Design
• 2. Supportive Relationships and Environments
• 4. Responsiveness to Culture and Identity
• 5. Community Family and Engagement

Early Care & Education Professional Development Content Areas

• 1. Child Development and Learning in Context
• 2. Families - Teacher Partnerships and Community Connections
• 4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
• 7. Health and Safety

Program Content

• 2. Interpersonal Relations
• 3. Curriculum and Activities

Program Management

• 4. Family Involvement
• 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
• 3. Environment & Climate
• 4. Relationships
• 5. Health & Well Being
• 6. Staffing & Professional Development
• 7. Organizational Practices
• 9. Family & Community Partnerships

Early Care and Education Professional Competency Goals for Directors

• c. Communication
• d. Developmentally appropriate practices
• e. Professional and leadership development
• 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
• 3. Health, Safety and Nutrition
• 5. Inclusive Practices
• 6. Learning Environments
• 7. Building Family and Community Relationships
• 8. Diversity: Family, Language, Culture and Society
• 10. Professionalism and Advocacy
• 11. Social-Emotional Development and Mental Health

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
• 3. Family and community partnership
• 4. Guidance
• 5. Health, safety and nutrition
• 6. Professional development and leadership
• 8. Teaching practices

OST Quality Guidelines

• 1. Diverstiy, Equity, and Inclusion
• 2. Assessment and Evaluation
• 3. Human Relationships
• 4. Partnerships
• 5. Staff Qualifications and Training
• 6. Youth Development and Engagement
• 7. Health and Safety Guidelines

Academic Standards: Essential Skills

• 2. Personal Skills
• 3. Civic/Interpersonal Skills
• 4. Professional Skills

Early Childhood Education and Care Department

• 1. Child growth, development, and learning
• 3. Family and community collaboration
• 4. Developmentally appropriate content
• 5. Learning environment and curriculum implementation

Out-of-School Time (NMOST) Guiding Principles

• 3. Relationships
• 4. Family and Community Partnerships
• 5. Cultural Relevance
• 8. Staffing and Professional Development

Standards of Early Learning and Development

• 1. Childhood Development
• 2. Health, Safety and Universal Precautions
• 3. Quality Child Care and Licensing
• 4. The Child Care Professional and the Family
• 6. Positive Discipline and Guidance

Afterschool Quality Standards

• 1. Environmental Safety, Nutrition, Physical Activity, and Healthy Lifestyle Initiatives
• 2. Staff and Youth Relationships
• 3. Youth Participation, Learning, and Engagement
• 4. Family and Community Partnerships

B-3 Continuum

• 1. Community Partnerships
• 2. Comprehensive Services
• 3. Family Engagement & Parent Leadership
• 4. Supported Transitions
• 5. Joint Professional Development
• 6. Aligned Curriculum and Instruction

Statewide Afterschool Quality Standards

• 2. Safety, Health, and Nutrition
• 4. Professional Development and Qualifications
• 5. Family and Community Partnerships
• 6. Youth Development, Programming, and Activities
• 7. Partnerships with Schools

Early Learning and Development Standards

• 1. Early Childhood Education and Child Development

After School Network

• 1. Relationships — Interactions and Engagement
• 2. Family and Community Partnerships
• 3. Environment
• 4. Activities and Programming
• 5. Safety
• 6. Staffing/Professional Development

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

• 1. Environment & Climate
• 3. Relationships
• 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.
• 6. Ability to promote responsible and healthy decision-making among all participants.

School Age Child Care

• 3. Child Day Care Program Development

Career Development

• 1. Ethics and professionalism in child care
• 6. Strategic leadership and planning

Family/Community Relations

• 1. Working with parents and families
• 2. Community health, pediatrics or social services resources for children and families
• 6. Community needs assessment

Child Growth and Development

• 2. Interpersonal Relationships
• 3. Professionalism
• 5. Health and Safety
• 6. Social/emotional development
• 7. Challenging behaviors
• 8. Cognitive development
• 10. Family/Community Relations

Child Growth and Development

• 2. Interpersonal Relationships
• 3. Professionalism
• 5. Health and Safety
• 6. Social/emotional development
• 7. Challenging behaviors
• 8. Cognitive development
• 10. Family/Community Relations

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

Afterschool Network Quality Standards

• 1. Foster positive relationships between program participants and staff
• 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

Afterschool Network

• 1. Guidance toward healthy relationships
• 2. Child and adolescent development
• 3. Health, wellness, and safety
• 9. Connecting with families, schools, and communities

Child Care Training & Education

• Standard 3: Staff Qualifications and Professional Development
• Standard 5: Family Engagement and Partnership
• Standard 7: Health, Safety, Nutrition, and Physical Activity

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

• 1. Health and safety
• 2. Child growth and development
• 4. Planning learning activities
• 5. Guidance and discipline techniques
• 6. Linkages with community services
• 7. Communications and relations with families
• 10. Professional issues

