Using Youth Data to Create Positive Change

Analyze data cycles and dialogue frameworks to make equitable, data-informed decisions in educational settings.

Full Course Description

Leverage data for positive change with our Using Youth Data to Create Positive Change Online Course. This 30-minute course helps youth professionals use data effectively to make informed, equity-driven decisions. Learn how to implement data cycles, engage in constructive data dialogues, and apply an equity lens to your decision-making. Enroll today to create impactful, evidence-based youth programs.

Course Outcomes

By the end of this course, you will be able to:

Understand effective data cycles.
Engage in data-driven dialogue frameworks.
Become aware of how to take an equity-driven approach to data analysis.

CEU Requirements

To receive CEU credit for taking this course, you must:

Pass the knowledge check-ins and complete the entire course.
Complete the course evaluation form at the end of the course.

Upon successful completion, you will receive a certificate showing the CEUs earned.

Change Up Learning requires disclosure of proprietary interests. No staff, instructors, or course developers have proprietary interests related to this course.

This course will take approximately 30 minutes to complete.

This course satisfies these child care training requirements:

West Virginia Afterschool Program Quality Standards

1. Administration
2. Diversity, Equity and Inclusion
5. Indoor and Outdoor Environments
6. Intentional Relationships
7. Leadership and Professionalism
8. Activities

Core Knowledge and Competencies for Early Childhood Professionals

1. Management
2. Child and youth development

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
9. Design and use of child-oriented space
16. Guidance and discipline
19. Age-appropriate lesson planning
20. Homework assistance for school-age care

National Afterschool Association Competencies

1. Child and Youth Growth and Development
2. Learning Environment and Curriculum
3. Child/Youth Observation and Assessment
5. Youth Engagement
9. Program Planning and Development

Core Knowledge and Competencies

1. Child and Youth Growth and Development

Child Care Core of Knowledge

1. Child Development
2. Curriculum

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
II. Youth Program Leadership and Sustainability
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
3. Observation and assessment
8. Management and administration

Early Childhood - Continuing Education

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

Afterschool Program Quality Institute

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

Early Care and Education Knowledge Base

1. Child Development
5. Curriculum and learning environment

Guiding Principles for Quality OST Programs

1. Safe & Supportive Environment
2. Active & Engaged Learning
3. Skill Building
4. Positive & Empowering Relationships
5. Youth Voice & Leadership
7. Inclusion & Access
9. Quality Staff
12. Continuous Quality Improvement
13. Program Management

Childcare Program: Continuing Education

1. Child development
6. Indoor and outdoor learning environments

Child Care Training Regulations

1. Child Development
5. Curriculum development policies and responsibilities
13. Recordkeeping, including daily attendance procedures
21. Providing developmentally appropriate activities and experiences for children

Guidelines for Afterschool, Summer, and Youth Development Programs

1. Relationships
3. Programming and Activities
4. Youth Leadership and Engagement
7. Assessment, Planning, and Program Improvement
8. Staff and Professional Development
9. Administration and Program Management

ECE Competencies

1. Child Development and Learning
3. Relationships, Interactions, and Guidance
8. Learning Environments and Curriculum

Quality Standards for Expanded Learning

3. Skill Building
8. Clear Vision, Mission and Purpose
9. Collaborative Partnerships
10. Continuous Quality Improvement
11. Program Management
12. Sustainability

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
5. Teaching and learning

Teachers of Early Childhood Education Subject Matter Standards

1. Child Development and Learning
6. Professionalism

Ignite Afterschool

1. Intentional Program Design
2. Supportive Relationships and Environments

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

Program Content

3. Curriculum and Activities

Afterschool Program Standards

Program Content

Early Care and Education Professional Competency Goals for Staff

1. Child development, including discipline, guidance, nutrition, injury control and safety
4. Business related topics, including parental communication, recordkeeping, etc.

Afterschool & Youth Development Standards

1. Programming & Youth Development
3. Environment & Climate
4. Relationships
6. Staffing & Professional Development
7. Organizational Practices
8. Evaluation & Outcomes

Early Care and Education Professional Competency Goals for Directors

d. Developmentally appropriate practices
e. Professional and leadership development

Core Competencies for Early Childhood Practitioners

1. Child growth and development
3. Child observation and assessment
5. Learning environments and curriculum
7. Program planning, development and evaluation

Afterschool Network Best Practices

1. Prepared Staff
2. Intentional Programming
4. Promotion of Varied Youth Engagement
7. Sustained Student Attendance and Access

All Staff Annual Training

1. Child growth and development
3. Child Guidance
6. Professional Development
7. Program Administration

Director Annual Training

1. Curriculum
5. Professional Development

Afterschool Alliance Best Practices

1. Prepared Staff
2. Intentional Programming
3. Alignment with School Day
4. Promotion of Varied Youth Engagement
7. Sustained Student Attendance and Access
8. Ongoing Assessment and Improvement

Early Learning Staff Professional Development Areas

All Staff Annual Training
Director Annual Training

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

1. Child growth and development
3. Guidance and behavior management
8. Program management and regulation
11. Learning environments
12. Age-appropriate activities and planning

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
6. Learning Environments
9. Program Management, Operation and Evaluation

Workforce Knowledge and Competencies

1. Child Growth and Development (CGD)
2. Alignment with CDELS
2. Learning Environment and Curriculum (LEC)

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

2. Behavioral guidance practices

Standards for Quality Afterschool Programs

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
7. Program planning and development
8. Teaching practices