After School Program Quality Standards and Indicators

• 1. Health, Safety and the Environment
• 2. Relationships
• 4. Staffing and Professional Development

Early Learning and Development Standards

• 2. Social and Emotional Development
• 5. Cognitive Development

Building Blocks for Out-of-School Time Quality

• 1. Intentional Program Design
• 2. Supportive Relationships & Environments
• 3. Youth Voice, Leadership, and Engagement
• 4. Responsiveness to Culture & Identity
• 5. Community, School and Family Engagement
• 7. Ongoing Staff Support and Volunteer Development
• 8. Youth Safety and Wellness

Early Learning eGuidelines Competencies

• 1. Introduction to Inclusive Child Care
• a. Introduction to Inclusive Child Care

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
• 5. Strategies to manage an effective program operation
• 7. Observing and recording children’s behavior

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)
• 5. Strategies to manage an effective program operation (includes business practices)
• 7. Observing and recording children’s behavior

Afterschool Alliance Best Practices

• 1. Prepared Staff
• 2. Intentional Programming
• 4. Promotion of Varied Youth Engagement
• 5. Development of Strong Community Partners
• 6. Promotion of Safety, Health and Wellness
• 7. Sustained Student Attendance and Access

All Staff Annual Training

• 2. Social and Emotional Development
• 3. Child Guidance
• 6. Professional Development

Director Annual Training

• 4. Child Guidance
• 5. Professional Development

Early Learning Staff Professional Development Areas

• All Staff Annual Training
• Director Annual Training

Afterschool Network Best Practices

• 1. Prepared Staff
• 2. Intentional Programming
• 4. Promotion of Varied Youth Engagement
• 5. Development of Strong Community Partners
• 6. Promotion of Safety, Health and Wellness
• 7. Sustained Student Attendance and Access

Core Competencies for Early Childhood Practitioners

• 2. Health, safety and nutrition
• 4. Family and community partnerships
• 6. Interactions with children

Guidelines for Afterschool, Summer, and Youth Development Programs

• 1. Relationships
• 2. Health, Safety, and Environment
• 4. Youth Leadership and Engagement
• 5. Family, School, and Community
• 6. Cultural Competency, Responsiveness, and Inclusion
• 8. Staff and Professional Development

Child Care Training Regulations

• 4. Positive behavior management
• 6. Supervision of children
• 17. Respectful engagement of families, including daily communication with parents about their child’s activities
• 23. Guidelines for volunteers, (partner staff, auxiliary staff, business managers)

Guiding Principles for Quality OST Programs

• 1. Safe & Supportive Environment
• 2. Active & Engaged Learning
• 4. Positive & Empowering Relationships
• 6. Healthy Choices & Behaviors
• 7. Inclusion & Access
• 8. Cultural Responsiveness
• 9. Quality Staff
• 11. Collaborative Relationships

Early Care and Education Knowledge Base

• 2. Family and community partnerships
• 4. Teaching and engagement
• 5. Curriculum and learning environment

Standards for Quality Afterschool Programs

• 1. Safe and Appropriate Program Environments and Facilities
• 2. Ongoing Training and Staff Development
• 4. Positive Youth Development
• 5. Community Partnerships

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

• 2. Behavioral guidance practices

Workforce Knowledge and Competencies

• 2. Learning Environment and Curriculum (LEC)
• 3. Positive Interactions (PI)
• 4. Family Engagement (FE) 
• 5. Child Observation and Assessment (COA) 
• 6. Health, Safety and Nutrition (HSN) 

Quality Standards for Expanded Learning

• 1. Safe and Supportive Environment
• 2. Active and Engaged Learning
• 3. Skill Building
• 4. Youth Voice and Leadership
• 5. Healthy Choices and Behaviors
• 6. Diversity, Access and Equity
• 7. Quality Staff
• 9. Collaborative Partnerships

ECE Competencies

• 2. Culture, Diversity and Equity
• 3. Relationships, Interactions, and Guidance
• 4. Family and Community Engagement
• 6. Observation, Screening, Assessment and Documentation
• 8. Learning Environments and Curriculum
• 9. Health, Safety, and Nutrition

Core Competencies for Early Childhood Professionals

• 1. Safe Environments
• 2. Healthy Environments
• 3. Learning Environments
• 5. Cognitive Learning
• 6. Communication
• 9. Social Development
• 10. Guidance
• 11. Family Relationships

Hawaii OST Quality Guidelines

• 1a. Pilina (Relationships) between Staff and Youth
• 1c. Pilina (Relationships) between program and ʻāina & place
• 1d. Pilina (Relationships) between Program and Families
• 1e. Pilina (Relationships) between Programs and Schools
• 1f. Pilina (Relationships) between Program and Community
• 2a. Youth Learning and Development
• 2b. Staff Professional Development and Leadership
• 3a. Program Administration for Staff
• 3c. Health, Safety, and Emergencies

Core Knowledge and Competencies for Early Childhood Professionals

• 2. Child and youth development
• 3. Child safety, abuse, and neglect

West Virginia Afterschool Program Quality Standards

• 2. Diversity, Equity and Inclusion
• 3. Family, School and Community Connection
• 4. Health, Safety and Nutrition
• 6. Intentional Relationships

Early Childhood - Continuing Education

• 2. Child Guidance
• 7. Health and Safety

Afterschool Program Quality Institute

• 2. Relationships and Connections
• 3. Programming
• 4. Youth Participation and Engagement

Department of Early Learning and Care: Training

• 2. Family and Community Systems
• 3. Human Growth and Development

National Afterschool Association Competencies

• 2. Learning Environment and Curriculum
• 4. Interactions with Children and Youth
• 5. Youth Engagement
• 6. Cultural Competency and Responsiveness
• 7. Family, School, and Community Relationships
• 10. Professional Development and Leadership

Department of Early Education & Care Standards

• 2. Planning Programs and Environments for Young Children
• 8. Health and Safety in Early Childhood
• 9. Family and Community

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

• 2. Positive Connections
• 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 2: Family-Teacher Partnerships and Community Connections
• Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
• Standard 6: Professionalism as an Early Childhood Educator

Standards for Quality Afterschool Programs

• 2. Program Management and Staff
• 3. Communication and Interaction
• 4. Program Structure and Activities
• 5. Health, Safety and Nutrition
• 6. Program Environment
• 7. Family and Community Involvement

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

• 7. Behavior management
• 8. Working with families
• 10. Community, health and social service resources
• 16. Guidance and discipline
• 22. Developing special interest centers/spaces and environments
• 23. Other course areas relating to child care or child care management

Afterschool Program Quality Guidelines

• 2. Programming
• 3. Relationships
• 4. Family Involvement
• 5. Professional Development

Goals for Program Management and Delivery

• 2. Qualified and Diverse Staff

Goals for Program Connections

• 4. Positive Participant and Staff Interactions
• 5. Active Family and Community Partnerships
• 6. Consistent Participant Attendance

Goals for Program Participants

• 8. Improved Academics Achievement

Child Care Facilities: Staff Development Topics

• c. Positive ways to support children's social and emotional development
• d. Strategies to establish productive relationships with families

North Carolina Center for Afterschool Programs (NCCAP)

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

Afterschool Network Quality Standards

• 2. Relationships
• 3. Community Involvement

Early Childhood Professional Learning Categories

• 3. Resources

Virginia Partnership for Out-of-School Time Quality Standards

• 2. Staffing, Volunteers & Professional Development
• 5. Active & Engaged Learning

Child Care VA Standards

• 6. Safe Spaces
• 10. Inclusion of All Children

Quality Standards for OST Programs

• 2: Relationships and Interactions
• 3: Youth-Centered Program Design

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

• 3. Guidance and behavior management
• 14. Partnerships with parents
• 15. Inclusion of all children

Afterschool & Out-of-School Time Professional Network

• 3. Human Relationships
• 4. Indoor and Outdoor Environment
• 5. Programming and Activities
• 6. Safety and Environmental Health

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

• i. Child growth and development
• ii. Positive guidance and discipline
• iv. Family involvement and communication with families

Program Quality Practices

• 3. Relationships
• 4. Child and Youth Engagement
• 5. Families and Communities
• 6. Safety, Health, and Wellness
• 8. Professional Development

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

• 4. Diversity and Inclusion in Programming
• 5. Family Engagement and Community Partnerships
• 6. Relationships and Interactions

Early Childhood Education: Professional Development Areas

• Annual Training (2) Guidance and discipline
• Annual Training (4) Teacher-child interaction
• Pre-Service 3. Positive guidance and discipline of children
• Pre-Service 4. Fostering children’s self-esteem
• Pre-Service 6. Positive interaction with children

Department of Education: Standards for Professional Development

• a. Child development and learning
• g. Classroom management, which must include, without limitation, positive discipline and guidance and social, emotional, and academic development
• h. Culturally and linguistically responsive pedagogy

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

Quality Standards for Out-of-School Time Programs

• A. Safe and Healthy Environments
• B. Positive Relationships
• C. Intentional Programming and Activities
• D. Equity and Inclusion
• E. Family, School and Community Engagement
• F. Program Management

Early Childhood Education Professional Learning Standards

• B. Health and Safety Issues
• C. Program administration, planning, development, or management
• D. Availability of community services and resources, including those available to children with special needs

Division of Early Care and Education: Staff Development

• k. Guiding children’s behavior
• s. Any other topic that promotes child development or protects children’s health or safety

Early Childhood Professional Development Framework

• Standard II: Creates/Maintains Environments
• Standard VI: Collaborates with Colleagues/Families/Others
• Standard VII: Engages in Professional Development
• Standard VIII: Supports Families