OST Quality Guidelines

2. Assessment and Evaluation
3. Human Relationships
5. Staff Qualifications and Training
6. Youth Development and Engagement

Department of Early Education & Care Standards

1. Child Growth and Development, Birth - 8 Years
3. Curriculum for Early Childhood Settings
5. Advanced or Specialized Early Childhood Education or Development
11. Child Observation, Documentation and Assessment
12. Child Care Administration

Early Childhood Education and Care Department

1. Child growth, development, and learning
4. Developmentally appropriate content
5. Learning environment and curriculum implementation
6. Assessment of children and programs

Out-of-School Time (NMOST) Guiding Principles

3. Relationships
6. Programming
8. Staffing and Professional Development

Standards of Early Learning and Development

1. Childhood Development
3. Quality Child Care and Licensing
4. The Child Care Professional and the Family
6. Positive Discipline and Guidance

Afterschool Quality Standards

3. Youth Participation, Learning, and Engagement
5. Programming and Alignment with Regular School Day Learning
6. Administration and Organizational Development
7. Staffing and Professional Development
8. Evaluation for Continuous Quality Improvement

Early Learning and Development Standards

1. Early Childhood Education and Child Development

After School Network

1. Relationships — Interactions and Engagement
3. Environment
4. Activities and Programming
6. Staffing/Professional Development
7. Administration/Organization
8. Sustainability and Evaluation

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
9. Program Sustainability & Growth
10. Measuring Outcomes & Evaluation

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.
4. Ability to foster academic and non-academic skills and broaden participant horizons.
5. Ability to effectively implement curricula and program activities.

Afterschool Network Quality Standards

1. Foster positive relationships between program participants and staff
3. Rely on data-driven best practices and standards
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

Afterschool Network

1. Guidance toward healthy relationships
2. Child and adolescent development
4. Observation and assessment
6. Learning environment
7. Program planning and evaluation

Child Care Training & Education

Standard 1: Learning Environment/Developmentally Appropriate Practice
Standard 2: Program Evaluation
Standard 3: Staff Qualifications and Professional Development
Standard 6: Child and Youth Assessment

Building Blocks for Out-of-School Time Quality

1. Intentional Program Design
3. Youth Voice, Leadership, and Engagement
6. Organizational and Leadership Management

Early Childhood Professional Learning Categories

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

Afterschool Network Quality Standards

2. Relationships
4. Programming

Afterschool Program Quality Guidelines

1. Operations
2. Programming
5. Professional Development

Program Quality Practices

1. Physical Environment, Curriculum, and Program Activities
2. Assessment, Planning, and Improvement
4. Child and Youth Engagement
7. Leadership and Administration
8. Professional Development

Child Growth and Development

1. Programming and Curriculum
2. Children with special needs
2. Interpersonal Relationships
4. Brain development
4. Program Environment
7. Challenging behaviors
8. Cognitive development

Child Growth and Development

1. Programming and Curriculum
2. Children with special needs
2. Interpersonal Relationships
4. Brain development
4. Program Environment
7. Challenging behaviors
8. Cognitive development

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

Child Growth and Development

Quality Guidelines for Ohio's Afterschool Programs

Child Growth and Development

Goals for Program Management and Delivery

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

Goals for Program Connections

5. Active Family and Community Partnerships
6. Consistent Participant Attendance

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
g. Observing and recording children's behavior

North Carolina Center for Afterschool Programs (NCCAP)

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

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

1: Structure and Management

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
Standard 5: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum

Hawaii OST Quality Guidelines

1a. Pilina (Relationships) between Staff and Youth
2a. Youth Learning and Development
3d. Evaluation and Data

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

2. Child growth and development
4. Planning learning activities

School's Out Washington Quality Improvement Standards

2. Having positive, meaningful relationships with program staff and youth
4. Engaging in learning opportunities that build academic, life, and career skills
5. Having a common language and shared expectations that are aligned with research and best practices for positive youth development and social emotional learning

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

7. Program planning and development
8. Professional development and leadership
11. Other training as appropriate

After School Program Quality Standards and Indicators

2. Relationships
3. Programming and Activities
4. Staffing and Professional Development

Early Learning and Development Standards

2. Social and Emotional Development
5. Cognitive Development

Virginia Partnership for Out-of-School Time Quality Standards

2. Staffing, Volunteers & Professional Development
3. Leadership & Management
4. Continuous Improvement
5. Active & Engaged Learning
8. Environment (Indoor & Outdoor Spaces)

Child Care VA Standards

13. Foundations of Child Development and Approaches to Learning

Department of Early Learning and Care: Training

3. Human Growth and Development
5. Learning Environments and Curriculum
6. Observation and Assessment
8. Program Management
10. Understanding and Guiding Behavior

Afterschool & Out-of-School Time Professional Network

3. Human Relationships
4. Indoor and Outdoor Environment
5. Programming and Activities

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

i. Child growth and development
ii. Positive guidance and discipline
v. Program planning and development
vi. Creating a classroom environment

Core Competencies for Early Childhood Professionals

3. Learning Environments
5. Cognitive Learning

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

3. Programming and Activities
6. Relationships and Interactions
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
Pre-Service 1. Developmental stages of children
Pre-Service 2. Age-appropriate activities for children

Quality Standards for OST Programs

3: Youth-Centered Program Design

Statewide Afterschool Quality Standards

4. Professional Development and Qualifications

B-3 Continuum

5. Joint Professional Development
6. Aligned Curriculum and Instruction
8. Data-driven Improvement

Department of Education: Standards for Professional Development

a. Child development and learning
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

Quality Standards for Nevada OST Programs